Section F3: List of descriptions and agendas of pre-service implementations -- D

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Descriptions and agendas of pre-service implementations (F3)
Pre-service Implementation D -- Agendas

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Methods course (entire schedule)

Common lessons: 1, 2, 3, 4, 5, 6, 7, 8, 9

Common assignments: 1, 2, 3, 4, 5, 6, 7, 8

Elementary only lessons: E10, E11, E12, E13, E14

Elementary only assignments: E9, E10, E11, E12, E13

Secondary only lessons: S10, S11, S12, S13 , S14

Secondary only assignments: S9, S10, S11, S12, S13

Concurrent field experience requirements (secondary only)

Follow-up math education course (secondary only):

Summary of requirements

Agenda and assignments for first two lessons

Mini-series contents and schedule

Agendas and assignments for last two lessons

Follow-up field experience requirements (secondary only)

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Methods course -- Implementation D
Agendas and assignments

**Note:** Activities/assignments not derived from the framework have been marked in italics
*Lesson 1:* Orienting participants to the program: Introductions Brief description of course goals and requirements Rethinking "What is math?" Orienting participants to the program: More detail on course structure and requirements	*Hw. 1:* initial math survey reading on course philosophy readings of classroom vignettes readings on school math reform
*Lesson 2:* Follow-up discussion on school math reform Cardtrick activity	*Hw. 2:* follow-up readings on math metaphors cardtrick assignment readings on affective aspects of learning math
*Lesson 3:* Follow-up discussion of cardtrick activity Solving a real-life math-related problem	*Hw. 3:* readings on problem solving writing assignment on problem solving readings on children's learning of math informal observations of a student (elem. only) read description of "Presentation on a chosen topic" project
*Lesson 4:* Follow-up discussion on problem solving Viewing and discussion of "F.A.T. City" video	*Hw. 4:* readings on learning disabilities clinical interview of a student (elem. only) skim through reading materials provided to decide on topic for project
*Lesson 5:* Area inquiry experience I: Introduction Fish activity Diamond activity Begin group work on "stars"	*Hw. 5:* Area assignments: (a) continue working on developing the area of the assigned "star"; (b) reflections on thought-provoking questions about area; Readings from the story of an implementation of an area inquiry unit in 8th grade
*Lesson 6:* Area inquiry experience II: Star presentations Rethinking the math of area "Walk down memory lane" (begins)	*Hw. 6:* "Walk down memory lane" on Area experience (notes only) written reflection on "What have I learned" follow-up reading on math of area readings from the NCTM Standard (geometry and measurement) preliminary Tessellation assignment
*Lesson 7:* "Walk down memory lane" and "What have I learned" discussion on Area experience Reflections on participants' learning differences View video of a tessellation inquiry unit in a 6th grade classroom Follow-up discussion of the video	*Hw. 7:* written reflections on the video reading stories of inquiry math classes readings on assessment ideas about assessing learning in an area inquiry unit
*Lesson 8:* Follow-up discussion on stories of inquiry math classes read and video First identification of characteristics of an inquiry approach Assessment activity (taking an item of new NYS exams) + discussion	*Hw. 8:* Readings on an inquiry approach MIDTERM take-home exam (i.e, Analyze in writing a classroom vignette from an inquiry perspective)
*Lesson 9:* Modeling on "Topic" project/Becoming familiar with new reform-based math curricula "Games" activity
THE LAST 5 LESSONS ELEMENTARY AND SECONDARY PRE-SERVICE TEACHERS MET SEPARATELY
*ELEMENTARY:*
	*Hw. 9 (elem.):* Games assignment: choose a game, play it with children, and write up "math potential" list for that game (for others to use) Follow-up readings on topic modeled Preparing for Topic project presentations
*Lesson 10:* Follow-up discussion on games Follow-up discussion on fractions Presentations of Topic projects	*Hw. 10 (elem.):* Preparing for Topic project presentations
*Lesson 11 (elem.):* Presentations of Topic projects	*Hw. 11 (elem.):* Preparing for Topic project presentations
*Lesson 12 (elem.):* Presentations of Topic projects	*Hw. 12 (elem.):* Final project preparation and written reflections Identify teaching strategies modeled in the course
*Lesson 13 (elem.):* Final project presentations Reflecting on teaching strategies modeled in the course	*Hw. 13 (elem.):* Final project preparation and written reflections course evaluation questionnaire
*Lesson 14 (elem.):* Final project presentations Course evaluation (forms + open discussion)	*Hw. 14 (elem.):* "What have I learned" paper (participants' written final reflection)
*SECONDARY:*
	*Hw. 9 (sec.):* Games assignment: choose a game, play it with children, and write up "math potential" list for that game (for others to use) Follow-up readings on topic modeled Preliminary probability assignment
*Lesson 10 (sec.):* Follow-up discussion on games Follow-up discussion on fractions Rethinking the teaching of probability -- Part I	*Hw. 10 (sec.):* Readings from innovative units on probability probability assignment
*Lesson 11 (sec.):* Rethinking the teaching of probability -- Part II	*Hw. 11 (sec.):* probability assignment readings from innovative units on probability
*Lesson 12 (sec.):* Rethinking the teaching of probability -- Part III (report from readings from new reform-based math curricula)	*Hw. 12 (sec.):* Prepare for final project presentations and written reflections Written reflections on the teaching of probability
*Lesson 13 (sec.):* Final project presentations Reflecting on teaching strategies modeled in the course	*Hw. 12 (sec.):* Prepare for final project presentations and written reflections identify teaching strategies modeled in the course
*Lesson 14 (sec.):* Final project presentations Course evaluation (forms + open discussion)	*Hw. 14 (sec.):* "What have I learned" paper (participants' written final reflection)

