Bridget Arvold - arvold at uiuc dot edu
388 Education Building
Office hours Rm. 388: 3:00 - 4:00 Thursdays or by appointment
Mentors:
Teachers from local high schools
Mathematics and Education professors
Fellow C&I 403 preservice teachers
Conceptual Framework
The University of Illinois Teacher Education Program is dedicated to the theme of Teaching and Learning in a Diverse Society. To meet the goals of this theme, we are committed to addressing four pillars that represent the processes that frame and support our program.
They are:
Establishing community in teaching and learning environments
In 403, community is both internal (our class) and external (our field experiences and the METER project);
Guiding the development of inquiring and reflective minds
In 403, we will reflect on and inquire into our own and students' conceptions of mathematics, and learning, as well as teaching strategies that promote sense making.
Fostering a commitment to service
In 403, we will serve our university and grade 6-12 learning communities (including the METER and field experience communities) through professional communications and by teaching high school students.
Pursuing the understanding and effective application of technology in educational settings
In 403, we will continue to use technology in our own learning and for enhancing the mathematics learning of others.
Electronic Course Home Page this will be a web-based depository for our syllabus, a listing of assignments, resources, and links to valuable information, as well as folders into which you will deposit your individual work, classroom minutes, and other pertinent information. The electronic files will be invaluable to the development of your STATE-MANDATED portfolios which will serve as a tool for professional growth.
Class Mailing List The listserv provides all members of the class the opportunity to send messages to the entire class as well as receive messages that were sent to the entire class. Please be concise in your messages and always use 403 AND a specific topic in the subject header to alert readers to the focus and/or course-related content.
Community Inquiry Lab (see Maths): Your annotated bibliography, group work, and communications during your field experiences will be shared within the Community Inquiry Lab. Your lesson plans and units are to be deposited into the lab with your first name(s) and a key word for identification. This site is not ready yet.
Note that all electronic addresses are subject to change.
Technology Enhancements
Manipulatives, Internet, Graphing calculators, Geometers’ Sketchpad, Excel, Power Point, word-processing software, and other dynamic software packages you suggest.
C&I 403 Goals
We will join together as a learning community to
Investigate mathematical ideas, find related resources (esp. from the Mathematics Teacher -- now available in Altgeld library -- and on-line resources), and develop strategies for teaching these ideas to a diverse population of students. (Daily).
Focus on "Promoting Learning Through Questioning for Mathematical Understanding" (Q4MU). Gain proficiency in the design of effective teacher questioning strategies and in interpretation of and responses to student questions. (Begin Week 1)
Engage in Goal-setting activities and the development and piloting of action research projects. (Begin Week 1)
Analyze the scope and sequence of high school curricula, develop lesson plans and a unit plan that relates, instruction and textbook materials to the various Standards and governance guidelines (e.g. Standards for mathematics content, area, learning, teaching, special education, technology, and local regional, state and federal requirements. These include NCTM, Illinois, NCATE, INTASC, NCLB, etc. (Begin Week 1)
Grow in expertise in a self-selected area related to mathematics education. Read and report to the class and others using appropriate communication technologies. (Begin Week 2)
Develop appropriate assessment and evaluation strategies. Find or design/adapt instruments and protocols for assessment of student progress, curricula materials, teaching practices, and personal professional development. (Begin Week 1)
Team with classmates and teachers in the design and teaching of at least a one week unit to high school students. (Begin Week 3)
Discuss the special responsibilities accorded to teachers as public servants. (Begin Week 4)
Revisit the ideas introduced through readings in C&I 301 and 302 and use perspectives gained to synthesize theory and practice and gain pedagogical content knowledge. (Continuous)
Satisfy the criteria established for the UIUC Common Assessment Plans (CAPs) including demonstration of teacher competence and satisfactory progress on professional portfolios. (Continuous)
Sequence Requirements
The three components in this program that continue throughout the 401-404 sequence are:
Participation as an active member of a community of learners;
Inquiry into teaching and learning; and
Reflective writing about self, about self as a student of teaching, and as a student of students. Writings are intended to be cumulative across the four semesters and to be integrated with the other courses in the professional sequence. While grades in C&I 301 - 403 will be based (primarily) on performance in individual courses, grades in C&I 404 will be based (primarily) on the cumulative performance across semesters. Professional portfolios will reflect all aspects of your development as a secondary mathematics teacher.
