Class+Preparation

=CLASS PREPARATIONS=

=For Saturday, May 28, 2011 (Work at Home)= - work day - work on annotated bibliography, learning theories paper, and prep for yoru TI lessons or analysis of your TI lesson data =Class Agenda for Wednesday May 25, 2011 (6:00pm to 9:30pm)= a) get work returned (with my comments) and lesson plan analysis sheet from my office (on table by book shelf near door) b) discuss complexity theory - characteristics (5 conditions of a complex learning system) and infer how it can be used as a lens to interpret teaching and learning mathematics through problem solving - put the class notes from this on the wiki space and I will respond c) develop a sample of an lesson analysis using complexity theory and put on wiki so I can give feedback to everyone about it c) give each of you one lesson problem (the problem that you will prepare the bansho plan for) to solve, so you all have solutions to one lesson problem d) provide copy of one TI lesson plan to 4 colleagues to give feedback using the lesson plan analysis template. e) DUE next class (via email - annotated bibliography) and following WEdnesday, learning theories paper.
 * NOTE:** copy of the PPT for today is on the wikispace (Curtis can download it and project it to the screen to help pace)

=For Wednesday, May 25, 2011 (6:00pm to 9:30pm)= **Treats:** Waclaw **Read and Be Prepared to Respond: **Complexity Theory:  a) Describe each condition of a complexity learning theory. b) Infer how they relate to mathematics teaching and learning through problem solving. - 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. **Bring:** Teacher Inquiry lesson plans for analysis (9 copies of lesson problem (that will use for bansho plan); 4 copies TI lesson plan - Researching journals for math content (needed for Annotated Bibliography - due May 28)
 * Working on Teacher Inquiry**:

=For Wednesday, May 4, 2011 (6:00pm to 9:30pm)= A. Describe 2 characteristics of Maslow's Hierarch of Needs and Community of Practies learning theories. B. Infer how these learning theories relate to mathematics teaching and learning through problem solving. - Research journals for math content
 * Treats**: Flora
 * Read and Be Prepared to Respond**: (Maslow's Hierarch of Needs, Communities of Practice (Wenger) - See Funderstandings #16 and do an internet search.
 * Teacher Inquiry:**

=For Saturday, April 30, 2011 (all day)= Technology Webquest - work at home

For Wednesday, April 27, 2011 (6:00 to 9:30pm)
A. Describe 2 characteristics of adolescent learning theory. B. Infer how these characteristics impact teaching and learning mathematics through problem solving (2) Jenson, E. (1998). How Julie’s brain learns. Educational Leadership, (56)3, pp. 1-4. E - Knowles, T. and Brown, Dd. (2000). Understanding the young adolescent. What every middle school teacher should know. Portsmouth, NH: Heinemann. pp. 8-36. (1) Reinhart, S. (2000). Never say anything a kid can say. Mathematics Teaching in the Middle School. Pp. 478-483. (3) 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;">Do Math: ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Growing Dot Problem - solve in 2 different ways (one solution per paper, landscape, use markers) **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Other Work: ** - start Technology Webquest - start researching articles for math content of teacher inquiry
 * Treats**: Waclaw
 * Read and Be Prepared to Respond:**
 * Readings:** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Adolescent Learning (BLUE facilitates)

For Wednesday, April 20, 2011 (6:00pm to 9:30pm)
Describe the components of lesson study. How could learning mathematics for teaching through lesson study support teaching mathematics through problem solving)? (Wilms, #5 Takahashi)
 * Treats:** Karen
 * Read and Be Prepared to Respond:**

36 children on a bus. 8 more boys than girls. How many boys? How many girls? Solve in 2 different ways. 8-1/2 x 11 paper landscape, record using markers. One solution per page. Reading prompt - A. Describe 2 characteristics of learning theory. B. Infer how they relate to Mathematics teaching and learning Through problem solving. - Choose students/classroom - Choose math content topic - Start Technology webquest (check that Geometer's Sketchpad works - on DVD) - If determined math content, start researching journals
 * Do the Math:**
 * Learning Theories Readings (upcoming is Adolescent Learning):**
 * Pacing Your Work:**

For Wednesday, April 13, 2011 (5:30pm to 9:00pm)
What's the difference between mathematics teaching in Germany, Japan, and the United States? Infer how these differences relate to teaching mathematics throug problem solving? Read #6 and choose #5 or #7: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">5 - Takahashi, A. and Yoshida, M. (2004). Ideas for establishing lesson-study communities. //Teaching Children Mathematics//. pp. 436-443. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">6 - Stigler, J. and Hiebert, J. (1999). The teaching gap. New York, NY: The Free Press. (HAVE TO) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">7 - Givvin, K., Jacobs, J., & Hollingsworth, H. (2006). What does teaching look like around the world? //ON-Math//, 4(1), 1-7 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">- Choose math content topic, and students to work with <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">- Start Technology Webquest (best to do a little bit at a time .. test that Geometer's Sketchpad works) <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">- If determined math content, start researching journals
 * Treats**: Shamshad
 * Read and Be Prepared to Respond:**
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Working on Teacher Inquiry: **

**For Saturday, April 9, 2011 (8:30am to 4:00pm)**
<span style="color: black; font-family: 'Arial','sans-serif'; margin: 4.3pt 0in 0pt; tab-stops: 21.15pt; tabstops: 21.15pt; vertical-align: baseline;">1 - 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. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 4.3pt 0in 0pt; tab-stops: 21.15pt; tabstops: 21.15pt; vertical-align: baseline;">2 - Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement. Phi Delta Kappan. pp. 73-77. (blue) <span style="color: black; font-family: 'Arial','sans-serif'; margin: 4.3pt 0in 0pt; tab-stops: 21.15pt; tabstops: 21.15pt; vertical-align: baseline;">3 - Battista, M. (1999). The mathem: atical miseducation of America’s youth. Phi Delta Kappan Online. [|http://www.pdkintl.org/kappan/kbat9902.htm][|. pp. 1-15]. (red) <span style="color: black; font-family: 'Arial','sans-serif'; margin: 4.3pt 0in 0pt; tab-stops: 21.15pt; tabstops: 21.15pt; vertical-align: baseline;">4. Wilms. W. (2003). Altering the structure and culture of American public schools. Phi Delta Kappan Online. [] (purple) a) Describe 2 ideas about changes needed in mathematics education. b) Infer how the changes needed impact teaching and student learning of mathematics A. Solve in 2 ways: 85% of 60 B. Record one solution on one 8-1/2 x 11 page (landscape). Show your work. Use marker. Peruse teacher inquiry plan and thinka bout the math content of your teacher inquiry and classroom research context.a
 * Treats:** Sherri and Shamsad
 * Read and Record:** Read 2 of 4 articles:
 * Do Math:**
 * Assignments:**