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CHANGING PEDAGOGIES
IN MATHEMATICS AND SCIENCE |
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Fall 2005 |
Donnay and Pomeroy |
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Dates |
Presentation |
Discussion |
Reading |
Field Placement |
Written Assignment |
Written Assignment
leading to case study |
Assignments Due |
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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 |
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2) Create a concept map
about teaching - (Discuss concept maps as a strategy to uncover students'
conceptual frameworks) |
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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 |
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3) Start
compare/contrast lesson types in homogeneous groups. |
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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 |
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How People Learn: Ch 1
due 9/7 |
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2) Discuss learning experience
papers and relate to Grobstein, Modalities materials. |
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3. Interview faculty
about a misconception in a course they are now taking; short write up 1 page
due 9/14 |
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1. Two short papers on
learning experiences |
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3) If time; discuss
more lesson analysis |
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Myers-Brigs test |
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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 |
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6a. Use readings and
presentations to add an identification of big idea/s and key concepts to
lesson analysis Due10/5 |
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Watson & Konicek:
Hot Hats due 9/14 |
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2) can students
remember having a naive-concept |
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Make appointment and meet
with host teacher -- take notes, also record impressions of neighborhood,
school, and classroom |
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2ab. Paper
Compare/Contrast two lesson plans using Grobstein, Modalities ideas |
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3) discuss Watson
& Konicek |
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3. 1 pager faculty
misconception |
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4) share professor's
responses on misconceptions |
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5) discuss lesson
analysis |
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21-Sep |
Formative Assessment :
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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 |
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2) Continue last
week's discussion |
5. half page summary
of each NCLB article and post articles on Blackboard |
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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 |
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Glenn Commission;
TIMSS summary; two articles NCLB;(Post on Blackboard) |
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2)Fieldwork - How does
your teacher learn about what the children understand and can do? |
AAAS and Math
Democracy readings |
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4. Paper describing
the educational setting of your field placement - due 9/28 |
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5. half page summary of
each NCLB article and post on Blackboard |
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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, 7 or Ch 9,
11 (Science) |
Turn in journal to
Prof. Donnay by 4:00pm, Tuesday Oct 4. (Postponed a week) |
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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. Switched to 11/2. |
6ab.Paper compares 2
lesson plans from Key Concepts, Pre-existing knowledge, Formative Assessment,
Metacognition. |
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2) Peer and self
review of journal entries and reflections. |
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AAAS and Math and
Democracy reading due 10/5 |
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3) Develop journal
rubric. |
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12-Oct |
fall break |
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19-Oct |
Reform Curricula in
Mathematics and Science Secondary |
1)Discuss lesson
analysis from placement |
How Students Learn: Ch
6 (math) or 10 (science) |
Interview host teacher |
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8. Interview questions
and responses; include questions about challenges and constraints due 10/26 |
Journals collected and feedback given.
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2)Discuss the HSL
readings. |
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HSL reading Ch 5, 7 or
Ch 9, 11 due 10/19 |
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26-Oct |
Reform Curricula in
Mathematics and Science - Elementary |
1)Discuss the HSL
readings |
How Students Learn: Ch
8 (math) or 12 (science) |
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(9. 1-2 page reflection
of presentations and readings. and placement (chance to tell us what is on
your mind) Due 11/2 CANCELLED. ) |
10. Analysis of
learning #2 – see above - due 11/9 THIS ON HOLD. |
8. Interview of
teacher due 10/26 |
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2)Discussion of teacher
interviews |
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HSL reading Ch 6 or Ch
11 due 10/26 |
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2-Nov |
Reform Curricula in
Mathematics and Science - Higher Education |
1)Talk about teacher
interviews. |
Knowing & Teaching
Elementary Math due 11/9 |
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(9. 1-2 page reflection
of presentations and reading and readings and placement Due 11/2. CANCELLED. ) 7. Analysis paper of lesson from
placement using all the tools |
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2)Discuss HSL readings
and presentations |
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HSL reading Ch 8 or Ch
12 Due 11/2. |
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9-Nov |
International Models:
TIMSS video of Japanese math class. |
1)
Discuss
implications of TIMSS video and connection with life long learning. 2)
Talk
about placement lesson analysis. |
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10. Analysis of learning
#2 - see above - due 11/9 THIS ON HOLD. |
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Knowing & Teaching
Elementary Math due 11/9 |
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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. |
Mapping the field, DP
reading due 11/30 |
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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; |
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Think about
diverse learners from your placement for next week's discussion |
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12. oral presentations
due Wed Dec 14 |
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23-Nov |
Thanksgiving |
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30-Nov |
Meeting the Needs of
Diverse Learners |
1) Discuss
implications of TIMSS video and connection with life long learning. |
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Ask host teacher about
her/his opportunities for continued learning (to be included in case study) |
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Mapping the field, DP
reading due 11/9 |
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2)Discuss Case Study
work |
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7-Dec |
Teacher Panel |
1)Re-do concept maps |
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11. Case Study written
work due Friday Dec 9 |
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14-Dec |
Presentation of Field
Studies |
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12. Oral Presentations
Wed Dec 14 |
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