AccVerify Report for http://www.csustan.edu/TeacherEd/FacultyStaff/Costa/EDMC4120

**Verification Checklist**
Checkpoints	Passed
508 Standards, Section 1194.22	Yes	No	Other
A. 508 Standards, Section 1194.22, (a) A text equivalent for every non-text element shall be provided (e.g., via "alt", "longdesc", or in element content). Rule: 1.1.1 - All IMG elements are required to contain either the alt or the longdesc attribute. Failure - IMG Element at Line: 669, Column: 28 Failure - IMG Element at Line: 886, Column: 28 Failure - IMG Element at Line: 955, Column: 28 Rule: 1.1.2 - All INPUT elements are required to contain the alt attribute or use a LABEL. No INPUT Elements found within document. Rule: 1.1.3 - All OBJECT elements are required to contain element content. No OBJECT elements found in document body. Rule: 1.1.4 - All APPLET elements are required to contain both element content and the alt attribute. No APPLET elements found in document body. Rule: 1.1.6 - All IFRAME elements are required to contain element content. No IFRAME elements found in document body. Rule: 1.1.7 - All Anchor elements found within MAP elements are required to contain the alt attribute. No MAP elements found in document body. Rule: 1.1.8 - All AREA elements are required to contain the alt attribute. No AREA elements found in document body. Rule: 1.1.9 - When EMBED Elements are used, the NOEMBED element is required in the document. No EMBED elements found in document body.		No
B. 508 Standards, Section 1194.22, (b) Equivalent alternatives for any multimedia presentation shall be synchronized with the presentation. Rule: 1.4.1 - Identify all OBJECT Elements that have a multimedia MIME type as the type attribute value. No OBJECT elements found in document body. Rule: 1.4.2 - Identify all OBJECT Elements that have a 'data' attribute value with a multimedia file extension. No OBJECT elements found in document body. Rule: 1.4.3 - Identify all EMBED Elements that have a 'src' attribute value with a multimedia file extension. No EMBED elements found in document body.			N/A
C. 508 Standards, Section 1194.22, (c) Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup.
D. 508 Standards, Section 1194.22, (d) Documents shall be organized so they are readable without requiring an associated style sheet. Note: Document does not use external stylesheets, inline style information, or header style information.			N/A
E. 508 Standards, Section 1194.22, (e) Redundant text links shall be provided for each active region of a server-side image map. Rule: 1.2.1 - Locate any IMG element that contains the 'ismap' attribute. No IMG elements found in document body that contain the 'ismap' attribute. Rule: 1.2.2 - Locate any INPUT element that contains the 'ismap' attribute. No INPUT elements found in document body.			N/A
F. 508 Standards, Section 1194.22, (f) Client-side image maps shall be provided instead of server-side image maps except where the regions cannot be defined with an available geometric shape. Rule: 9.1.1 - No IMG element should contain the 'ismap' attribute. No server-side image map IMG elements found in document body. Rule: 9.1.2 - No INPUT element should contain the 'ismap' attribute. No INPUT elements found in document body.			N/A
G. 508 Standards, Section 1194.22, (g) Row and column headers shall be identified for data tables. Rule: 5.1.1 - Identify all Data TABLE elements. Note: Data TABLE Element found at Line: 381, Column: 1. Note: Data TABLE Element found at Line: 496, Column: 1.
H. 508 Standards, Section 1194.22, (h) Markup shall be used to associate data cells and header cells for data tables that have two or more logical levels of row or column headers. Rule: 5.2.1 - Identify all Data TABLE elements. Note: Data TABLE Element found at Line: 381, Column: 1. Note: Data TABLE Element found at Line: 496, Column: 1.
I. 508 Standards, Section 1194.22, (i) Frames shall be titled with text that facilitates frame identification and navigation. Document is not a FRAMESET Page.			N/A
J. 508 Standards, Section 1194.22, (j) Pages shall be designed to avoid causing the screen to flicker with a frequency greater than 2 Hz and lower than 55 Hz. Rule: 7.1.1 - Documents are required not to contain the BLINK element. No BLINK elements found in document body. Rule: 7.1.2 - Documents are required not to contain the MARQUEE element. No MARQUEE elements found in document body.	Yes
K. 508 Standards, Section 1194.22, (k) A text-only page, with equivalent information or functionality, shall be provided to make a web site comply with the provisions of this part, when compliance cannot be accomplished in any other way. The content of the text-only page shall be updated whenever the primary page changes.
