Class-by-Class+plans

Class-by-Class Plan for January

Readings will be provided in hard copy form on Day 1
** Jan 3 ** ** FE309 ** || ** Inquirying About Learning //Mathematics for Teaching// ** - Exploring relationships between participants’ teaching and learning mathematics experiences, beliefs; mathematics content knowledge and mathematics pedagogy within an inquiry and research framework - Making sense of embodied knowledge of mathematics through different data management strategies. · Demonstrating an openness to innovation and chang**e** · Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners || ** What is “Mathematics for Teaching?” – Deborah Ball ** ** Change in Math Education (Jan 3 – 7) ** q Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide? //American Educator//, pp. 14-17, 20-22, 43-46. q Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement. //Phi Delta Kappan//. pp. 73-77. q Battista, M. (1999). The mathematical miseducation of America’s youth. //Phi Delta Kappan// q Wilms, W. (2003). Altering the structure and culture of American public schools. //Phi Delta Kappan// || ** Jan 5 ** ** FE309 ** ** Journal 1 ** || ** - ** Developing and understanding a range of solutions and representations to problems - Experiencing problem solving as an inquiry process for student learning - Exploring Algebraic Reasoning through Arithmetic using graphing calculators · Demonstrating an openness to innovation and change · Understanding and implementing Ministry of Education curriculum expectations · Creating learning environments to support students in learning mathematic s ||^   || ** Ed Commons OISE 3rd floor ** ** Lab 6?? **
 * ** Date ** || ** Goals ** || ** Readings ** ||
 * ** 1. **
 * ** 2. **
 * ** 3. **
 * Jan 7 **

