Xii. Sample Teaching Event Implementation Plan (UCB)
xii. Sample Teaching Event Implementation Plan (UCB)
Below is the mini-pact assignment example from UC Berkeley’s math methods as well as the syllabus for the 1-unit PACT Prep course offered during the semester that candidates are completing their Teaching Events. MACME Students take a 4 semester sequence of Teaching Methods in the MACSME program. The TE is fully integrated into this course.
EDUC 235: Elementary Teaching in Mathematics
Spring 2006
Mathematics Lesson B: (Focus on Teaching and Learning)
Choose an individual or small group of students whom you and your master teacher feel would benefit from an individualized lesson. (If you’re comfortable teaching a whole class lesson, that’s fine, but it is not required.) Choose a lesson that we have done in class, from a resource we have used in class, from a resource provided you by your Master Teacher, or any other source (with my approval) and teach it to your target student(s). Your lesson must use external representations and engage your student(s) in reflection through writing or drawing about what they have learned. The work that your student(s) produce from the lesson must provide you with some information about how they are thinking about the mathematics addressed by your lesson.
Write a brief description of the lesson and what you learned from teaching it. Attach a copy of the student work from the lesson as well as any other materials you used. Your write-up must include:
Summary of planning and teaching— Describe your target student(s), state your lesson objectives, describe how the lesson utilized representations, and answer the following questions:
· What mathematics were you teaching? Why were you teaching it? Where does it fit into the CA math standards?
· How does this lesson meet the specific needs of your target student(s)?
· How do the external representations support your target student(s) mathematical understandings?
Reflection of teaching and learning—Briefly describe how the lesson actually progressed. Present your analysis of the lesson based on attached sample(s) of student work. Refer to student work sample(s) to support your conclusions. Be sure to answer the following questions:
· What did you learn about yourself as a teacher?
· What seemed to be successful/ not successful? To what do you attribute this?
· What did the student(s) do and what did you learn about their thinking about the mathematics?
· Is this consistent with current theory and research?
· What would you do as a follow-up to the lesson? What specific activities would you plan to enhance the understanding of your target student(s)? Why?
Bring in student work on March 15; full write-up due March 22. (Be prepared to share your lesson informally in class on the 15th.)
Syllabus for PACT prep course.
EDUC 298C: PACT Preparation
Preparation for the Elementary Mathematics
Performance Assessment for California Teachers
Julie McNamara, Instructor
(510) 334-3865, Tolman 4417
This course is designed to prepare candidates as they complete the Elementary Mathematics Performance Assessment for California Teachers (PACT). The PACT consists of 2 parts: A teaching event (TE) and a series of embedded signature assessments (ESAs) The teaching event consists of a learning segment in which candidates plan, teach, assess, and reflect on a 3-5 lesson sequence during their third (of four) semester of student teaching. The teaching event is designed to assess students in building conceptual understanding, computational/procedural fluency, and mathematical reasoning skills. The learning segment must include learning objectives for both the curriculum content and the development of academic language related to that content. (For full details of the teaching event requirement see www.pacttpa.org.)
During this five session course, candidates will become familiar with the requirements for the TE, begin planning their TE, view, share, and critique “work in progress,” read and respond to relevant articles, review guidelines for preparing video records of teaching practice, and design scoring criteria for student work. All reading material will be provided by the instructor (see attached). Sessions will consist of one hour of lecture followed by 2 hours of discussion and seminar.
In addition to the whole class sessions, all candidates will meet individually with the instructor prior to filming their teaching their Teaching Event. The first conference will take place within the first two weeks of the course. Additional meetings will be scheduled as needed and may be initiated by either the candidate or the instructor.
Grading for completion of the course will be on an SF basis. Students who attend and complete all requirements for the course will receive a grade of “S.” A passing grade does not, however imply that students have actually passed the Teaching Event which is scored separately, using a rubric developed by the multi-campus PACT consortium. (See www.pacttpa.org for the rubric and consortium members.) Students who do not receive a passing score on the TE will be expected to repeat or revise it during their fourth semester of student teaching. The course may not be repeated for credit.
EDUC 298C: PACT Preparation
Preparation for Completion of the Elementary Mathematics
Performance Assessment for California Teachers
9/7 & 9/21(4:30-5:15)
Session I: Overview of the Teaching Event / Reading:
PACT Consortium (2006). Elementary mathematics teaching event candidate handbook.
Sato & Curis (2005). Making good choices: A support guide for the PACT Teaching Event. PACT Consortium.
California Department of Education (2006). Mathematics framework for California public schools (your grade level) http://www.cde.ca.gov/
In-class Activity:
Review CA Content Standards for your grade level.
Review handbook and begin choosing a topic.
10/4
(4:30-7:30)
Session II: Planning your Teaching Event / Reading:
Lovin, Kyger, & Allsopp (2004). Differentiation for special needs learners. Teaching Children Mathematics, 11 (3), 158-167.
Bresser (2003). Helping English-language learners develop computational fluency. Teaching Children Mathematics, 9 (6), 294-299.
In-class Activity:
Begin planning teaching event – identify content and instructional objectives
Due:
Identify students with special needs. Create an outline of strategies you will utilize to support them during your teaching event.
10/18
(4:30-7:30)
Session III: Instruction During your Teaching Event / Reading:
PACT Consortium (2006). Elementary mathematics rubric.
Thompson & Rubenstein (2000). Learning mathematics vocabulary: Potential pitfalls and instructional strategies. Mathematics Teacher, 93 (7), 568-574.
In-class Activity:
Review how to create video recording of teaching practice. View video of practice and score using rubric
Due:
Identify specific language demands presented by the content of your teaching event and identify ways in which you will support students’ development of academic language and participation in mathematical discourse.
11/1
(4:30-7:30)
Session IV: Assessing Student Work
from your Teaching Event / Reading:
Ball (1997). From the general to the particular: Knowing our own students as learners of mathematics. Mathematics Teacher, 732-737. Leatham, Lawrence, & Mewborn (2005). Getting started with open-ended assessment. Teaching Children Mathematics, 11 (8), 413-419. Wells & Coffey (2005). Are they wrong? Or did they just answer a different question? Teaching Children Mathematics, 12 (4), 202-207.
In-class Activity:
Review student work and design scoring criteria.
Design “next steps” for a range of student performance. (These may be based on students’ actual performance or your hypotheses about students’ performance.)
Due:
Design assessment for your teaching event. Begin to think of ways to document what students’ performance indicates about what they do and don’t understand.
11/15
(4:30-7:30)
Session V: Reflecting on your Teaching Event / Reading:
Review of relevant materials from previous courses.
In-class Activity:
Pulling it all together. Working with peers to reflect on your teaching event.
Due:
Bring in readings from previous courses that are relevant to your teaching event.
Source: UC Berkeley
Created: Spring 2006