Syllabus (pg. 1 - 3)

My currently foundation for a syllabus. Although it is dedicated to Algebra I, in reality the practices and structures can be duplicated in other levels.

Rationale (pg. 4 - 9)

A deep dive into my rationale for the entire syllabus; I actively try to draw from course readings, research, and personal experience.

My final paper for my EDU 348: Theory and Methods of Instruction of Special Populations in the General Education course. Centers around my personal teaching philosophy, and draws from several contemporary education theory, research, and general literature.

My group's classroom climate plan for a potential math course. Contains: guiding principles, classroom norms, procedures, environment & relationships, and instructional routines.

An example of how I examine/assess student work based off my personal teaching philosophy, and the rubric for the assignment.

For my first artifact analysis assignment, I chose an error analysis problem from the chapter my students were on. I decided to use this problem based off what aspects of rational expressions they were struggling with - in this case, it was the quotient rule. An error analysis problem served to integrate disciplinary literacy skills, since students were expected to explain their reasoning and procedure.

I collected approximately 100 exit tickets over 3 periods, grouped them based on misunderstandings and assumed thought process, and picked a random sample from each group (5 total). More information and explicit examples can be find in the document.

A presentation on research about digital equity and how it affects classrooms. Especially prudent since distanced learning/Covid.