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Announcements and Reminders
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12/10/03
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CI
402 FALL 2003
FINAL
EXAM
DUE Tuesday December 16 at
10:00 am
The following is a
section of the syllabus that should guide you in completing your final
exam. Read carefully all the questions, think about them and reflect on
what you have learned during this semester.
Final exam tasks are
described below the following quote.
“The
preservice teacher will develop and continuously refine instructional
experiences in science and mathematics. In the process of developing and
formulating their own philosophy of teaching mathematics and science
they will be guided by the following questions:
How do
students learn mathematics and science?
1. What is the teacher's role? What is the student's role? How do these
roles fit current ideas of how students learn?
2. What are obstacles to teaching in a way that reflects how students
learn? What are methods to address these obstacles?
How do we
construct a teaching practice to reflect the way students learn?
3. Where do you see your teaching in the continuum of teaching
methodologies? Explain.
Expository
(Direct)------------Guided Inquiry--------------Free Discovery
4. How will multiple diverse perspectives enhance the teaching of
mathematics and science in your classroom?
5. How will you use the textbook and worksheets in a way that reflects how
students learn?
6. Given unlimited resources how would you incorporate technology into
teaching mathematics and science?
7. How will you know when students have achieved the outcomes/standards?”
Task 1:
Click on
METAPHOR and follow the prescribed steps. In fields a, b, and
c, support your metaphor based on your reflection about your philosophy
about teaching mathematics and science.
Task 2:
Describe briefly one error pattern that you discovered while pre-student
teaching. It can be one that you used for your PTWS. How is studying that
error pattern and instructional decision making around that challenge
helping you improve your pedagogical content knowledge.
Task3:
Develop a concept map that will describe how you visualize your
understanding of pedagogical content knowledge.
Task 1 you will do online. Please
e-mail Tasks 2 and 3 as attachments.
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12/05/03 |
Plan for the next week
Tuesday Morning –
work in groups of 4 (2 groups of 5)
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GOAL: By the end of the
morning you should have a completed draft narrative form of all seven sections
of the PTWS that you can refine and finalize by the December 16th
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Look at contextual
factors narrative handout – that is your model for every section
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The bold-face prompts (on
your PTWS section outlines) can be your sub-headings
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Make sure to answer the
questions – That is more important than number of pages
Tuesday Afternoon –
grade level groupings
Thursday
What should you bring to
class on Tuesday, December 9:
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BRING A LAP
TOP IF YOU HAVE ONE
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Your complete
pre-student teaching notebook.
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PTWS outlines
with your notes in each of the sections
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WSU PTWS
handout that describes the requirements of the work sample and the prompts.
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A disk (if
needed) if you use one of the college’s laptops.
What is due on Tuesday,
December 16:
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11/20/03 |
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PTWS and
Mathematics unit need to be submitted both electronically and as a
hard copy (part of your notebook)
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In class presentation
format of the PTWS is your choice. Some ideas are power point
presentation, poster presentation, ... Select one that best suites you and will
show the best what you have leaned in the areas of
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Remember
to focus on error patterns
ERROR PATTERNS:
As you are working on your math units and practice teacher work sample and
getting ready for your final exam, I would like you to pay close attention
and keep a record of children’s mathematics mistakes (preconceptions,
errors).
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For at least one of those errors, ask your
cooperating teacher how he/she would address it/them.
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Be prepared to share (in class, December 9th)
what you have noticed about:
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your students’ mistakes relative to the topic
you addressed in your three lesson math unit (or other math lessons that
either you or your cooperating teacher are doing),
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your cooperating teachers’ suggestions for
ways to address these error patterns and
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your own ideas regarding these errors.
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To see examples of students’ mistakes with
particular subject matter and the ways others have found to address them, go
to
http://www.education.wichita.edu/caduceus
. This is the beginning of a database that is built on interviews by Block
II students of their cooperating teachers. You are welcome to submit your
findings on the submission page so that others can benefit from your
experiences and creativity.
