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University of Florida - School of Teaching and Learning SMT 4945: Apprenticeship in Secondary Mathematics and Science MAE 5945: Secondary Mathematics Methods Practicum

Credit hours:

SMT 4945: 4 credits

MAE 5945: 3 credits

Mon: 4:05-4:55

Instructors:

Gloria Weber, Julie Brown & Yasemin Sert

Norman Hall 2331

Office hours:

Weber—NRN 175—T 3:00-4:00 PM or by appointment Brown—G521—T 3:30-4:30 PM or by appointment Sert—G521—M 1:00-2:00 PM or by appointment

Course Prerequisite(s) for SMT 4945 Successful completion of UFTeach courses including Steps 1 & 2 or Step1/2, Classroom Interactions, Knowing & Learning, Research Methods, Perspectives, Functions & Modeling (math majors only), and Project-Based Instruction.

UF Moodle Website http://online.education.ufl.edu

Course Overview and Description

• This combined 3/4-credit capstone course consists of a 2/3 credit school-based, supervised student teaching field

experience and an accompanying 1 credit face-to-face seminar. Although the bulk of responsibility in this course involves planning, instruction, observations, and other experiences in actual secondary school classrooms (grades 6-12), these field experiences would not be fully effective without additional opportunities for reflective discussion and group interaction.

• The 2/3-credit field experience provides students with a long-term opportunity to practice and refine the many

pedagogical techniques and theoretical perspectives addressed in earlier courses in the program. A school-based cooperating teacher (mentor) and a university supervisor will guide and mentor students through this experience.

• The 1 credit seminar is designed to serve as a forum for students to reflect on their apprenticeship experiences and examine contemporary critical issues in secondary mathematics and science education.

Field Experience Summary Apprentices will assume teaching responsibilities for 2-3 class periods of a subject in their planned certification area for 8- 10 weeks of the semester. Apprentice teachers will collaboratively plan instruction for their assigned classes with their cooperating teachers. Apprentices are expected to teach their assigned periods each day of the week (M-F) and observe/assist their cooperating teacher an additional five hours per week. The total field experience time commitment for the Apprenticeship is expected to be approximately 180-200 hours.

per week. The total field experience time commitment for the Apprenticeship is expected to be approximately

Course Objectives and Expectations

Course Objectives and Evidence of Student Learning

FEAP Indicator

Evidence of Student Learning:

Instructional Design and Planning

 

1a. Aligns instruction with state- adopted standards at the appropriate level of rigor.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

1b. Sequences lessons and concepts to ensure coherence and required prior knowledge

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

1c. Designs instruction for students to achieve mastery.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

1d. Selects appropriate formative assessments to monitor learning.

Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

The Learning Environment

 

2a. Organizes, allocates, and manages the resources of time, space, and attention.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

2b. Manages individual and class behaviors through well-planned management system.

Classroom Management Implementation Plan: Observe mentor teacher’s classroom management and impact on student behavior, and then provide a detailed classroom management plan based on observation and reflection.

2c. Conveys high expectations to all students.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

2d. Respects students’ cultural linguistic and family background.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

2e. Models clear, acceptable oral and written communication skills.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Parent Letter: Write a letter that could be sent home to parents that includes teaching philosophy, goals/expectations for students and grading policies.

2f. Maintains a climate of openness, inquiry, fairness and support.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Learning Environment Reflection: Implement various learning environment behaviors and strategies; reflect on the effectiveness and possible revisions.

2g. Integrates current information and communication technologies.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

2h. Adapts the learning environment to accommodate the differing needs and diversity of students.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Learning Environment Reflection: Implement various learning environment behaviors and strategies; reflect on the effectiveness and possible revisions.

Implement various learning environment behaviors and strategies; reflect on the effectiveness and possible revisions.

FEAP Indicator

Evidence of Student Learning:

2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve educational goals.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

Instructional Delivery and Facilitation

 

3a. Deliver engaging and challenging lessons.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

3b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

3c. Identify gaps in students’ subject matter knowledge.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

3d. Modify instruction to respond to preconceptions or misconceptions.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

3e. Relate and integrate the subject matter with other disciplines and life experiences.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

3f. Employ higher-order questioning strategies.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

3g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Instruction and Delivery Reflection: Implement various instructional strategies and reflect on the effectiveness and possible revisions.

3h. Differentiate instruction based on assessment of student learning needs and recognition of individual differences in students.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Portfolio: Samples of graded student work included in the portfolio.

