MAE 520(Bill Bernhard) Spring 2013
This course will focus on
curriculum design and differentiated instruction in secondary school
mathematics. It will serve as an introduction to how students ages 11-18 with
various backgrounds learn mathematics. The emphasis will be on
Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson
Differentiation in Action by Judy Dodge
A hard copy of http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf which is the K-12 Mathematics Curriculum
1. Curriculum Design and Unit
Presentation: Each of you will be assigned a cooperating teacher in the
2. Lesson Plan and Presentation: Each of you will write a lesson plan from the Math 7-12 New York State Syllabus (bring 8 copies to class) and teach a 40 minute lesson using it during our classes on Fridays. 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. A journal of reactions to each lesson (including your own) should be submitted at the end of the semester.
3.) Students will write a 4 page paper on how to improve the mathematics education of a special education student that he/she is assigned to. Each student is required to collect 4 artifacts for his/her special education student, consisting of personal interview notes, observation notes, an IEP summary, sample work, etc. In addition, each student will read two journal articles from recognized educational and/or psychological literature related to the artifacts. The identity of the special education is to remain anonymous at all times, and must be designated as “John” or “Susan.” You will need to spend a minimum of 4 class periods with your student in a small setting.
4. Community of Learners: You will attend two of your peer’s lessons from #2 and write an email critique to them (copying me) while incorporating domains 2 and 3 into your analysis.
5. College Readiness: Many students (even here at Stony Brook) find themselves in a remedial non-credit bearing algebra course when they arrive at a university. Part of the current reform movement is to stop this from occurring in the future. You will interview several students in our MAP 103 classes to write a 4 page essay on what you can do as a teacher to help your future secondary school students begin their college career with a course such as calculus. Please include all interview notes/profiles as supporting artifacts and please do NOT refer to students by actual names.
*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.
*If you have a physical,
psychological, medical or learning disability that may impact your course work,
please contact Disability Support Services, ECC (
Students requiring emergency evacuation are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and information, go to the following web site: Disability Support Services
Very Tentative Syllabus with required reading:
2/1: Course Introduction-Review of January Regents Examinations
2/8: Bloom’s Taxonomy from Differentiation in Action
2/15: Exit Surveys from Differentiation in Action
2/22: Tiered Lessons from Differentiation in Action
3/1: Domain 1 from Enhancing Professional Practice
3/8: Domain 2 from Enhancing Professional Practice
3/15: Domain 3 from Enhancing Professional Practice
3/29: Domain 4 Enhancing Professional Practice
4/5: Grade 6 Curriculum from Common Core Standards
4/12: Algebra Curriculum from Common Core Standards
4/19, 4/26, 5/3: Lesson Presentations