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Tue., Aug. 27
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Management, history, objectives (C3)
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READ:
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Farrell and Farmer - chapters 5 and 9. You can skim the section
on the Psychomotor Domain.
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ASSIGN:
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1.
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Review Exercises A and B at the end of chapter 5 and come to class
with any questions.
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2.
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Be prepared to put a brief outline of the history of math education
on the board, labeled by decade. 3. Begin a list of management
techniques and procedures you have observed in your student teaching
classroom.
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CLASS:
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Discuss history. Begin consideration of classroom management and
practice writing objectives.
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Thurs., Aug. 29
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Philosophy and National Standards (C3)
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READ:
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Psychology of Learning Mathematics; NCTM Standards pp. 4
(section on need) and pp. 334-364.
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ASSIGN:
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Write a one-page draft of your philosophy for teaching mathematics.
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Fri., Aug. 30
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Assessment (G1-5)
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READ:
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Math: NCTM Standards, pp. 22-24.. Professional Standard
pp. 75-119, High School vignettes, Performance Assessment: Everyone
Talks About It, But What Is It? And scan Performance Tasks and Rubrics
for Middle School Mathematics for examples.
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ASSIGN:
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Write two objectives at each level using material for the unit
you will write for this course.
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CLASS:
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Review assessment standards on student teacher rating form. These
are from Wiggins.
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Tues., Sept. 3
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Questioning/Discourse (D)
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READ:
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Jacobsen, Chapter 6; Skim Professional Standards for Teaching Mathematics,
pp. 35-61. Cases: Lost in Translation, On and On It Goes
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ASSIGN:
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Write the assessment portion of your unit plan.
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CLASS:
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Analyze video of classroom discussion
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Thurs., Sept. 5
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Strategies for Instruction (D)
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READ:
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Farrell and Farmer: text—chap. 1, NCTM Standards pp. 290-319.
Johnson and Johnson, Circles of Learning, chap. 1. Cases:
Caught in Between, It’s Time for a Tail
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Fri., Sept. 6
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Strategies for Instruction (D)
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READ:
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Cases: Marble Line, How High Can You Go?
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ASSIGN:
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Write a two-page analysis of relevant characteristics of the students
you are planning your unit for.
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Tue., Sept. 10
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Classroom Management
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READ:
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Every Minute Counts – pp.1-30.
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ASSIGN:
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Goals, objectives and assessment for unit. Rewrite of philosophy.
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CLASS:
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Algebra Tiles
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Thur., Sept. 12
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Management, Mathematical Models using Manipulatives
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READ:
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Every Minute Counts pp.30-66. “A Complete Model for Operations
on Integers”
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ASSIGN:
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Summarize an article from Mathematics Teacher on the topic
of your unit.
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Fri., Sept. 13
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No class.
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ASSIGN:
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First three lessons of unit plan.
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Tues., Sept. 17
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Curricula (QL, Core Plus, UCSMP, Integrated, middle school reform
curricula)
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READ:
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Cases: “Ships in a Fog” and “Signs Sweet Signs”
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ASSIGN:
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Review the assigned curricula according to the criteria on the
handout. Try to compare similar units in each curriculum.
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CLASS:
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Venn diagrams as an approach to geometry and other definitions.
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Thur., Sept. 19
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Calculators and Computer Software
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READ:
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NCTM position on calculators, computers and others. Article on
calculator use. NCTM Dialogues issue on calculator use.
Cases: “Seeing Is Believing”, “Cylinder Exploration”, “Chances Are”
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CLASS:
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Hands-on Equations: manipulatives to model algebraic equations
and their solutions.
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Fri., Sept. 20
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Individual Differences/Equity
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READ:
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Fennema, “Effective Instruction for Girls and Boys”, Gender
Equity, Right From the Start and Iowa MCNS Infusion, p.31-33.
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ASSIGN:
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Review resource texts in curriculum library. Select several ideas
from the hanging files. Locate and review several websites that
have resources for math teachers.
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Tues., Sept. 24
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READ:
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Ball, Magical Hopes. NCTM Math Standards pp. 320-324 (Geometry
and Measurement) Cases: “Algebra Is Cool”, “A picture Is Worth
Thousand Words”, “The Picture Unfolds”
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Thur., Sept. 26
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READ:
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None.
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ASSIGN:
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Continue work on unit lesson plans.
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CLASS:
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Finish discussion of cases or assignments not yet discussed.
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Continue review of resources.
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Fri., Sept. 27
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ASSIGN:
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Final unit plan due. No class. Attend UNI math conference with
building teachers. You will need to leave at about 7:30 a.m.
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