3j. Utilize student feedback to monitor instructional needs and to adjust instruction.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

FEAP Indicator

Evidence of Student Learning:

Assessment

 

4a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning. Portfolio: Samples of graded student work included in the portfolio.

4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

4c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

4d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Formative Assessments Assignment: Develop and implement four formative assessments and provide an analysis and reflection on student learning.

4e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s).

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

4f. Applies technology to organize and integrate assessment information.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

Continuous Professional Improvement

 

5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.

Professional Development Plan: Develop a short and long term professional development plan with an emphasis on improving instructional practice, curriculum and teacher knowledge.

5b. Examines and uses data-informed research to improve instruction and student achievement.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum.

5c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Instruction and Delivery Reflection: Implement various instructional strategies and reflect on the effectiveness and possible revisions.

5d. Collaborates with the home, school and larger communities to foster communication and to support student learning & continuous improvement

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Instruction and Delivery Reflection: Implement various instructional strategies and reflect on the effectiveness and possible revisions. Parent Letter: Write a letter that could be sent home to parents that includes teaching philosophy, goals/expectations for students and grading policies.

5e. Engages in targeted professional growth opportunities and reflective practices.

Professional Development Plan: Develop a short and long term professional development plan with an emphasis on improving instructional practice, curriculum and teacher knowledge.

term professional development plan with an emphasis on improving instructional practice, curriculum and teacher knowledge.

FEAP Indicator

Evidence of Student Learning:

5f. Implements knowledge and skills learned in professional development in the teaching and learning process.

Lesson Plans: Develop lessons based on NGSSS/CCSS for mathematics or science that are aligned with school, county and state curriculum. Professional Development Plan: Develop a short and long term professional development plan with an emphasis on improving instructional practice, curriculum and teacher knowledge.

Professional Responsibility and Ethical Conduct

 

6a. Adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida and fulfills the expected obligations to students, the public and the education profession.

 

Required Texts:

Teach: A Question of Teaching. James W. Fraser, 2010

Fred Jones Tools for Teaching: Discipline, Instruction, and Motivation. Jones, F., 2007

Additional readings from journals will be provided electronically in advance of the scheduled seminar session.

Recommended reference materials:

1. National Council of Teachers of Mathematics. Mathematics Teacher. (Student subscription)

2. National Science Teacher Association. The Science Teacher. (Student subscription)

3. Designing Effective Science Instruction: What Works in Science Classrooms. Tweed, A.

4. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Marzano, R.

5. Teach Like a Champion: 49 Techniques that Put Students on the Path to College. Lemov, D.

6. The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom. Stigler & Hiebert.

7. The First Days Of School: How To Be An Effective Teacher. Wong, H.

Required course reading: Students are required to purchase Teach: A Question of Teaching.

Course Requirements and Evaluation: All formal communication, including the submission of assignments and schedule changes are done through Purlieu. Students are required to check regularly.

Participation in class (10%): This grade is based upon student attendance and contribution to in-class discussions. Effective participation includes punctual attendance, contributing to class, and active engagement in activities. Excessive absences and lack of contribution will affect this portion of your grade. Credit for attendance is awarded for coming on time and staying until class is over.

Field experience (50%): Students will participate in a field experience in a secondary school mathematics or science classroom for a minimum of 2 periods per day, 5 days a week. Students will develop and submit detailed weekly lessons plans.

Portfolio (20%): Students will submit an electronic portfolio at the end of the semester that documents their progress toward meeting the Florida Educators Accomplished Practices.

Additional assignments (20%): Students will complete various assignments including: (1) Profile of an Effective Teacher; (2) Cooperating Teacher Information; (3) Parent Letter; (4) Learning Environment Reflection; (5) Classroom Management Implementation Plan; (6) Instruction and Delivery Reflection; (7) Formative Assessment Reflection; (8) Scavenger Hunt; and (9) MET Extension video tagging.

Grade assignment 100-93 = A; 92-90 = A-; 89-87 = B+; 86-83 = B; 82-80 = B-; 79-77 = C+; 76-73 = C; 72-70 = C-; 69-67 = D+; 66-63 = D; 62-60 = D-; Less than 60 = F

89-87 = B+; 86-83 = B; 82-80 = B-; 79-77 = C+; 76-73 = C; 72-70

Course Policies:

1. Grading will be based on successful and timely completion of assignments. Final grades will be determined by the instructor’s best professional judgment, based on information available at the time the grades are due.

