Syllabus

Standards	Student Assignments
A: Student Learning	Paper: Review of the Literature: How do people come to know? How do people learn? Mechanics: • Use APA style and format • Minimally reflect discussions in class • Incorporate your learning in Ed Psych course • Spell and Grammar check • Format – Cover page – Body – Narrative – Reference page Things (proper subset) to consider … • What is learning? • What is understanding? • What is knowledge? • What is knowing? • What is memory (iconic, working, short-term, long-term, etc.)? • What is transfer (near and far)? • What are the different ways of thinking and conceiving of How People Come to Know (some examples, information processing, cognitive science, behaviorism, constructivism, situated cognition, socio-cultural perspective, connectionism, etc.)? Some (proper subset of) resources … • Ed Psych books • Your notes from your Ed Psych course • Internet (E.g., http://tip.psychology.org/index.html) • Online library searches • Fish is Fish • Bransford et al. (2000). How people learn • Your resources (*be careful of internet sources without corroboration*)
C: Planning Instruction	Three Lesson Plans: Lesson Study Approach (LSA) Lesson Planning Artifact: [0]Demographics [1] ICC Connections [2] Curriculum Information [3] Assessment of Student Learning [4] Structure: Launch, Explore, Summarize [LES] [5] Sequenced for facilitating students’ understanding Detailed Notes about the Unpacking and Repacking Processes: [1] Mathematics (concepts, language, symbolization, representations, sequencing hence mathematical storyline, connections), [2] Teaching (pedagogical flow, tools and use of tools, questions and questioning, response and responding), [3] Learning (mathematical residues, problematization, engagement, problem solving strategies, questions and questioning, mathematical language, tools and use of tools)
D: Instructional Strategies	Lesson Enactment and Reflection on Lesson Enactment: Lesson Enactment Video and your discussion of What went well, What could be changed, what could be discarded, etc. – That is, your lesson enactment and your reflection on what happened, how it happened, and the residues (mathematics, teaching, and learning) [1] Completion of the lesson enactment [2] Accuracy and appropriateness of mathematical language [3] Depth of discussion and reflection [4] Highlights formative and summative assessment practices
G: Assessment	Assessing Learning in each of the three lessons – Note that at least one of the three lessons should be planned with the aim of using it in your Microteaching Identify/highlight your formative and summative assessment strategies/practices
H: Reflection and Professional Development	Review of PSSM, Curriculum Focal Points, ICC, and others: Review Notes (Identifiers, Major points, personal impressions with respect to your prior schooling experiences) and Class Presentations
I: Collaboration, Ethics, and Relationships	Lesson Planning, Unpacking and Repacking Mathematics for Instruction: LSA observation notes, comments from your peers/colleagues and Instructor and Your Reflection on what you learned from the observation notes and comments on your teaching
K: Subject Matter Knowledge	Unpacking and Repacking Mathematics for Instruction: Scan and upload your resolutions of the Problems of the Day, and other mathematical tasks examined during the semester. Or you can type your work, if you so desire.

Syllabus

Focus Standards and Student Assignments