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July 1 - 5
Monday, July 1
Tuesday, July 2
Wednesday, July 3
- Each day, in class, we will have 5 students teach to the rest of the class.
You will have 20 minutes total. That includes set-up, teaching, take-down, etc.
The day you are assigned to teach, you need to arrive with all materials ready to go.
If you need manipulatives to which you do not have access, or if you need to use
specific pieces of technology, please let me know the day before hand. I will be out
of town over the weekend, so if you email me, I will get it on Sunday PM for Monday AM's class.
- On Monday, and possibly, Tuesday, we will have a guest, and will be doing some GPS
(as opposed to GSP). We will also do some fun patterns in mathematics on tuesday, and
Wednesday to finish up!
- Readings? You've already done them all!!!! Congratulations--that was a lot to read in 4 weeks!
Final Lesson Project - 25%
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Your final project is to create a fully-developed lesson plan on a topic in mathematics
of your choice and at either a middle-school or high-school grade level. Consider this one
lesson a "mini-module" that is no more than 3 "days" in length and that is entirely contained
online. There should be an introductory page to the lesson/topic with links to a teacher
component (e.g., lesson plan, notes, etc.) and a student component (the activity itself,
worksheets, etc.).
You should include a short rationale for why this topic is important and why this approach
is helpful to learning the concepts. You should also identify briefly how this lesson reflects/meets
both content & process standards recommended in NCTM's Principles and Standards for School Mathematics 2000.
The lesson should include some aspect of emergent technology (e.g., computer software, GSP,
Fathom, NetLogo, graphing calculator, motion detector, data probes, Internet activities, applets,
etc.) that has an element of added value. Moreover, the lesson module should include some hands-on
or manipulative aspect, and should be student-centered.
Treat this as publishing a lesson idea that you have so that it is accessible online by
both other teachers and your students.
You will present the lesson and one activity from the lesson in class on Monday, Tuesday,
or Wednesday of next week. We will sign up in class by the end of week 3.
Final Exam - 200 points
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The final exam for C&I 399 is to be completed and submitted to your notebooks online.
The final is due on Friday, July 12 by 5 PM. It will be graded and returned to you by the
end of Summer Session II.
Please respond to each of the following questions below. If your completion of the
final exam requires multiple HTML documents, please label your filenames transparently
and provide links to all necessary pages. Either create a Final Exam sub-directory
and/or create a final exam front page with links to each of your responses.
There are four parts to the final exam for this course. Answer each part completely.
Part 1. 50 points
In week 3, you worked on a variety of lesson projects with Fathom, Java Sketchpad,
NetLogo, and Vernier Data Collection Probes (Motion Detectors, other sensors). Pick
one single activity that you have done and would like to modify, change, or develop
further INTO a lesson activity for students. With permission, you could pick an
idea/example from the NCTM Principles & Standards or the Navigations Series.
Now, individually, put the finishing touches on this activity so that it is
self-contained entirely online. Include any and all directions for the students
to conduct the experiment, any graphs or images that the student needs to see,
assessment questions or follow-up activities that the student(s) will do. The
completed product here is NOT a lesson plan for the teacher, but rather, an
activity for the student. A student in your future classroom should be able
to go to the website and find all the information about the activity and
assignment entirely online.
Part 2. Discussion Questions: Pick two of the following three questions.
Each one is worth 50 points.
Assessment Question: Devise a system for determining final grades in your
mathematics classroom (real or envisioned). Include any categories you wish and
their weight in percentages. There should be at least one form of alternative
assessment. Explain how your system is fair, equitable and meets the Assessment
Standards and the assessment Principle. Teachers devise their assessment systems
based on their beliefs about the nature of mathematics and what they value in the
classroom. What do you value in the teaching and learning of mathematics, and how
are your values demonstrated in your plan for determining final grades for students
in your classes?
Synthesis question: The course has focused on the teaching and learning of
mathematics that promotes active learning by the student engaged in inquiry of
mathematics. What have you gleaned in this course about the teaching and learning
of mathematics? Organize and summarize these ideas into a coherent "short philosophy"
on the teaching and learning of mathematics. Include reference to class activities,
the readings, and the NCTM Principles and Standards.
Technology question: What is the role of technology in the mathematics classroom?
What types of technology are imperative for the mathematics classroom? When is it
appropriate to use these technologies in the mathematics classroom? What is the added
value of technology in learning mathematics? How should technology be implemented into
the teaching and learning of mathematics? Why do you believe this to be the case? How
can these technologies be implemented in a practical way (include phsyical and other
limitations that one must overcome). Organize your thoughts and develop a case, outlining
how you envision technology to be implemented into YOUR mathematics classroom. Provide
rationale, justification, and examples of use.
Part 3. Publishing your work from the semester - 50 points.
Organize your online folder in a cohesive fashion. Move files, delete unnecessary things,
create an "etc" folder for extras, etc.--whatever you need to do to organize it--the way
that YOU want to organize it! Then, send Michael McKelvey an email
(mmckelve@uiuc.edu) with the following information:
- Mini-Lesson for Week One: Title and URL that goes to its description/lesson plan/etc.
(remember, not everyone created a lesson plan; some just had descriptions, some had lesson
plans, and some had a page for students to view--whatever applies for you).
- NCTM Standards Project: Name of group members, which two standards your group was assigned,
and a URL to the group's main project page.
- Ellipse/Hyperbola: Link to folder that has your conic sections project and the name of
the main link that he should put up!
- Problem Lesson for Week Three: A title for the problem and a URL to the page you describe
or present the problem.
- Enhanced Lesson Activity: From #1 in your final exam, a title, and a URL directly to
this lesson writeup.
- Final Project Lesson: Title and link to the main page for your final lesson project.
- He will create a briefcase for the final project lesson and will post links to all of
the class's activities on the projects page. Let him know whether it's ok or not to use
your photo he took for the briefcase (mmckelve@uiuc.edu).
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