Revised April 4, 2011 Assessment and Evaluation Detailed descriptions and evaluation tools for each major assignment are provided in this syllabus on handouts given in class and on the WIKI http://oiseedu422.wikispaces.com/. Evaluation Summary:

Oral Presentation and Written submission – April 2011

6. Minor Assignments assigned throughout year (e.g. reflection, issue review, success criteria, Growing Success, etc)

10%

On-going throughout course

7. Professionalism & Participation

10%

On-going throughout course

Total

100%

Mathematical Tidbits Two people sign up for each day shown as a white cell. And four sign up for April 28th. Even though you sign up in twos, each presentation will be individual. In a 10 min presentation, individually, engage the class in some learning that is useful for us in preparing to teach intermediate or high school mathematics. You may present: · A curious problem · An interesting application (with URL or handout) · An issue in mathematics education (journal, newspaper, magazine article) · A technology connection or a website · Some other useful piece of information

Schedule will be posted once people have signed up.

April 7:
April 11:
April 14:
April 18:
April 21:
April 28:

Everything You Need to Know About …

In an effort to study the content in the Grades 11 and 12 courses, you will be presenting to and with one another. All of you will need access to The Ontario Curriculum Grades 11 and 12, 2007 before, during, and after these classes. Bring your copy of the curriculum or your computer with the documents loaded. Sign up in groups of 2 or 3. See numbers in each block.

Rate of Change, Limits and Derivatives, Geometry and Algebra of Vectors

2 people

Data, Statistics and Probability

2 people

Expectations: 1. Each presentation is to be 60 min – 75 min in length.

2. Think of your presentation, as a “getting ready to teach” introduction that will help your peers be ready for the course content.

3. Paint a fullsome picture of the study of the mathematics you are focusing on and try to outline which parts are in which courses. What do students in College courses study versus those in University courses? What’s in Grade 11 compared to grade 12? You could have the students do this part.

4. Start with first principles and give an overview of the content. Engage students in DOING THE MATH. This can take many forms: o teach one of the lessons o pose open questions related to your content o have peers work on changing text book questions to open questions o create parallel tasks and analyse the math that comes from them – justify the choices you made in creating the parallel tasks o set up stations and have them rotate and do math from more than one lesson o prepare a relay that would be appropriate in preparation for a summative assessment o be creative BUT make sure your peers are learning the math

5. Prepare three (3) lesson plans if there are 3 of you or two (2) lesson plans if there are 2 of you on a 3-part lesson template. (MATCH or Posing Powerful Questions) for lessons in your topic. These can be sequential or NOT, special application lessons, technology lessons, or whatever you choose. These should be models of lessons you and your friends could use in the classroom.

6. Your prompts (in each before, during and after sections) should be QUESTIONS. Remember you can use Open Questions or Parallel Tasks.

7. You need to engage everybody in DOING SOME MATH.

8. Make sure your presentation is interactive. Have peers listening, working, talking, doing placemats, graffiti, gallery walks, solving problems, searching for information. They should be BUSY learning.

Revised April 4, 2011Assessment and EvaluationDetailed descriptions and evaluation tools for each major assignment are provided in this syllabus on handouts given in class and on the WIKI http://oiseedu422.wikispaces.com/.

Evaluation Summary:AssignmentWeightingDue Date(max 10 min)

Mathematical Tidbitspeople sign up for each day shown as a white cell. AndTwosign up for April 28th. Even though you sign up in twos, each presentation will be individual.fourIn a 10 min presentation, individually,

engage the classin some learning that is useful for us in preparing to teach intermediate or high school mathematics.You may present:

· A curious problem

· An interesting application (with URL or handout)

· An issue in mathematics education (journal, newspaper, magazine article)

· A technology connection or a website

· Some other useful piece of information

## Schedule will be posted once people have signed up.

April 7:April 11:

April 14:

April 18:

April 21:

April 28:

Everything You Need to Know About …In an effort to study the content in the Grades 11 and 12 courses, you will be presenting to and with one another. All of you will need access to The Ontario Curriculum Grades 11 and 12, 2007 before, during, and after these classes. Bring your copy of the curriculum or your computer with the documents loaded.

Sign up in groups of 2 or 3. See numbers in each block.

Quadratic, Polynomial, Rational(domain, range, inverses, zeros, transformations, max, min)3 people3 peopleExponential, Logarithmic, Trigonometric(domain, range, inverses, zeros, transformations, max, min)3 people2 people2 people2 peopleExpectations:1. Each presentation is to be 60 min – 75 min in length.

2. Think of your presentation, as a “getting ready to teach” introduction that will help your peers be ready for the course content.

3. Paint a fullsome picture of the study of the mathematics you are focusing on and try to outline which parts are in which courses. What do students in College courses study versus those in University courses? What’s in Grade 11 compared to grade 12? You could have the students do this part.

4. Start with first principles and give an overview of the content. Engage students in DOING THE MATH. This can take many forms:

o teach one of the lessons

o pose open questions related to your content

o have peers work on changing text book questions to open questions

o create parallel tasks and analyse the math that comes from them – justify the choices you made in creating the parallel tasks

o set up stations and have them rotate and do math from more than one lesson

o prepare a relay that would be appropriate in preparation for a summative assessment

o be creative BUT make sure your peers are learning the math

5. Prepare three (3) lesson plans if there are 3 of you or two (2) lesson plans if there are 2 of you on a 3-part lesson template. (MATCH or Posing Powerful Questions) for lessons in your topic. These can be sequential or NOT, special application lessons, technology lessons, or whatever you choose. These should be models of lessons you and your friends could use in the classroom.

6. Your prompts (in each before, during and after sections) should be QUESTIONS. Remember you can use Open Questions or Parallel Tasks.

7. You need to engage everybody in DOING SOME MATH.

8. Make sure your presentation is interactive. Have peers listening, working, talking, doing placemats, graffiti, gallery walks, solving problems, searching for information. They should be BUSY learning.