MAE 520(Bill Bernhard) Spring 2013

Email: bill@math.sunysb.edu

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 New York State assessments and performance indicators.

Required Resources

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

GRADING

1. Curriculum Design and Unit Presentation: Each of you will be assigned a cooperating teacher in the Three Village School District and will design a unit plan with daily lesson plans and assessments. (NCTM and New York State Standards must be included with each learning objective.) After your project has been approved by your master teacher and me, you will present this work continuously over a 1-2 week period to a secondary school at Ward Melville High School. You will be expected to assess students formally and informally (grade papers) and reflect regularly in a daily journal while referencing Danielson’s Planning and Preparation Domain, referred to as Domain 1. At the conclusion, of this assignment, you will write a 4 page analysis of your work citing all 4 of Danielson’s domains after watching all of your lessons which will be videotaped!

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 (Educational Communications Center) Building, room 128, (631) 632-6748. They will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.
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