This homework assignment has the following 4 parts:
PART 1: Get familiar with edTPA:) (2 hours)
WATCH the edTPA overview video created by our College of Education
Read the following sections of the Secondary Math edTPA handbook
Introduction to edTPA Secondary Mathematics (pp. 1-4 of 51)
"What do I need to think about?" for Planning Task 1: Planning for Instruction and Assessment (p. 8 of 51)
"What do I need to think about?" for Planning Task 2: Instructing and Engaging Students in Learning (p. 19 of 51)
"What do I need to think about?" for Planning Task 3: Assessing Student Learning (p. 28 of 51)
Secondary Mathematics Context for Learning Information (pp. 39-41 of 51)
Peruse the edTPA for candidates website created by our College of Education
Write questions you have about the edTPA in the edTPA Questions document
PART 2: Analyzing Student Work (30 minutes)
During class on Nov. 30 we will analyze examples of student work from your classroom to look for evidence of students' conceptual understanding and procedural fluency. In preparation for this class activity, please get/make a copy (by taking a picture, scanning, writing on a separate sheet of paper) of student work that you think demonstrates the student's conceptual understanding and a copy of student work that you think demonstrates the student's procedural fluency. De-identify the student work then put a copy of the de-identified student work in the Examples of Student Work folder. Our class members are the only people who will view your student's work and you have permission to share this work with our class members since it is included as part of a course assignment in your teacher education program (so this is consistent with FERPA guidelines).
Part 3: Complete the Equitable Participation Project Part 1 (1 hour)
Use the Co-Noticing Patterns of Student Participation Protocol 1 one or two times by November 30 with your cooperating teacher or another teacher at your school. Each time you use the protocol, record notes summarizing what you and your cooperating teacher/the other teacher share and discuss for the prompts in each part of the protocol (you are welcome to use this notes sheet). Put copies of your notes as well as the other materials you and your cooperating teacher/the other teacher generate as you use the protocol in your "Equitable Participation Project folder" (which is in your personal folder). Torrey will share the artifacts/materials she and Heather generated when using the protocol this week on the Equitable Participation Project Part 1 page soon so that you can see an example of how it was used in our class this week:)
Part 4: Complete the Lesson Planning and Task Analysis Module (3-4 hours)
Complete this module:)
This homework assignment has the following 4 parts:
PART 1: Complete the weekly readings/videos response (3 hours)
WATCH (from 6:10 to 48:00) Liljedahl, P. (2021) Building thinking classrooms (you might also want to check out Liljedahl's website on Building Thinking Classrooms)
READ 14 Practices of Building Thinking Classrooms description (you might also want to peruse other links on the Building Thinking Classrooms website)
WRITE a response to the following 3 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: What teaching practices (i.e., "variables") does Liljedahl state are the key characteristics of thinking classrooms (include a description of each characteristic)?
PROMPT 2: How do you or could you implement the ideas shared in the Liljedahl presentation in your own classroom (this year or in future years)?
PROMPT 3: What ideas about classroom status shared in Cohen's video resonate with you? Which do not resonate with you? What else are you thinking and wondering about related to classroom status?
PROMPT 4: What status inequalities are present in your classroom? What is the source of these status inequalities? What have you and your CT done to date to address these inequalities?
PART 2: Complete Midterm Survey (30 minutes)
Please fill out the Math Methods Midterm Feedback (Fall 2022) Survey to give Torrey feedback as to how this course can better meet your learning needs.
PART 3: Work on Student Identity & Assets Project (1 hour)
Do your student interview (due Nov. 9) - NOTE: the student should be different from you in one or more socio-cultural ways AND who you think is struggling with mathematics
Have your 1-1 meeting with Torrey to talk about your Student Identity & Assets Project (sometime between November 3 - 15). Prepare to share and discuss what you learned about your students’ identities and (personal, cultural, community) assets while doing these activities as well as what you learned about yourself in the process.
