d trees. They l! iteen alive
They are redwoo I
called the <' Sequoza.
for thousands of years. They are
Where did the name come from?
r .1
———]AMEs RUMFORD, Sequoyah. The ._ .cee Man
Who Gave His People Wr‘ Inpaged
EBBIE,S THIRD GRADERS FOLLOW HER OVER TO
Notetaking and notemaking helps not only student teachers, but also regular teachers
realize that their personal bias does affect what they see on a regular day in a classroom. To help
student teachers and teachers this problem, notetaking and notemaking
Question 1: How do you feel about the information in this article? Should teacher
voices be heard in public policy discussions? What do you think your own comfort
level will be in this area?
I think the information I just read about teachers not standing
1. What is the perspective on using technology in education expressed in the Digital Aristotle
video, that is, what is this persons view of the future of education?
The author of the video supports technology, and wishes that education increases the use
Homework 9
Read the following; do you think this is addictive or dependent behavior or not? Briefly
explain your response.
I think that texting is addictive, and many or even most people are dependent on it too. It is
interesting that we are talking about
1. Please answer all of these questions.
1) What might be the two parallel types of tasks in education?
o It can be seen that money is a good reward for tasks that are more algorithmic. However,
it will not be a good reward for tasks that need more cognit
Discussion Questions:
1. I felt like the first video portrays the traditional teaching. There was no passion from the
teachers. They were very objective in what they wanted to do. For example, I felt like they
just wanted to drill the information into the
1) How did the US compare to other countries on the PISA tests? Do you think that this is a cause
for concern.or not?
They didnt do as well as the other countries. I think that this is definitely a cause for concern. I
just remember that when I took EPS 2
Bradley
Importance of knowing the alphabet and what it takes to know it
knowledge of letter names prior to formal instruction is a strong predictor of later reading
achievement
alphabet knowledge is often measured by asking children to name letters or t
Jenny Kuk
CI467
25 January 2016
Literature
Literature has definitely been a part of my life. My relationship with literature is a very
love hate relationship. From when I was really young to where I am now, my affection for
literature has been always chan
Frank
Ethnography with student teachers
They had difficulty entering the second of their two placement
understand teaching and learning from multiple perspectives
Help ask critical questions about supervision, classroom observations, lesson plans, etc
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
CI 401 M&M2 Fall 2011
Final Exam
Directions: There are four sections of this final that encompass questions concerning material
covered at different points throughout the semester. You are to choose one question
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Problems about Explaining Concepts
1. Vince Gogh is teaching an introductory lesson on functions to his Algebra I class. He writes on
the board a definition of a function: A function is a relation that assigns exactly one value in the
range to each val
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
OBSERVATION GUIDE #1: Observing Classroom Norms
Name:_
Date of Observation:_ Class: _ Grade:_
School:_
We began the year discussing the importance of establishing classroom norms. At this point in the
year, the norms of your assigned classroom have alread
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Gloriana Gonzlez and Adam Poetzel, all rights reserved
Problems about Norms
Read and think about all of the problems. Do #1 and then choose two of the three
other problems to complete. Use the rubric about e
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Hot Topics Group Presentation Project
Overview: To conclude your semester in CI 401: Introduction to Teaching in a Diverse Society,
you will be delivering a group presentation on a current Hot Topic related to diversity in math
education. The goal of this
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Hot Topics Resources
These lists are meant to be a starting place to begin your research. These references may or may not be aligned to the exact topic of your
presentation. Your instructors have previewed some of the articles, but not all of them. By exa
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
First Lesson Plan Assignment
CI 401
Reading Assignment:
For more background on the lesson planning process, read pp. 142 159 in Chapter 6 of
the Brahier Text. This chapter includes a few examples of c
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Homework to Practice Discursive Moves Found in the Rubric
for Teaching with Student Participation
NAME: _
Below you will find a class discussion for teaching students about linear equations with a specific problem
about costs of cell phone plans. Your job
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
CI 401 M&M2
Fall 2009
Observation Assignment: How does the teacher use students' ideas while leading a whole class
discussion?
The rubric on "Promoting and Managing Students Discourse" illustrates deliberate discursive moves in
teaching. For this assignme
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
C&I 401 Peer Teaching Assignment
WHO? You! Its time to put on your mathteaching hat.
WHAT? You and a partner will be preparing a twentyminute lesson covering a specific math concept or
procedure to the rest of our class. Your goal will be to prepare a
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Explaining procedures
CI 401 M&M2
Fall 2009
Mathematical Proficiency
Graphic From: Addning it Up,
2001, Jeremy Kilpatrick, Jane
Swafford, Bradford Findell,
Editors; Mathematics Learning
Study Committee, National
Research Council
Mathematical Proficiency
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
CI 401 M/M2
Students in a mathematics class
who learn to consider problem
solving as an end in itself and not
merely as a means to an end will
benefit greatly in class as well as
their every day lives.
Alfred A. Possamentier
Problem Solving
Connections
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
An Introduction To Lesson
Planning
C&I 401
Mathematics
Source: Brahier 2009, Ch. 6
General Considerations
Date, Grade Level, Course Title, Length
of Class, Number of Students
Prior Knowledge: What mathematical
knowledge are you assuming students
have ente
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Explaining Concepts and
Propositions
CI 401M&M2
Fall 2009
Teaching mathematics in a classroom
that promotes understanding
Consider these three dimensions of
instruction
Tasks: What are students asked to do?
Tools: How to represent mathematical
ideas?
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
Establishing Classroom Norms for
Mathematical Work
CI 401
AUGUST 2009
Learning Mathematics with Understanding
Students who learn with understanding can
relate
old and new ideas or processes.
extend and apply mathematical knowledge.
examine their own t
Introduction to Teaching Mathematics in a Diverse Society
CI 401

Fall 2011
CI 401402
Mathematics
Participation rubric (10 Points) 10% of Final Semester Grade
Criteria
Responsibility
Contributions to class
discussions
Excellent (9 or 10 points)
Arrives to class on time.
Notifies instructor ahead of
time of lateness, absences,