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Concurrent field experiences -- Implementation D
Expectations
(for secondary math pre-service teachers only)

Note: Activities/assignments not derived from the framework have been marked in italics

"Practicum" of a minimum of 100 hours (i.e., about 8 hours a week over the entire semester) in an assigned middle or high school;
Goals and recommended tasks:
- Learning about teaching mathematics through apprenticeship with an expert by becoming a participant observer, taking increasing co-teaching responsibilities, in ONE class throughout the semester.
- Becoming familiar with the process of planning, implementing and evaluating "innovatve math units" -- by observing an entire "innovative" unit, keeping careful records and preparing a final written report.
- Experiencing what it takes to plan and teach innovative inquiry experiences -- by designing, teaching and monitoring a series of "innovative" math lessons.
- Getting to know students (what they think, how they learn math, how they respond to different teaching approaches) -- through classroom observations, tutoring, interviews.
- Developing a repertoire of successful teaching practices, especially with respect to management and discipline -- by observing different teachers' styles and discussing their pedagogical decisions with them.
- Getting to know how a school works -- reviewing documents and talking with various school personnel, and by observing how special services are provided.

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Follow-up math education course -- Implementation D
(for secondary math pre-service teachers only)

Note: Activities/assignments not derived from the framework have been marked in italics

Summary of main requirements

Participate actively in class activities and assignments.
Contribute to a weekly "shared journal" intended to provide a forum for reflection and communication about issues connected with implementing innovation in the mathematics classroom.
Become familiar with several innovative classroom experiences and instructional ideas as available in the literature; to fulfil this requirement, students need to participate to at least 4 of "mini-series" organized by the instructor on specific math topics.
Create a detailed written plan for at least 2 "innovative unit" (i.e., series of lessons -- for a minimum of a week -- designed to accomplish some clearly articulated goals, compatible with the new NCTM Standards recommendations); to be designed by each student on a topic of his/her choice. Present one of these units to the rest of the class. (The first of these units should be either on the topic of "area," "tessellation" or "probability", so as to benefit from the scaffold provided by the rethinking of these topics undertaken in the previous course, and by the materials available to support the planning of such units)
Monitor and report on the implementation of an innovative unit in a mathematics classroom.
Final "what have I learned" paper.