Part 4: Work on Equitable Participation Project Part 1 (1 hour)
Use the Co-Noticing Patterns of Student Participation Protocol 1 one or two times by November 30 (NOTE: we have decreased the number of times you need to use the protocol this term in response to feedback from you all and your CTs) with your cooperating teacher or another teacher at your school. Each time you use the protocol, record notes summarizing what you and your cooperating teacher/the other teacher share and discuss for the prompts in each part of the protocol (you are welcome to use this notes sheet). Put copies of your notes as well as the other materials you and your cooperating teacher/the other teacher generate as you use the protocol in your "Equitable Participation Project folder" (which is in your personal folder). Torrey will share the artifacts/materials she and Heather generated when using the protocol this week on the Equitable Participation Project Part 1 page soon so that you can see an example of how it was used in our class this week:)
Part 5: Work on the Lesson Planning and Task Analysis Module (2 hours)
Work on this module:)
This homework assignment has the following 5 parts:
PART 1: Complete the weekly readings/videos response (2 hours)
WATCH Bay-Williams (2019) Conceptual and Procedural Knowledge
WRITE a response to the following 3 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: How do the articles/videos this week define/describe procedural fluency?
PROMPT 2: How do you and your CT support your students in developing a conceptual understanding and procedural fluency of the concepts you are learning?
PART 2: Analyzing Student Work (1 hour)
To continue learning about conceptual understanding, access Student Work (Leah) (another student in the classroom shown in the video clip we started watching in class this week) and identify places in the work where Leah's demonstrates/shows conceptual understanding (so be precise in identifying the part(s) of Leah's work that you are "attending to" and how you are "interpreting" this work as evidence of Leah's understanding)
To continue learning/thinking about how a teacher can probe and elicit student thinking, access the Playground Task Transcript and identify specific statements/questions in the transcript that the teacher says to probe and elicit student thinking. In addition, think about which statements/questions in the transcript (if any) aim to (a) reveal the student's current understanding, or (b) make mathematics more visible and accessible for student examination and discussion.
During class on Nov. 2 we will analyze examples of student work from your classroom to look for evidence of students' conceptual understanding and procedural fluency. In preparation for this class activity, please get/make a copy (by taking a picture, scanning, writing on a separate sheet of paper) of work from one student in you class for one assignment (so you need to bring/share one example). De-identify the student work then put a copy of the de-identified student work in the Examples of Student Work folder. Our class members are the only people who will view your student's work and you have permission to share this work with our class members since it is included as part of a course assignment in your teacher education program (so this is consistent with FERPA guidelines).
PART 3: Work on Student Identity & Assets Project (1 hour)
Do your student interview (due Nov. 9) - NOTE: the student should be different from you in one or more socio-cultural ways AND who you think is struggling with mathematics
Access Torrey's appointment slot calendar to sign up for 1-1 Student Identity & Assets Project meeting with Torrey sometime between November 3 - 15 (select any of the slots titled "1-1 Meeting" that are available). Prepare to share and discuss what you learned about your students’ identities and (personal, cultural, community) assets while doing these activities as well as what you learned about yourself in the process.
Part 4: Work on Equitable Participation Project Part 1 (1-2 hours)
(DUE NOVEMBER 9 - IN CLASS) Use the Co-Noticing Patterns of Student Participation Protocol 1 two times with your cooperating teacher or another teacher at your school. Each time you use the protocol, record notes summarizing what you and your cooperating teacher/the other teacher share and discuss for the prompts in each part of the protocol (you are welcome to use this notes sheet). Put copies of your notes as well as the other materials you and your cooperating teacher/the other teacher generate as you use the protocol in your "Equitable Participation Project folder" (which is in your personal folder). Torrey will share the artifacts/materials she and Heather generated when using the protocol this week on the Equitable Participation Project Part 1 page soon so that you can see an example of how it was used in our class this week:)
Part 5: Work on the Lesson Planning and Task Analysis Module (2 hours)
Work on this module:)
This homework assignment has the following 5 parts:
PART 1: Complete the weekly readings/videos response (2-3 hours)
READ Jacobs & Ambrose (2008). Making the most of story problems
WRITE a response to the following 3 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: What guidelines/recommendations do Munson, Kwon, & Trinkle provide for conferring with students?
