S ED 525

1
Welcome to S ED 525
Fall 2008
To empower learning
Building a collaborating community
8/27/08
2
Agenda for 8/27/08

• Getting acquainted
• Course overview/ syllabus review
• Overview of TPEs and the PACT
• Clarifying assumptions
• Teaching math effectively
• Discussions and questions

3
Getting Acquainted

• Complete the questionnaire
• Introductions
• -What is your name?
• -What is your subject area?
• -Where did you attend high school college?
• -Where are you student teaching?

4
Getting Acquainted

• Line up in the hallway based on age
• Identify the median, first quartile, and third
  quartile
• Find the mean

5
Course Overview

• Contact information and office hours
• Purposes and objectives of this course
• Book orders

6
Book Orders

• Call Customer Service at Key Curriclum Press
  800-995-6284 (between 8 and 5)
• Identify yourself as a student from CSUN in Ivan
  Chengs class
• Order the the textbook on the syllabus
• Also, if you are interested, you can order
• Exploring Algebra 1 with The Geometer's Sketchpad
• Exploring Geometry with The Geometer's Sketchpad
• at a reduced price of 39.95 (plus tax)
  and free shipping

7
Course Overview (continued)

• Contact information and office hours
• Purposes and objectives of this course
• Book orders
• Course schedule format
• Assignments and grading
• Class responsibilities
• Online discussions

8
Online Discussions

• httpwww.csun.edu/icheng
• Algebra Learning Network
• http//edutech.csun.edu/aln/
• Post one comment respond to one comment each
  week

9
TPEs and the PACT

• Domains of teaching
• A. Making subject matter comprehensible
• B. Assessing student learning
• C. Engaging and supporting students in learning
• D. Planning Instruction and designing learning
  experiences
• E. Creating and maintaining effective
  environments for learning
• F. Developing as a professional educator
• Teaching Performance Expectations
• Performance Assessment of
  California Teachers

10
Clarifying Assumptions

• Complete the questionnaire
• Small group discussion
• Why is it important to learn mathematics?
• How is learning best achieved?
• What is the role of the teacher?

11
Teaching Math Effectively

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

12
Scrambled Numbers

• The sheet you have been given is covered with
  scrambled numbers. You need to circle the
  numbers in order, beginning with the number 1.
  Do not cheat! For example, you cannot circle 8
  before you have circled 7.
• Do not turn over the paper until you are told to
  start. You will have one minute to complete this
  task.

13
Scrambled Numbers (continued)

• Now take a minute to look at the second Scrambled
  Numbers task individually. What do you notice
  about this version?
• Turn to your neighbor and share your
  observations.
• When told to start you will have one minute to
  work on this second task.

14
Scrambled Numbers (continued)

• How did it feel the second time?
• Comparing the two versions of the Scrambled
  Numbers task, how were they different for you as
  a learner?
• What made the difference?

15
Scrambled Numbers (continued)

• Students who do not have a deep understanding of
  mathematics suspect that it is just a jumble of
  unrelated procedures and incomprehensible
  formulas.
• Mathematics Framework
• for California Public Schools (2005), p. 5

16
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

17
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

18
Equity, Access, and NCLB

• Times have changed (The World is Flat)
• From low tech to high tech
• From computation to comprehension
• From basic skills to adaptive reasoning
• A hidden curriculum (Jean Anyon, 1980)
• Who succeeds in NCLB?
• How to make sure all students succeed

19
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

20
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

21
Instrumental v. Relational

• Imagine you are in a different city attending a
  conference. The Metro from the airport drops you
  off on the corner of State Street and Lake
  Street. Because it is such a beautiful day, you
  decide to take a walk around the area on your way
  to your hotel at Grand Avenue and Rush Street.

22
Instrumental v. Relational (continued)

• Now take a quiz
• Assume all the blocks are about the same size.
  Please keep track of the following directions and
  answer the questions.

23
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

24
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

25
Teachers Make a Difference
26
Teachers Make a Difference
27
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

28
Teaching Math Effectively (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

29
Teaching Math Effectively (continued)

• They dont care how much you know,
• until they know how much you care.

• They dont care how much you know,
• until they know how much you care.

30
Assignments

• Write autobiography
• Read Chapter 6 from How People Learn

Due Sept. 3
31
Thank you.

• See you next week.

Due Sept. 3
32
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