2. The instructor must grant permission for an incomplete as early as possible and prior to the end of the semester. A “contract for completion” of course assignments must be developed by the student and signed by the student and instructor. A failing alternate grade will be assigned. Passing the class requires completion of all course requirements.

3. Lateness to class is strongly discouraged. Many classes will begin with a group discussion. Your participation will depend upon you being present and prepared for class. Missed assignments must be completed.

4. All out-of-classroom assignments are to be type-written, double-spaced, 12 pt. font, 1 inch margins and be professional in appearance. Writing errors, such as spelling, punctuation, grammatical errors, etc., will be taken into consideration and may lower the grade. Students are permitted and encouraged to proofread each other’s assignments.

5. The schedule of topics and reading assignments may change over the course of the semester. Any changes will be announced in class, on Purlieu and/or via email. Students are responsible for these changes whether or not they are present in class.

6. Please hand in all written assignments on the date they are due. If an assignment is turned in late, points will be reduced by 10% for each day late up to a reduction of 50%. After 5 days (50% off), work turned in can receive only a maximum of half credit. Because rewritten assignments are considered “late”, the maximum grade will be A- on any revised assignments. Revisions will be indicated by instructor when feedback on assignment is provided.

7. Students with Disabilities: Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation. For more information consult the university policy found at http://www.dso.ufl.edu/stg/Stud_with_Disabilities.htm/

8. Statement on Academic Honesty: Students are required to be honest in all of their university class work. In the fall of 1995, the UF student body enacted a new honor code and voluntarily committed itself to the highest standards of honesty and integrity.

The Honor Code: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity. On all work submitted for credit by students at the university, the following pledge is either required or implied: "On my honor, I have neither given nor received unauthorized aid in doing this assignment."

Because we, as educators and future educators, are held to a higher ethical standard as teachers, the School of Teaching & Learning takes infringements of academic honesty very seriously. For the first violation of academic dishonesty in a course, the student will receive a zero on that assignment and no opportunity for make up. If the student has an additional violation in the course, the student will fail the course and meet with the Director to establish a Performance Improvement Plan that will need to be completed before the student can enroll in additional coursework.

The University of Florida also has a formal process for addressing issues associated with academic dishonesty that you are also welcome to use. You can learn more about this formal process at:

http://www.dso.ufl.edu/judicial/academic.php

9. Statement on Plagiarism: Plagiarizing has become easier and more prevalent in today’s educational systems. Recent events indicate this is a problem at all levels of the educational system— in K-12 and in higher education. The University of Florida Academic Honesty policy includes plagiarism. In STL, we want to emphasize this policy to ensure students are aware of what plagiarism is and steps to take in avoiding plagiarism. Merriam-Webster’s Online Dictionary states that to plagiarize is: to steal and pass off (the ideas or words of another) as one's own; use (another's production) without crediting the source; to commit literary theft; to present as new and original an idea or product derived from an existing source.

Examples of plagiarism/academic dishonesty include:

Using words, sentences, ideas, and/or organization from a source (book, webpage, etc.) without providing the proper citation

Submitting the same paper for multiple classes

Submitting an assignment obtained from commercial firms, websites, fraternity or sorority files, or any other group or individual.

an assignment obtained from commercial firms, websites, fraternity or sorority files, or any other group or

Often education students believe they can use materials that are not their own by claiming their actions are protected by the Fair Use section of the Copyright Laws. This is often not the case. All materials put in a tangible form after January 1, 1978 are copyrighted. A work does not need the copyright symbol © to be copyrighted. In the 1976 Copyright Act, educators have been given fair use guidelines. In order to be able to claim fair use, you must meet all four of the following factors:

1. Purpose of the use is for nonprofit educational reasons

2. The nature of the work and spontaneity

3. Amount and substance of the work

4. Financial impact on the market

Additional information about Copyright can be found at the Copyright Office (http://www.copyright.gov/), Stanford University Fair Use website (http://fairuse.stanford.edu), and the University of Texas at Austin (http://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm).

The University of Florida Library system has a website for students about plagiarism (http://web.uflib.ufl.edu/msl/subjects/Physics/StudentPlagiarism.html).

10. Please feel free to speak to me regarding any questions or concerns. You may arrange an appointment via email, speak to me before or after class, or email your question directly

or concerns. You may arrange an appointment via email, speak to me before or after class,