Prep+for+Next+Class

=Preparation for Next Class=

For Class #2 -Tuesday July 8, 2009 (8:30 am - 4:00 pm)

 * __Treats__** -Megan, Brian, Marilyn, Natalia

__**Read and Record**:__ 1. a) Read Battista and 1 of the other 3 articles. • //Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide? American Educator, pp. 14-17, 20-22, 43-46. //[|//http://www.aft.org/pubs-reports/american_educator/issues/fall2005/BallF05.pdf//] // • Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement. Phi Delta Kappan. pp. 73-77.// [|//http://www-personal.umich.edu/~dkcohen/CohenBallKappan.pdf//] //• Battista, M. (1999). The mathematical miseducation of America’s youth. Phi Delta Kappan Online.// [|//http://www.pdkintl.org/kappan/kbat9902.htm//] //. • Wilms, W. (2003). Altering the structure and culture of American public schools. Phi Delta Kappan Online.// [|//http://www.pdkintl.org/kappan/k0304wil.htm//] //.// 1 b) Describe 2 ideas about changes needed in mathematics education. 1 c) Infer how the changesimpact teaching and student learning of mathematics.

__**Do MATH**__ 1. Solve in two ways (one per sheet of paper landscape) 85% of 60 = ? Show your thinking.

Think about the mathematics content for your teacher inquiry.
 * __Teacher Inquiry Project__**

For Class #3 - Wednesday, July 8 2009 (8:30 am - 4:00 pm)
**Treats** – Theodore, Dianne, Sandi, Andy **Readings - due July 8, 2009** What’s the difference between mathematics teaching in Germany, Japan and the United States? Infer how these differences relate to teaching mathematics through problem solving?  • Takahashi, A. and Yoshida, M. (2004). Ideas for establishing lesson-study communities. //Teaching Children Mathematics//. pp. 436-443. (HAVE TO READ)  • Stigler, J. and Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press. (HAVE TO READ)  <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Givvin, K., Jacobs, J., & Hollingsworth, H. (2006). What does teaching look like around the world? //ON-Math//, 4(1), 1-7. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Smith, M (2004). Beyond presenting good problems: How a Japanese teacher implements a mathematics task. In R. Rubenstein and G.W. Bright (Eds.) //Perspectives on the Teaching of Mathematics//, pp. 96-106. Reston, VA: NCTM. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Ertle, B. and Fernandez, C. (2001). What are the characteristics of a Japanese blackboard that promote deep mathematical understanding? Lesson Study Research Group <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Yoshida, M. (2003). Developing effective use of the blackboard through lesson study. Online publication. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">
 * DUE** – //Teacher Inquiry Plan//

** For Class #4 - Thursday, July 9 2009 (8:30 am - 4:00 pm) **
N/A work at home DUE -

<span style="font-family: Arial, Helvetica, sans-serif; font-size: 9pt; msobookmark: OLE_LINK2mso-bookmark;">** For Class #5 - Friday, July 10 2009 (8:30 am - 4:00 pm) ** <span style="font-family: Arial, Helvetica, sans-serif; font-size: 10pt; msobookmark: OLE_LINK2mso-bookmark;"> <span style="font-family: Arial, Helvetica, sans-serif; font-size: 10pt; msobookmark: OLE_LINK1; mso-bookmark: OLE_LINK1;">**Treats** – James, Maggie, Enca Topic Discussion - BLUE Adolescent Learning <span style="font-family: Arial, Helvetica, sans-serif; font-size: 130%;"> <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">a. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-US;">Read 4 articles to describe two characteristics of adolescent learners. BLUE (discussion) (All read #12), Brown (#15), Purple (#13), Red (#14), Green (#12 two times) <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">b. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-US;">Explain how it impacts student learning of mathematics. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-fareast-font-family: Arial; msofareastfontfamily: Arial; msolist: Ignore;">c. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-US;">Explain how it impacts teaching. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Jenson, E. (1998). How Julie’s brain learns. //Educational Leadership//, (56)3, pp. 1-4. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Knowles, T. and Brown, Dd. (2000). Understanding the young adolescent. //What every middle school teacher should know.// Portsmouth, NH: Heinemann. pp. 8-36. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Reinhart, S. (2000). Never say anything a kid can say. //Mathematics Teaching in the Middle School//. Pp. 478-483. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;"> <span style="font-family: 'Times New Roman', 'serif'; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; msofareastfontfamily: 'Times New Roman'; msolist: Ignore;">• <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-CA;">Stahl. R. (1994). Using think-time and wait-time skilfully in the classroom. //ERIC Clearinghouse of Social Studies Social Science Education.// Bloomington, IN., pp. 1-4. <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt; mso-ansi-language: EN-US;"> <span style="font-family: 'Arial', 'sans-serif'; font-size: 10pt;">
 * DUE** - //Technology Webquest - Virtual manipulatives and Geometer's Sketchpad//
 * <span style="font-family: 'Arial', 'sans-serif'; mso-ansi-language: EN-CA;">Readings - due July 10, 2009 **<span style="font-family: 'Arial', 'sans-serif'; mso-ansi-language: EN-US; msoansilanguage: EN-US; msotabcount: 1;"> <span style="font-family: 'Arial', 'sans-serif'; mso-ansi-language: EN-CA;"> <span style="font-family: 'Arial', 'sans-serif';">