(k) Option A - Check for the string 'Text Version' within the document.			N/V
(k) Option B - Check for a Global Text Version Link within the document.			N/V
(k) Option C - Check for an Accessibility Policy Link within the document.			N/V
L. 508 Standards, Section 1194.22, (l) When pages utilize scripting languages to display content, or to create interface elements, the information provided by the script shall be identified with functional text that can be read by assistive technology. Rule: 6.3.1 - Anchor elements are required not to use javascript for the link target when the NOSCRIPT element is not present in the document. These elements will not cause a failure of the checkpoint if the NOSCRIPT element is found, however, they will be identified. No Anchor Elements found in document body. Rule: 6.3.2 - AREA elements are required not to use javascript for the link target when the NOSCRIPT element is not present in the document. These elements will not cause a failure of the checkpoint if the NOSCRIPT element is found, however, they will be identified. No AREA Elements found in document body. Rule: 6.3.3 - Locate elements that use HTML event handlers. Note: This rule has not been selected to be verified for this checkpoint. Rule: 6.3.4 - When SCRIPT Elements are used, the NOSCRIPT element is required in the document. No SCRIPT elements found in document.	Yes
M. 508 Standards, Section 1194.22, (m) When a web page requires that an applet, plug-in or other application be present on the client system to interpret page content, the page must provide a link to a plug-in or applet that complies with §1194.21(a) through (l). Rule: 6.3.5 - All OBJECT elements are required to contain element content. No OBJECT elements found in document body. Rule: 6.3.6 - All APPLET elements are required to contain both element content and the alt attribute. No APPLET elements found in document body. Rule: 6.3.7 - When EMBED Elements are used, the NOEMBED element is required in the document. No EMBED elements found in document body. Rule: 6.3.8 - All pages that have links to files that require a special reader or plug-in are required to contain the specified text indicating a link to the reader or plug-in. Note: This rule has not been selected to be verified for this checkpoint.	Yes
N. 508 Standards, Section 1194.22, (n) When electronic forms are designed to be completed on-line, the form shall allow people using assistive technology to access the information, field elements, and functionality required for completion and submission of the form, including all directions and cues. Rule: (n).1 - Ensure form controls are accessible for use with assistive technology. Note: This rule has not been selected to be verified for this checkpoint.			N/A
O. 508 Standards, Section 1194.22, (o) A method shall be provided that permits users to skip repetitive navigation links. Rule: (o).1 - All pages are required to contain a bookmark link to skip navigation that has the specified text in either the link text or the 'title' attribute value. Skip Navigation Text: Note: This rule has not been selected to be verified for this checkpoint.
P. 508 Standards, Section 1194.22, (p) When a timed response is required, the user shall be alerted and given sufficient time to indicate more time is required.

Checkpoint Result Legend: Yes = Passed Automated Verification, No = Failed Automated Verification, Warning = Failed Automated Verification, however, configured not to cause page to fail (Priority 2 or 3 only), N/V = Not selected for verification, N/A = No related elements were found in document (Visual only), No Value = Visual Checkpoint

Source Listing

1: <!doctype html public "-//w3c//dtd html 4.0 transitional//en"> 2: <html> 3: <head> 4: <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> 5: <meta name="Generator" content="Microsoft Word 97/98"> 6: <meta name="Template" content="L125C 08:Applications:Microsoft Office 98:Templates:Web Pages:Blank Web Page"> 7: <meta name="GENERATOR" content="Mozilla/4.61 (Macintosh; I; PPC) [Netscape]"> 8: <title>ELEMENTARY CURRICULUM AND INSTRUCTION: MATHEMATICS</title> 9: </head> 10: <body link="#0000FF" vlink="#800080"> 11: 12: <center>ELEMENTARY CURRICULUM AND INSTRUCTION: MATHEMATICS 13: EDMC 4120 - Section 02 (Monday ) 14: Instructor: Elmano M. Costa, Ed. D. Fall, 1999</center> 15: 16: Office: Prof. Schools Bldg. 334 3 Units 17: Monday, 9:00-11:56 C-131 18: Phone: (Dept.) 667-3357 (Office) 667-3638 Email: ecosta@toto.csustan.edu 19: Office Hours: Mon. 1:00-4:00; Wed. 4:30-5:30. Also, call for any questions, 20: special appointment times, etc. I will be available immediately after class 21: to answer questions/meet with students. 22: I. Course Description 23: In this course students will examine the issues and the reform movement 24: shaping mathematics education today. Emphasis will be placed on preparing 25: teachers to work in diverse classrooms, and on using principles from the 26: California Mathematics Framework and California Mathematics Content Standards 27: to inform classroom practice and engage students in purposeful mathematics 28: learning. 