MAE 510/311(Bill Bernhard) Spring 2017
This course is an
introduction to secondary school mathematics education. It will serve as an
introduction to how students ages 11-18 with various backgrounds learn
mathematics. The emphasis will revolve around the new common core standards and
how they relate to
Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson
Differentiation in Action by Judy Dodge
1. Grade 7-9 Observations:
You will conduct 24 observations at
2. Grade 10-12 Observations: You will conduct 24 observations of at a high needs High School. Your entries will describe what you see as they relate to Danielson. A final essay of 6 pages will be assigned in late April where you will be assigned an open ended question about your experiences as they relate to the New York State code of Ethics for educators at http://www.highered.nysed.gov/tcert/pdf/codeofethics.pdf and the intascs dispositions at http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf This will be due with your journal, and time sheet found at http://www.stonybrook.edu/pep/docs/FieldExperienceTimeSheet%20with%20New%20Logo.pdf on our last class.
3. Lesson Plan and
Presentation: Each of you will write a lesson plan from the Math 7-12 New York State Syllabus (bring 6 copies to class) and
teach a 40 minute lesson. The lesson will be taught in front of your peers, but
we will pretend that you are teaching to a mainstream audience in secondary
school. In this presentation we will be looking for good public speaking,
mathematical accuracy, and classroom management. There will be some
role-playing on the part of the instructor to assist in developing strategies
for the handling of social and legal issues that may arise. The lesson plan
will reference the common core practice standards found at http://commoncoretools.me/category/progressions/
and the common core learning standards for
4. Community of Learners: For each presentation (including your own), you will be asked to respond to critical analysis questions. Your written responses to these will be always be due one week later.
*Each of the preceding components will equally contribute to the overall course grade. Students who miss more than 1 of our classes on Friday will NOT receive credit for this course.
*All teacher candidates are assessed at the end of each semester using the Teacher Candidate Professional Development Form (TCPDF). Teacher candidates must achieve a minimum average score on the TCPDF (2.5 for Pedagogy/Methods I, 4.5 for Pedagogy/Methods II, and 7 for student teaching) in order to progress
to the next course in the professional education sequence and graduate from the program. Candidates may have no more than three unmet standards in Pedagogy/Methods I.
*Each student must pursue his or her academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. Faculty are required to report any suspected instances of academic dishonesty to the Academic Judiciary.
*Americans with Disabilities Act: If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, ECC (EducationalCommunications Center) Building, room128, (631) 632 -6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential.
Students who require assistance during emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services.
*Critical Incident Management: Stony Brook University expects students to respect the rights, privileges, and property of other people. Faculty are required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment,
or inhibits students' ability to learn.