CHANGING PEDAGOGIES IN MATHEMATICS AND SCIENCE | |||||||

Fall 2005 | Donnay and Pomeroy | ||||||

Dates | Presentation | Discussion | Reading | Field Placement | Written Assignment | Written Assignment leading to case study | Assignments Due |

31-Aug | Neural Basis of Learning: Professor Paul Grobstein | 1) Field paperwork | How People Learn: Ch 1 due 9/7 | Complete paperwork | 1. Write two 1-2 page reflections of learning experiences: one that was particularly good and one that was particularly poor for you as a learner. Due 9/7 | ||

2) Create a concept map about teaching - (Discuss concept maps as a strategy to uncover students' conceptual frameworks) | 2a. Compare and contrast tradition/research based lesson: include analysis of lessons in relation to the principles of learning discussed by Prof. Grobstein Due 9/14 | ||||||

3) Start compare/contrast lesson types in homogeneous groups. | Myers-Brigs web test:
http://www.humanmetrics.com/cgi-win/JTypes1.htm See description of types:
http://typelogic.com/ Due 9/7 |
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7-Sep | Modalities, multiple intelligences, personality types and learning styles: | 1) Fast write about the relation of modalities students' learning experiences | Watson & Konicek: Hot Hats due 9/14 | Field placements are lined up. | 2b. Add new principles (Modalities, etc) presented in class to analysis of 2 lessons paper Due 9/14 | How People Learn: Ch 1 due 9/7 | |

2) Discuss learning experience papers and relate to Grobstein, Modalities materials. | 3. Interview faculty about a misconception in a course they are now taking; short write up 1 page due 9/14 | 1. Two short papers on learning experiences | |||||

3) If time; discuss more lesson analysis | Myers-Brigs test | ||||||

14-Sep | Key Concepts and Pre-Concepts | 1) field work: discuss guidelines for placement; etiquette; expectations of journal keeping, etc | Inside the Black Box due 9/21 | 6a. Use readings and presentations to add an identification of big idea/s and key concepts to lesson analysis Due10/5 | Watson & Konicek: Hot Hats due 9/14 | ||

2) can students remember having a naive-concept | Make appointment and meet with host teacher -- take notes, also record impressions of neighborhood, school, and classroom | 2ab. Paper Compare/Contrast two lesson plans using Grobstein, Modalities ideas | |||||

3) discuss Watson & Konicek | 3. 1 pager faculty misconception | ||||||

4) share professor's responses on misconceptions | |||||||

5) discuss lesson analysis | |||||||

21-Sep | Formative Assessment : | 1) Discussion on Formative Assessment and Metacognition | Glenn Commission; TIMSS summary; two articles NCLB;(Post on Blackboard); | Placements start | 6b. Use readings and presentations to add to lesson analysis a discussion of formative assessment and metacognition. If not apparent in the lesson/s, then think about how you might build formative assessment, metacognition into the lesson. 10/5 | 4. Paper describing the educational setting of your field placement - due 9/28 | Inside the Black Box due 9/21 |

2) Continue last week's discussion | 5. half page summary of each NCLB article and post articles on Blackboard | ||||||

28-Sep | Present Climate; NCLB, Glen Commission, TIMSS Studies. | 1)Discuss first week in placement | How Students Learn:Ch. 1; | Try to pick up on common misconceptions that students have and how they affect learning | Glenn Commission; TIMSS summary; two articles NCLB;(Post on Blackboard) | ||

2)Fieldwork - How does your teacher learn about what the children understand and can do? | AAAS and Math Democracy readings | 4. Paper describing the educational setting of your field placement - due 9/28 | |||||

5. half page summary of each NCLB article and post on Blackboard | |||||||

5-Oct | Mathematical and Scientific Literacy | 1) Discuss lessons in field classrooms and analyses of student learning. (This is preliminary work for paper due 10/19.) | HSL: Ch 5, 6 or Ch 9, 10 (Science) | Turn in journal to Prof. Donnay by 4:00pm, Tuesday Oct 4. | 7. Analysis of a lesson from placement: include references to HSL readings and elements of all presentations to analyze student learning. Be sure to include specific examples of children's work or words. Due 10/19 | 6ab.Paper compares 2 lesson plans from Key Concepts, Pre-existing knowledge, Formative Assessment, Metacognition. | |

2) Peer and self review of journal entries and reflections. | AAAS and Math and Democracy reading due 10/5 | ||||||

3) Develop journal rubric. | |||||||

12-Oct | fall break | ||||||

19-Oct | Reform Curricula in Mathematics and Science - Elementary | 1)Discuss lesson analysis from placement | How Students Learn: Ch 7 (math) or 11 (science) | Interview host teacher | 8. Interview questions and responses; include questions about challenges and constraints due 10/26 | 7. Analysis paper of lesson from placement using all the tools | |

2)Discuss the HSL readings. | HSL reading Ch 5, 6 or Ch 9, 10 due 10/19 | ||||||

26-Oct | Reform Curricula in Mathematics and Science - Secondary | 1)Discuss the HSL readings | How Students Learn: Ch 8 (math) or 12 (science) | 9. 1-2 page reflection of presentations and readings. and placement (chance to tell us what is on your mind) Due 11/2 | 10. Analysis of learning #2 - see above - due 11/9 | 8. Interview of teacher due 10/26 | |

2)Discussion of teacher interviews | HSL reading Ch 7 or Ch 11 | ||||||

2-Nov | Reform Curricula in Mathematics and Science - Higher Education | 1)Talk about work in progress: Lesson Analysis 2 from Placement | Mapping the field, DP reading due 11/9 | 9. 1-2 page reflection of presentations and reading and readings and placement Due 11/2 | |||

2)Discuss HSL readings and presentations | Think about diverse learners from your placement for next week's discussion | HSL reading Ch 8 or Ch 12 | |||||

9-Nov | Meeting the Needs of Diverse Learners | 1)Talk about meeting the needs of diverse learners. | 10. Analysis of learning #2 - see above - due 11/9 | ||||

Mapping the field, DP reading due 11/9 | |||||||

16-Nov | Challenges and Constraints - Administrators | 1) Develop rubric for case study. 2) Discuss the challenges and constraints that you have perceived in your field placement. | Knowing & Teaching Elementary Math due 11/30 | 11. Putting it all together - pull all pieces into your final case study of learning in your classroom. Written case study due Friday Dec 9; | |||

12. oral presentations due Wed Dec 14 | |||||||

23-Nov | Thanksgiving | ||||||

30-Nov | International Models: TIMSS video of Japanese math class. | 1) Discuss implications of TIMSS video and connection with life long learning. | Ask host teacher about her/his opportunities for continued learning (to be included in case study) | Knowing & Teaching Elementary Math reading due 11/30 | |||

2)Discuss Case Study work | |||||||

8-Dec | Teacher Panel | 1)Re-do concept maps | 11. Case Study written work due Friday Dec 9 | ||||

15-Dec | Presentation of Field Studies | 12. Oral Presentations Wed Dec 14 | |||||