<span style="font-family: Arial, Helvetica, sans-serif; color: #ff0000; font-size: 10pt; msobidifontsize: 12.0ptmso-ansi-language;">**Upcoming Readings Due during week 2 ...** <span style="font-family: Arial, Helvetica, sans-serif; color: #ff0000; font-size: 10pt; msobookmark: OLE_LINK1; msobidifontsize: 12.0ptmso-ansi-language;">// __Behaviourism and Constructivism:__ // - Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky) - Clements, D. & Battista, M. (1990). Constructivist learning and teaching. //Arithmetic Teacher//, 38(1), 34-35 __// Complexity Theory //__ <span style="font-family: Arial, Helvetica, sans-serif; color: #ff0000; font-size: 10pt; mso-bidi-font-size: 12.0pt; msobookmark: OLE_LINK1; mso-ansi-language: EN-CA; msoansilanguage: EN-CA; msobidifontsize: 12.0ptmso-ansi-language;">- Davis, B. (2005). Teacher as “consciousness of the collective’. //Complicity: An International Journal of Complexity and Education//, 2, pp. 85-88. - Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. //Journal for Research in Mathematics Education// (34)2, pp. 137-167

For **Class #6 - Monday, July 13 2009 (8:30 am - 4:00 pm)** <span style="font-family: Arial; font-size: 10pt; msobookmark: OLE_LINK1; mso-bookmark: OLE_LINK1;">**Treats** – Shelly, Amna, Ruth DUE - //Math Task 1// Topic Discussion - GREEN Maslow Communities of Practice <span style="font-family: 'Arial', 'sans-serif'; mso-ansi-language: EN-CA;">**Readings - due July 13, 2009** <span style="font-family: 'Arial', 'sans-serif'; mso-ansi-language: EN-US; msoansilanguage: EN-US; msotabcount: 1;"> a. Describe 2 characteristics behaviourism, constructivism, and communities of practice. b.Infer how these theories explain a mathematics teaching/learning experience. c.How might brain-based learning theory and Maslow’s hierarchy of needs inform lesson design? d.Compare (same/different) Piaget’s and Vygotsky’s theories of learning and relate them to a math lesson design.

- Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky), Communities of Practice, Maslow's Hierarchy of Needs Search for and read for articles
 * Teacher Inquiry**

<span style="font-family: Arial; font-size: 10.4pt; msobookmark: OLE_LINK1;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: 130%;">** For Class #7 - Tuesday, July 14 2009 (8:30 am - 4:00 pm) ** <span style="font-family: Arial; font-size: 10pt; msobookmark: OLE_LINK1; mso-bookmark: OLE_LINK1;">**Treats** – Paul, Rosanna, Cristina Topic Discussion - BROWN Constructivism 1. Describe 2 characteristics of each theory: behaviourism, constructivism, and complexity theory. 2. Infer how these theories can be used to analyze a mathematics teaching/learning experience. // __Behaviourism and Constructivism:__ // - Funderstandings. Behaviourism, Constructivism (Piaget, Vygotsky) - Clements, D. & Battista, M. (1990). Constructivist learning and teaching. //Arithmetic Teacher//, 38(1), 34-35 __// Complexity Theory //__ - Davis, B. (2005). Teacher as “consciousness of the collective’. //Complicity: An International Journal of Complexity and Education//, 2, pp. 85-88. - Davis, B. (2003). Understanding learning systems: Mathematics education and complexity science. //Journal for Research in Mathematics Education// (34)2, pp. 137-167
 * For Class #7 - Tuesday, July 14 2009 (8:30 am - 4:00 pm) ** <span style="font-family: Arial; font-size: 10pt; msobookmark: OLE_LINK2; mso-bookmark: OLE_LINK1;">
 * DUE** -
 * Readings - due Tuesday July 14, 2009**

**For Class #8 - Wednesday, July 15 2009 (8:30 am - 4:00 pm)** <span style="font-family: Arial; font-size: 10pt; msobookmark: OLE_LINK2; mso-bookmark: OLE_LINK1;">**Treats** – Paulette, Jolanta, Robert, Naushin Topic Discussion - PURPLE Complexity Theory Peruse the site [|www.eqao.com] BIG IDEA Let's make a page of volunteer experts so you folks can share your expertise over the next few weeks. I added a WIKI Page - Contact Us Sandi
 * DUE** - //Learning Theories paper//

**For Class #9 - Thursday, July 16 2009 (8:30 am - 4:00 pm)** <span style="font-family: Arial; font-size: 10pt; msobookmark: OLE_LINK2; mso-bookmark: OLE_LINK1;">**Treats** – Nick, Shirley, Sanjay, Jaya Topic Discussion - RED EQAO
 * DUE** - //Math Task 2//

**For Class #10 - Friday, July 17 2009 (8:30 am - 4:00 pm)** <span style="font-family: Arial; font-size: 10pt; msobookmark: OLE_LINK2; mso-bookmark: OLE_LINK1;">**Treats** – Mike Aisha, Roshan
 * DUE** - //Assessing Teacher lesson plans and solving each other's lesson problems//