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Agenda and assignments for the first lesson
(taking place prior to the beginning of student teaching)
(NOTE: class met twice a week for 2 1/2 hours)

Preliminary assignments (to be completed over the university winter break):

Read NCTM Curriculum Standards for grade level you will be student teaching in
Read "On the Shoulders of Giants"
Read "Contents and Processes" section of Research Ideas for the Classroom at appropriate school level
Written plans for first innovative unit on "area" or "probability"
Identify potential topic for second inquiry unit and begin reading about it

Lesson 1:

Presentation of course goals, requirements and structure
Planning new inquiry units: view presentation on video of a case-study of this process + discussion

Hw. 1:

Follow-up readings on planning inquiry units
Read documentation about course and concurrent student teaching requirements and expectations

Lesson 2:

Follow-up discussion on planning new inquiry units
Sharing and discussion of participants' written plans for their first inquiry unit
Brainstorming about second inquiry unit

Hw. 2:

(recommended) Revision of plans for first inquiry unit
Written plan for second inquiry unit

Agenda and assignments for the first lesson
(taking place prior to the beginning of student teaching)
*(NOTE: class met twice a week for 2 1/2 hours)*
	*Preliminary assignments (to be completed over the university winter break):* Read NCTM Curriculum Standards for grade level you will be student teaching in Read "On the Shoulders of Giants" Read "Contents and Processes" section of Research Ideas for the Classroom at appropriate school level Written plans for first innovative unit on "area" or "probability" Identify potential topic for second inquiry unit and begin reading about it
*Lesson 1:* Presentation of course goals, requirements and structure Planning new inquiry units: view presentation on video of a case-study of this process + discussion	*Hw. 1:* Follow-up readings on planning inquiry units Read documentation about course and concurrent student teaching requirements and expectations
*Lesson 2:* Follow-up discussion on planning new inquiry units Sharing and discussion of participants' written plans for their first inquiry unit Brainstorming about second inquiry unit	*Hw. 2:* (recommended) Revision of plans for first inquiry unit Written plan for second inquiry unit

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Mini-series contents and schedule
(mostly taking place concurrent with student teaching)

Six "mini-series" will be offered during the period from December to March (when we expected most participants to be planning their second inquiry unit), each consisting of either two meetings of 3 1/2 hours each (+ assignments), or three meetings of 2 1/2 hours each (+ assignments):

Understanding numbers: A focus on fractions (3 meetings)
Statistics: Going beyond mean, median and mode (3 meetings)
Expanding number systems: A focus on integers (2 meetings)
Exploring 3-D Geometry (3 meetings)
Beginning to explore the importance of "visualization"in mathematics (2 meetings)
Understanding numbers: A focus on place value (2 meetings)

Each of these mini-series was designed to invite the participants to rethink the teaching and learning of that topic, and to this end it included:

"Experiences as learners" on the specific topic for that series
Some additional readings about the mathematics and/or the research on the teaching and learning of the specific mathematical topic
Getting to know the new middle school curricula materials by examining their treatment of the particular topic
Discussions of the implications of all of the above on what an how to teach the specific math topic

Note that these mini-series were also open to all teachers in the schools participating in a Local Systemic Change project which included this teacher preparation program.

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Agenda and assignments for the last two lessons
(taking place after complition of student teaching)

(NOTE: class met weekly for 2 1/2 hours)

Lesson 12:

Overall reports and reflections on what each pre-service learned from the student teaching experience

Hw 12:

Final written report on innovative unit due

Lesson 13 (&14):

Presentations of innovative units implemented

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Follow-up field experiences -- Implementation D
Expectations
(for secondary math pre-service teachers only)

Note: Activities/assignments not derived from the framework have been marked in italics

9-10 week student teaching (full time)
plan and implement at least an "innovative" math unit (1-2 week long)

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Return to List of descriptions and agendas of pre-service implementations

*SCROLL TO READ THE ENTIRE DOCUMENT, or click an item to go directly to that section.*
*Methods course (entire schedule)*
	*Common lessons: 1, 2, 3, 4, 5, 6, 7, 8, 9*
	*Common assignments: 1, 2, 3, 4, 5, 6, 7, 8*
	*Elementary only lessons: E10, E11, E12, E13, E14*
	*Elementary only assignments: E9, E10, E11, E12, E13*
	*Secondary only lessons: S10, S11, S12, S13 , S14*
	*Secondary only assignments: S9, S10, S11, S12, S13*
*Concurrent field experience requirements (secondary only)*
*Follow-up math education course (secondary only):*
	*Summary of requirements*
	*Agenda and assignments for first two lessons*
	*Mini-series contents and schedule*
	*Agendas and assignments for last two lessons*
*Follow-up field experience requirements (secondary only)*