PROMPT 2: What are the 8 categories of teacher moves that the Jacobs & Ambrose state are productive in advancing mathematical conversations?
PROMPT 3: The articles we read this week are situated in elementary math classrooms. How can you use the suggested methods in your secondary math classroom?
PART 2: Do the Playground Task (30-60 minutes)
Complete the Playground Task in preparation for our reading discussion/activity this week.
PART 3: Work on Student Identity & Assets Project (1 hour)
Access Torrey's appointment slot calendar to sign up for 1-1 Student Identity & Assets Project meeting with Torrey sometime between November 3 - 15 (select any of the slots titled "1-1 Meeting" that are available). Prepare to share and discuss what you learned about your students’ identities and (personal, cultural, community) assets while doing these activities as well as what you learned about yourself in the process.
Do your community walk and prepare to share with our class where you went and what you learned about your students' identity and (personal, cultural, community) assets while doing it.
Community Walk Description: For this activity, you will do a physical “community walk” through places/spaces near your school (not in your school building but outside your school building). As you “travel”, record your observations and collect artifacts about such things as the geographic setting (e.g., building design and costs, quality of homes, natural features), types and quantities of businesses (e.g., restaurants, grocery, goods, services, local stores, chain stores), community spaces and resources (e.g., community centers, parks, churches, food banks, public transportation), and other features that you think are notable given your subject-area. Also think about the mathematical features of the places you visit and what you observe in/at these locations. Here is a more detailed description of this activity created by the TEACH Math Project.
Talk with your CT about your student interview, in particular which student you will interview (the student should be different from you in one or more socio-cultural ways AND who you think is struggling with mathematics) and when/where you can interview your student by November 9
Analyze your classroom survey to identify your students' assets if you have not already
Part 4: Work on Equitable Participation Project Part 1 (1-2 hours)
(DUE NOVEMBER 2 - IN CLASS) Use the Co-Noticing Patterns of Student Participation Protocol 1 two times with your cooperating teacher or another teacher at your school. Each time you use the protocol, record notes summarizing what you and your cooperating teacher/the other teacher share and discuss for the prompts in each part of the protocol (you are welcome to use this notes sheet). Put copies of your notes as well as the other materials you and your cooperating teacher/the other teacher generate as you use the protocol in your "Equitable Participation Project folder" (which is in your personal folder).
Part 5: Work on the Lesson Planning and Task Analysis Module (2 hours)
Work on this module:)
This homework assignment has the following 5 parts:
PART 1: Complete the weekly readings/videos response (2-3 hours)
WATCH NCTM Channel Building Conceptual Understanding in Mathematics
READ Carpenter & Lehrer (1999). Teaching and learning mathematics with understanding
WRITE a response to the following 3 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: How do the articles/videos this week define/describe understanding and how a learner develops understanding?
PROMPT 2: Look through the Oregon Math Standards and identify the standard(s) for two lessons taught in your classroom this week. What concepts are in the standard(s) you identified? What about each concept did students understand and learn during the lessons (note: cite evidence for what you think they understood and learned)?