- Relating theories of learning to the mathematics teaching of all students - Analysing lesson design from study of TIMMS research and information about mathematics instruction from around the world · Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students · Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners · Creating learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of all learners ||^   || ** FE309 ** || ** P **** rogram Design and Implementation – Problem Solving as a Process for Teaching Mathematics ** ** - ** Exploring 3-part lesson design and open questions as “During” part of a lesson - Understanding problem solving as an inquiry process for teaching all students mathematics - Design problem solving-based mathematics lessons that engage all students · Understanding how to use expectations, strategies and assessment practices based on needs of all students · Creating learning environments to support all students in learning mathematics || ** What does teaching and learning through problem solving mean? ** ** Problem Solving Lesson Design (Jan 10 – 20) ** q Yoshida, M. (2003). Developing effective use of blackboard through lesson study. q Takahashi, A. and Yoshida, M. (2004). Ideas for establishing lesson-study communities. //Teaching Children Mathematics//. pp. 436-443. (HAVE TO READ) q Stigler, J. and Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press. (HAVE TO) q Givvin, K., Jacobs, J., & Hollingsworth, H. (2006). What does teaching look like around the world? //ON-Math//, 4(1), 1-7. q Smith, M. (2004). Beyond Presenting Good Problems: How a Japanese teacher implements a mathematics task. q Ertle, B. and Fernandez, C. What are the characteristics of a Japanese blackboard that promote deep mathematical understanding? || ** FE309 ** MATH TASK due || ** P **** rogram Design and Implementation – Problem Solving as a Process for Teaching Mathematics ** ** - ** Exploring Proportional Reasoning and its impact on mathematics teaching and learning through the Intermediate and Senior divisions - Relating theories of learning to the mathematics teaching of all students · Practising designing, implementing and assessing programs for all learners · Having the theoretical understanding and foundation necessary to design, implement and assess programs for all learners ||^   || ** Ed Commons OISE 3rd Floor ** ** Lab 6? ** || ** Understanding Diversity of Knowing and Learning Mathematics – Mathematics for All Students ** ** - ** Exploring Representations of Multiplication and Division from point of view - Concepts, Algorithms, and Mental Math (Whole Numbers, Decimals, Fractions, Percents, Ratios, Rates, Rational Numbers Using Conceptual Models) - Relating theories of learning to the mathematics teaching of all students · Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students ||^   || ** OISE ** ** 2-286 ** || ** Analyzing Program Design and Implementation through Mathematics Learning Theory ** ** - ** Exploring periodic functions and their impact on mathematics teaching and learning through the Intermediate and Senior divisions · Accessing a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning || ** Learning Theories (Jan 21 – 31) ** **// Behaviourism, Constructivism //**// and **Complexity Theory** // q Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky) q Clements, D. & Battista, M. (1990). Constructivist learning and teaching. //Arithmetic Teacher//, 38(1), 34-35 q Davis, B. (2005). Teacher as “consciousness of the collective’. //Complicity: An International Journal of Complexity and Education//, 2, pp. 85-88 q Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. //Journal for Research in Mathematics Education// (34)2, pp. 137-167 || ** FE309 ** || ** Exploring Teaching Geometry with Technology – Technology Webquest (ON-LINE) ** - Exploring Measurement and Data Management using virtual manipulatives, data management software, and dynamic geometry software - Analyzing the use of technology for teaching and learning mathematics · Accessing a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning ||^   || ** FE309 ** Micro teaching || ** Practising Teaching Mathematics through video taping 10 min of a lesson ** - Relating theories of learning and adolescence, lesson design principles, and components of an effective learning environment for effective mathematics teaching of all students · Practising designing, implementing and assessing programs for all learners ||^   || ** FE309 ** Micro teaching || ** Practising Teaching Mathematics through video taping 10 min of a lesson ** - Relating theories of learning and adolescence, lesson design principles, and components of an effective learning environment for effective mathematics teaching of all students · Practising designing, implementing and assessing programs for all learners ||^   || 3-part Lesson Plan due || ** Understanding Diversity of Knowing and Learning Mathematics – Mathematics for All Students ** ** - ** Exploring Representations of Addition and Subtraction from point of view - Concepts, Algorithms, and Mental Math (Whole Numbers, Decimals, Fractions, Percents, Ratios, Rates, Rational Numbers Using Conceptual Models) - Relating theories of learning to the mathematics teaching of all students · Understanding how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs to all students ||^   || New assignments Questioning ||^  || Guest: Connie Quadrini ||^  || Math Tidbits (2) ||^  || Math Tidbits (2) Math Tidbits (2) ||^  || Guest: Shirley Dalrymple ||^  || Presentations Properties of Functions: Quadratic, Polynomial, Rational Geometry and Trigonometry (static) Applications of Vectors (not Calculus) ||^  || Presentations Properties of Functions: Exponential, Logarithmic, Trigonometric Math Models and Personal Finance ||^  || Guest: Paul Costa ||^  || Presentations Rate of Change, Limits and Derivatives, Geometry and Algebra of Vectors Data, Statistics, and Probability ||^  || Math Tidbits (2) ||^  ||
 * Journal 2 ** || ** Change in Mathematics Education **
 * ** 4. **
 * Jan 10 **
 * ** 5. **
 * Jan 17 **
 * ** 6. **
 * Jan 20 **
 * ** 7. **
 * Jan 21 **
 * ** 8. **
 * Jan 24 **
 * ** 9. **
 * Jan 26 **
 * ** 10. **
 * Jan 27 **
 * ** 11. **
 * Jan 31 **
 * FE309 **
 * ** 12. **
 * Feb 2 **
 * FE309 ** || Growing Success and Writing Success Criteria || ** To be defined along the way – identified and shared by peers ** ||
 * ** 13. **
 * Apr 4 **
 * FE309 ** || Practicum De-Brief
 * ** 14. **
 * Apr 6 **
 * FE309 ** || Periodic Functions
 * ** 15. **
 * Apr 7 **
 * FE309 ** || Assessment
 * ** 16. **
 * Apr 11 **
 * FE309 ** || Quadratics
 * ** 17. **
 * Apr 13 **
 * FE309 ** || Calculus with a Technology lens
 * ** 18. **
 * Apr 14 **
 * FE309 ** || Math Tidbits (2)
 * ** 19. **
 * Apr 18 **
 * FE309 ** || Math Tidbits (2)
 * ** 20. **
 * Apr 20 **
 * FE309 ** || Data using Tinkerplots
 * ** 21. **
 * Apr 21 **
 * FE309 ** || Math Tidbits (2)
 * ** 22. **
 * Apr 28 **
 * FE309 ** || Math Tidbits (2)