11:00 - 12:10, 156C CE & 12:10 - 2:00, 251 CE

Dr. Mara Alagic
Office: 205 Corbin 
Office hours by appointment
Phone:(316) 978 6974      Fax: (316) 978 6935
  mara@math.twsu.edu
  http://education.wichita.edu/faculty/mara_alagic.html

Reaching for excellence!

This course is  work in progress :)

Above all, information and knowledge are growing at a far more rapid rate than ever before in the history of humankind. As Nobel laureate Herbert Simon wisely stated, the meaning of "knowing" has shifted from being able to remember and repeat information to being able to find and use it.

CLASS SCHEDULE WITH MAJOR TOPICS
AND
ASSIGNMENTS

DAY 1

DAY 2

DAY 3

DAY 4

DAY 5

*WELCOME!

SETTING THE STAGE:

*Technology in Teaching and Learning

*Differentiating Instruction

*Information Sheet

*Action Plan: Term-Project & Learning Contract

ML:  Mapping

Action Plan

HAPPY

4th 

OF 

JULY!

Concept Mapping

 

Inspiration 

 

Action Plan

Reading/Discussion 

 

ML: Collaborative Inquiry

 

Principles of
Learning and Teaching: Effective Learning

How would you define conceptual understanding?

What is pedagogical content knowledge?

What is the relationship between pedagogical content knowledge and conceptual understanding?

What do you know about Bybee's learning cycle? 

Reflective Log: DAILY  REFLECTIVE QUESTIONS

DAY 6

DAY 7

DAY 8

DAY 9

DAY 10

ML: Critical Thinking

ML:
Learning and Transfer

Brain Dancing

(Finally? :)

Presentations

Presentations

What is your interpretation of  Gagne's nine events of instruction?

(a) What are multiple representations? Illustrate.

(b) Can you list 5 mathematics process standards?

(c) What does this have to do with Mapping for Learning?

(1) Can you give an example of a typical error pattern from your classroom experience?

(2) What did you try to do to address that in a different way?

 

 

Reflective Log: DAILY REFLECTIVE QUESTIONS 

TERM PROJECT 

  1. Select focus from or related to the course topics and incorporate learning into an instructional unit 

  2. Share (a) focus or plan (July 5)  and (b) final product (July 12 or 13) with classmates. Use computer technology, if possible

  3. Your term projects may be posted on the web site within Web pages for this course 

LEARNING CONTRACT ( Mode of Alternative Assessment)

  1. A title for the project

  2. A statement of purposes and objectives

  3. A description of resources (for example, experts, colleagues, books, videos, computer software, internet)

  4. A summary of methods (for example, lesson plans, literature reviews, interviews, questionnaires, observations)

  5. A specification of criteria for assessment

  6. A specification of indicators for judging whether or not these criteria have been met

  7. A description of data collection techniques by which evaluative evidence will be collected

  8. Reflective Log (e-mail) - See DAILY REFLECTIVE QUESTIONS

  9. A self-evaluation

DAILY REFLECTIVE QUESTIONS

  1. One concept I have learned about today? 

  2. How can I use it or apply it in my classroom? 

  3. I would also like to learn about . . .

  4. Look at our calendar for an additional question (assignment): 

    • Day 1: How would you define conceptual understanding?

    • Day 2:  What is pedagogical content knowledge?

    • Day 3: What is the relationship between pedagogical content knowledge and conceptual understanding?

    • Day 4: What do you know about Bybee's learning cycle? 

    • Day 5: What is your interpretation of  Gagne's nine events of instruction?

    • Day 6: (a) What are multiple representations? Illustrate. (b) Can you list 5 mathematics process standards? (c) What does this have to do with Mapping for Learning?

    • Day 7: (1) Can you give an example of a typical error pattern from your classroom experience? (2) What did you try to do to address that in a different way?

 
 

 

Student Information Form

Links

 

Participants will engage in, exploring, extending, and evaluating new knowledge about learning/teaching mathematics based on current research in cognitive sciences. 

The theoretical background for this workshop will include Piaget’s schemes, van Hiele’s geometry learning levels, mind mapping, problem-based learning, curriculum mapping, and differentiated instruction. 

Significant component of the course will be focused on the integration of technology in mapping for learning: Web quests; Concept maps;  Evaluating software; Evaluating Web links; ...

*****

Selected parts of the following REFERENCES comprise the base for my preparation of this course):

  1. Adams, D. & Hamm, M. 1998. Collaborative Inquiry in Science, Math, and Technology. Heinemann, Portsmouth, NH.

  2. Anderson, J. R. (2000). Cognitive psychology and its applications (5th ed.). Worth Publishers: NY.

  3. Bromley, K., Irwin-De Vitis, L. & Modlo, M. (1995). Graphic Organizers: Visual Strategies for Active Learning. New York, NY: Scholastic Professional Books.

  4. Carr, J. F. & Harris, D. E. (2001). Succeeding with Standards: Linking Curriculum, assessment, and Action Planning.  Alexandria, VA: Association for Supervision and Curriculum Development.

  5. Fenema, E. & Romberg, T. E. (1999). Mathematics Classroom that Promote Understanding. Lawrence Erlbaum Associates, Inc., Publishers.
    Hyerle, D. (1996). Visual Tools for constructing Knowledge. Alexandria, VA: Association for Supervision and Curriculum Development.

  6. Jonassen, D., Peck, K. & Wilson, B. (1999). Learning with Technology: A constructivist Perspective. Upper Saddle River, NJ: Prentice Hall.

  7. Magee, P. T. (1996). Brain dancing. BrainDance.com Inc, Belevue, Washington

  8. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

  9. National Research Council (2000). How people learn: Brain, mind, experience, and school. Bransford, J. D., Brown, A. L., & Cocking, R. R. (eds.). Washington, DC: National Academy Press.

  10. Silver, H. F. , Strong, R. W. & Perini, M. J. (2000). So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria, VA: Association for Supervision and Curriculum Development

  11. Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

  12. Vygotsky, L. S. 1962. Thought and Language. Cambridge, MA: MIT Press.

Mara's homepage

QUESTIONS? 


Updated June, 2001

Maintained by:  Mara Alagic
                                                                  

 

Mathematics Education

Curriculum & Instruction Department

Wichita State University

Wichita, Kansas  67260-0028