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11/20/03 |
Self-evaluation #5 is due
November 27th. |
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Mini integrated
mathematics UNIT guidelines with grading rubric are attached and also
available at
http://www.education.wichita.edu/alagic/402_fall_2003/mini_integrated_unit.htm.
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Practice Teacher Work Sample (PTWS):
GO TO
http://www.education.wichita.edu/alagic/402_fall_2003/413_field_experience_syllabus.htm and
click on PTWS.
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PRESENTATION of PTWS will be considered a part of
your final exam. More details will be available by the end of the week.
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KEEP REFLECTING: Yes, it
takes time. But, you will become more efficient teacher. It is the most
valuable investment that you can do for yourself at any time of your teaching
career.
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Although QUT students
are done with their classes, some of them might still have postings on the
discussion board. And, even if they do not, feel free to use that way of
communication/reflection for your own group. If you feel that you did not
participate enough in the global learning discussions (one rich reflection
per week), you might add some threads related to your experiences in school.
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Just to remind you all
that you should regularly enter some information/notes in your notebook pages
related to the following PTWS sections. That should make finishing your
assignments and your final much easier and less time-consuming.
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Contextual Factors (you have
done part of this already :)
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Learning Goals
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Assessment
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Design for Instruction
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Instructional Decision Making
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Analysis of Student Learning
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Self-Evaluation and Reflection
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11/04/03 |
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Mini integrated mathematics UNIT guidelines with
grading rubric are available at
http://www.education.wichita.edu/alagic/402_fall_2003/mini_integrated_unit.htm.
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Practice Teacher Work Sample (PTWS) is available
at
http://www.education.wichita.edu/alagic/402_fall_2003/413_field_experience_syllabus.htm
(click on PTWS)
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PRESENTATIONS of PTWS will be considered a part
of your final exam. More details will be available by the end of this week.
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KEEP REFLECTING: Yes, it takes time. But, you
will become more efficient teacher. It is the most valuable investment that
you can do for yourself at any time of your teaching career.
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Although QUT students are done with their
classes, some of them might still have postings on the discussion board.
And, even if they do not, feel free to use that way of
communication/reflection for your own group. If you feel that you did not
participate enough in the global learning discussions (one rich reflection
per week), you might add some threads related to your experiences in school.
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STUDENTS THAT I AM SUPERVISING:
Keep me posted in advance (as much as possible) of your teaching time. If you
do not have an easy access to the e-mail, leave a message on my voice mail
(978 6974). From today on, I must know every date and time that you are
teaching.
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EVERYBODY: Let me know if you need to meet or if
you have any questions. I am usually in my office late afternoons. You can
also call or e-mail.
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10/27/03 |
- Your ideas for
"Let's read
math, let's math reading" are up! Have a look! Great job.
- Prompting reflection
ideas for your classroom are also available
- Practice teacher work
sample is coming here:
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10/08/03 |
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MAKE IT COUNT: Your weekly
contribution to global learning should be at least a GOOD paragraph long
(whether it is your response to someone else's thread or you are starting a
new thread).
Thanks a lot for doing a great
job with it!
Please include a comment about
your global learning activity in your next self-evaluation.
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10/02/03 |
- Have a look at:
http://nrich.maths.org/prime/oct03/letme.htm#5450 (reliable and
recommended website)
- Sorry for
misunderstanding about submission of math units - It was clear in my head but
I did not communicate it clearly.
- SCIENCE CENTERS:
- Please make sure to
read FOSS handout
- Provide enough
brainstorming time for your group - do not rush making a decision about your
center
- Keep in mind that
whatever you learn in this process will be very useful in preparing for
TICKLE #4 and your future teaching
- Lesson plan that you
submit with TICKLE #4 will be graded separately, similarly to TICKLE #2
- READING for the next week
- Be ready to share a short summary:
- PSSM- DATA ANALYSIS &
PROBABILITY p. 48 - 51 & 108 - 114; Representations p. 136 - 141 & 206 -
209;
- PSSM:
DATA ANALYSIS & PROBABILITY p. 176 -177
& 248 - 255; Communication & Connection p. 194 - 205
- RA: The Nun Study
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09/28/03 |
- Global Learning: I
think our e-mates from QUT have a break this week and might not be very active
with posting their messages. This might be a good time for us to reflect on
your global learning experience which many of you did within your
self-evaluation. It is also giving you an opportunity to decide in what
specific direction you want to take this project. To take our thinking a
little bit further, please read the following list and converse with your WSU
team what this list might refer to:
- access
- socialization
- information
- knowledge construction
- further development
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09/26/03 |
Teaching:
There is always space for improvement :-) |
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09/14/03 |
- DUE DATES: If the
dates on the assignments list do not coincide with ones on the calendar, go by
the calendar dates (Thanks Emily for noticing that.) I try to adjust dates
with the pace that we are going by. Therefore,
Self-evaluation #2 and Math Unit Plan
will be due on the September 25.