PART 2: Complete your Mathography (1 hour)
Put a copy of your 4 completed Mathography entries in this Mathographies folder by 3:30pm on Wednesday October 19. Torrey will print off the entries put in this folder at 3:30pm and bring them to class so that we can display/share them in class next week:)
Here is a description of the Mathography assignment: For your Mathography you will select four mathematical events from your life that are significant when thinking about your relationship with and understanding of mathematics and mathematics education. The events can have occurred in- or out-of-school. You will create an entry for each event on an 8.5” x 11” piece of paper illustrating and representing (with words, images, and/or whatever means you feel appropriate) the event and how this event shaped your relationship with and understanding of mathematics and/or mathematics education. Have fun creating these entries:)
PART 3: Work on Student Identity & Assets Project (1 hour)
Distribute and analyze your classroom survey (if you have not done so already)
Do your community walk by October 26
Community Walk Description: For this activity, you will do a physical “community walk” through places/spaces near your school (not in your school building but outside your school building). As you “travel”, record your observations and collect artifacts about such things as the geographic setting (e.g., building design and costs, quality of homes, natural features), types and quantities of businesses (e.g., restaurants, grocery, goods, services, local stores, chain stores), community spaces and resources (e.g., community centers, parks, churches, food banks, public transportation), and other features that you think are notable given your subject-area. Also think about the mathematical features of the places you visit and what you observe in/at these locations. Here is a more detailed description of this activity created by the TEACH Math Project.
Talk with your CT about your student interview, in particular which student you will interview (the student should be different from you in one or more socio-cultural ways AND who you think is struggling with mathematics) and when/where you can interview your student by November 9
Part 4: Work on Equitable Participation Project Part 1 (1 hour)
Read the Equitable Participation Project Part 1 description and bring questions about this assignment to class.
Open the copy of the "Co-Noticing Patterns of Student Participation Protocol 1" in your personal folder (NOTE: Torrey put a copy of this protocol in each person's personal folder) and use the comment feature (here is a tutorial for adding a comment) to record any comments, questions, etc. you have about the protocol. We will talk more about the protocol in class.
Part 5: Work on the Lesson Planning and Task Analysis Module (1 hour)
Read the Lesson Planning and Task Analysis Module description and bring questions about this assignment to class.
Access your personal folder then create a subfolder in it titled “Lesson Planning and Task Analysis Module”
Start work on this module:)
This homework assignment has the following 4 parts:
PART 1: Complete the weekly readings/videos response (4-5 hours)
READ Learning for Justice (2021) Social Justice Standards Anti-bias framework
WRITE a response to the following 4 prompts on your "Article Notes and Responses" page in your personal folder (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: The Aguirre, Mayfield-Ingram & Martin chapter comes from a book titled The Impact of Identity in K-8 Mathematics Teaching and Learning: Rethinking Equity-Based Practices. What do these authors say about the impact of identity in K-8 Math Teaching and Learning?
PROMPT 2: What are important and notable aspects of math standards for you to know about as a math teacher (drawing on information provided in the Van de Walle et al. article and Hunt Institute video)? In particular, what are the Standards for Mathematical Practice and why are they important in Mathematics classrooms?
PROMPT 3: What are important and notable aspects of Learning for Justice standards for you to know about as a math teacher?
PROMPT 4: In our readings for this week, many ideas about math education (both teaching and learning) are presented and critiqued. What are your thoughts about the current ideas for math education? What ideas presented in the readings and videos resonate with you? What ideas presented in the readings and videos do not resonate with you? What are you wondering about regarding these ideas of math education?
PART 2: Work on your Mathography (1 hour)
Create a draft of all 4 of your Mathography timeline entries and come prepared to get feedback on them during class.
Here is a description of the Mathography assignment: For your Mathography you will select four mathematical events from your life that are significant when thinking about your relationship with and understanding of mathematics and mathematics education. The events can have occurred in- or out-of-school. You will create an entry for each event on an 8.5” x 11” piece of paper illustrating and representing (with words, images, and/or whatever means you feel appropriate) the event and how this event shaped your relationship with and understanding of mathematics and/or mathematics education. Have fun creating these entries:)
PART 3: Work on Student Identity & Assets Project (1 hour)
Create and distribute your survey to your students. Come to class prepared to share your survey and a summary of what you learned (or will learn) about your students' identity and assets after giving the survey. As you create your survey, here are some ideas for what questions you might ask and info you might collect on your survey:
ideas we came up with on the whiteboard in class on 9.28: Who told them not to have fun in math class, What they think can make math fun, What do you enjoy outside school? What events (e.g., COVID), influences (e.g., other people, family), teachers, etc. led to negative/fixed mindsets around mathematics and how can I change this? How well do they really know math? What hobby or activity do you like to do (to find math problems to apply math concepts)? How to keep them engaged, What do you think are qualities of a good teacher? Do you like a quiet classroom? Who won the volleyball game last Thursday? Do my questions help with learning?