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09/11/03 |
- TICKLE #2: As you write
narrative part for your T#2 assignment, remember
Let's Try Action research
article. You are doing a very similar project, just in a
little bit different context. A very good organizational structure is provided
by that article and I suggest that you follow that approach when writing your
assignment.
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- GLOBAL LEARNING:
- One way to have smaller
number of spelling and grammatical errors in the Blackboard is to
compose your posting in Word and than just copy and paste into the group
discussion board.
- Remember, these
postings are part of your reflective practice assignments. Make sure that
you elaborate on your statements, provide evidence, and express your opinion
on the issue that is on the discussion board. Next level is thinking about
possible applications/ resolutions/ different strategies...
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- READING:
- Reasoning & proof
(56-60; 122-128; 188 - 194; 262-268) was assigned on the September 2nd. We
will discuss it Tuesday September 16, as part of preparation for working on
mathematics unit.
- Jill Lester's story
will also be discussed on the same day
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- FOSS: You probably are
already familiar with the FOSS web site:
http://lhsfoss.org/. Just in case you did not explore it yet, this might
be a good time :-)
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09/06/03 |
- Lesson
plan format:
Get very familiar with this lesson plan format and corresponding rubric.
Lesson plan on the topic of volume that you will be teaching for the TICKLE #2
assignment has to be written in that formal format.
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TICKLE #2: Plan to do TICKLE #2 on time.
Surprises are always possible (child traveling, sick, you have an unexpected
deadline or other obligation, ..). Allow yourself enough time to finish
assignment on time.
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- Global
Learning: Read
carefully GL instructions.
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Did your team decide on a team name. IF NOT, BRAINSTORM on couple of names
and send suggestions. TAKE INITIATIVE :-)
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We’ll have a class discussion at the end of the first week (Tuesday,
September 9); be prepared to share something you’ve learned and explain how
your team arrived at the team name.
- If you are first person on
the team on the list (see Blackboard), you are responsible to initiate the
first assignment for the whole team for the next week. Feel free to consult
with your WSU team-mates.
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- Group interviews:
Since we are all very busy with our class activities, I am not getting to know
you as well as I would like. Here is my proposal: I suggest that you meet with
me informally, in my office, immediately after our class (feel free to bring
your lunch). We will do it according to the following schedule (I am using
global learning team designations):
- Team 4 - Tuesday,
September 16
- Team 5 - Thursday,
September 18
- Team 6 - Tuesday,
September 23
- Team 9 - Thursday,
September 25
- Team 10 - Tuesday,
September 30
- Team 11 - Thursday, October
2
- Team 12 - Tuesday,
October 14
- Team 16 - Thursday, October
16
- Team 17 - Tuesday, October
23
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09/01/03 |
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08/31/03 |
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08/28/03 |
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08/26/03 |
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REFLECTION #2: What is your
understanding of the concept of VOLUME? At what age should children
understand concept of volume? Please elaborate: What is YOUR thinking
/understanding about this?
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Get
very familiar with the TICKLE assignment. That
is one of the most important strands in this course.
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Don't forget your reading assignments - Look at the
CALENDAR.
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08/21/03 |
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If you have
any questions
please e-mail me at
mara.alagic@wichita.edu
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Note: Weather Cancellations - Call
978 6633 (select 2) to obtain information on weather related class
cancellations. |
Mara's homepage