example questions to ask students from the TEACH Math “Case Study” module and Math Identity Survey
PART 4: Peruse our course website (30 minutes)
Look at our course website and come to class prepared to share what you found out about/on it as well as questions you have about it:)
This homework assignment has the following 6 parts:
PART 1: Create a personal folder (if you have not already) (5 mins)
Create a personal folder for yourself in our “Personal Folders” folder
PART 2: Complete the weekly readings/videos response (4-5 hours)
WATCH Gutiérrez (2018) Rehumanizing Mathematics: A Vision for the Future
WATCH Jones (2016) Culturally Relevant Pedagogy in Mathematics (NOTE: Torrey will frame all of our course content in terms of Culturally Relevant Pedagogy so this talk gives you a broader framework for our course)
WRITE article notes and a response by...
creating a page in your “Personal Folders” titled "Article Notes and Responses" then responding to the following 4 prompts on this page (making sure to cite page numbers and include quotes as you see fit):
PROMPT 1: How do Van de Walle et al. describe/define what it means to "do", "learn", and "understand" mathematics?
PROMPT 2: What does Gutiérrez mean when saying math is "dehumanizing" and needs to be "rehumanized"?
PROMPT 3: According to Jones (citing Gloria Ladson-Billings' work - see 6:15 - for your reference start at 6:19 - 17:00 mins), what are the 3 criteria of culturally relevant pedagogy/teaching?
PROMPT 4: Drawing upon the readings and videos for this week and your personal experiences, what does it mean to learn mathematics?
PART 3: Complete the Group Work Survey (15 mins)
Complete this Group Work Survey to help me (Torrey) form groups for our weekly math lesson. This survey was created and used by Kristinya Birch, an awesome teacher at David Douglas High School:)
PART 4: Review our course syllabus (30 mins)
Read our course syllabus more closely and bring questions about the syllabus to class.
PART 5: Work on Student Identity & Assets Project (1 hour)
Talk with your CT about this assignment (including what questions you should include on your survey and how/when you can distribute the survey to your students). After your conversation, create your survey. Here are some ideas for what questions you might ask and info you might collect on your survey:
ideas we came up with on the whiteboard in class on 9.28: Who told them not to have fun in math class, What they think can make math fun, What do you enjoy outside school? What events (e.g., COVID), influences (e.g., other people, family), teachers, etc. led to negative/fixed mindsets around mathematics and how can I change this? How well do they really know math? What hobby or activity do you like to do (to find math problems to apply math concepts)? How to keep them engaged, What do you think are qualities of a good teacher? Do you like a quiet classroom? Who won the volleyball game last Thursday? Do my questions help with learning?
example questions to ask students from the TEACH Math “Case Study” module and Math Identity Survey
PART 6: Work on your Mathography (1 hour)
Create a draft of 2 of your Mathography timeline entries and come prepared to get feedback on them during class. Bring questions about this assignment to class.
Here is a description of the Mathography assignment: For your Mathography you will select four mathematical events from your life that are significant when thinking about your relationship with and understanding of mathematics and mathematics education. The events can have occurred in- or out-of-school. You will create an entry for each event on an 8.5” x 11” piece of paper illustrating and representing (with words, images, and/or whatever means you feel appropriate) the event and how this event shaped your relationship with and understanding of mathematics and/or mathematics education. Have fun creating these entries:)