29: Prerequisite: Admission to the Multiple Subjects Credential Program 30: II. Readings 31: Required 32: Burns, Marilyn (1992). About teaching mathematics: A K-8 resource. 33: White Plains, NY: Math Solutions Publications. 34: Selected Readings from packet given out in class. 35: Highly Recommended Texts 36: Baratta-Lorton, Mary (1995). Mathematics Their Way. Palo Alto: Addison-Wesley. 37: Baratta-Lorton, Robert (1977). Mathematics... A way of thinking. Palo 38: Alto: Addison-Wesley. 39: Stenmark, Jean Kerr; Thompson, Virginia; & Cossey, Ruth (1986). 40: Family math. UC Berkeley: Lawrence Hall of Science. 41: III. Other Resources 42: Ashlock, Robert. B. (1998). Error patterns in computation. Upper Saddle 43: River, New Jersey: Merrill. 44: Burns, Marilyn (1991). Math by all means: Multiplication, Grade 3. New 45: Rochelle, New York: Cuisenaire Company. 46: California Department of Education (1991). Seeing fractions: A unit 47: for the upper elementary grades. Sacramento: author. 48: Johnson, David W. & Johnson, Roger T. (1991). Leaning mathematics 49: and cooperative learning: Lesson plans for teachers. Edina, Minnesota: 50: Interaction Book Company. 51: Lawrence Hall of Science (1992). Frog math: Predict, ponder, play. Berkeley: 52: Lawrence Hall of Science. 53: TIMS Curriculum (1997). Math Trailblazers: A mathematical journey using 54: science and language arts. Grades 1-3. Dubuque: Iowa: Kendall/Hunt Publishing 55: Company. 56: Stein, Marcy; Silbert, Jerry; & Carnine, Douglas (1997). Designing 57: effective mathematics instruction: A direct instruction approach. Upper 58: Saddle River, New Jersey: Merrill. 59: Van de Walle, John ((1998). Elementary and middle school mathematics. 60: Menlo Park, California: Longman. 61: Willoughby, Stephen S. (1990). Mathematics education for a changing 62: world. Alexandria, Virginia: ASCD. 63: IV. Evaluation/Grading 64: Criteria Used to Evaluate Student Learning 65: 1. Class attendance and punctuality. 66: 2. Meeting due dates for assignments. No tardy/late papers, except in 67: extreme emergencies and only with the permission of the instructor as per 68: policy stated below. 69: 3. All work must be typed. 70: 4. Written work must be of graduate quality. Work that is not will be 71: returned for re-doing. 72: 5. Active and informed participation in classroom discussions and activities. 73: 6. Engaging in out-of-class activities and readings from books, journals, 74: periodicals, etc. and share your learning/discoveries with the class. 75: 7. As this is a 3 unit class, students are expected to spend at least 76: 9 hours per week in preparation. 77: Assignments/Points                                           78: Points    Due 79: • Attendance and active, informed participation                        80: 14                 81: Ongoing 82: (1 point per day - punctuality is expected) 83: • Four quizzes on reading OR weekly journal OR midterm     84: 20                   85: Ongoing OR 11-1-99 OR 12-1-99 86: • Report & reflection of observations (at least                         87: 10                   88: 10-4-99 89: 2 lessons with one in primary & one in intermediate) 90: • Lesson Plan, Teaching & Reflection:                                     91: 10                   92: 1 wk. after lesson 93: Direct Instruction Lesson to peers presentation 94: • Printout and reflection of math web site                                 95: 10                  96: 11-1-99 97: • One pg. summary of Framework Section/class present.         98: 6                   99: 11-15-99 100: • Lesson Plan, Teaching & Reflection:                                     101: 10                  102: 11-27-99 103: Exploration lesson to school students 104: • Written Problem Solving Lesson Plan                                    105: 6                   106: 12-6-99 107: • Final exam OR teach prob. solv. lesson to students             108: 10                    109: 12-6-99 110: and submit reflection 111: • Teaching Problem Solving Lesson to peers                            112: 4                    113: 12-6-99 or 12-13-99 114:                                                                                     115: TOTAL 100 116: Grading* 117: 95-100 points A 118: 91-94 points A- 119: 88-90 points B+ 120: 84-87 points B 121: 80-83 points B - 122: 77-79 points C+ 123: 74-76 points C 124: 70-73 points C- 125: *All written assignments except the quizzes /tests may be revised 126: and resubmitted if a student so chooses. 127: GRADE CONTRACT 128: Grading 129: Students will contract for their own grade. Please submit a written, 130: signed, and dated statement indicating which grade you want to try to achieve 131: This will be due Week 2 of class. Later in the semester, if there are unforeseen 132: events in your life, and the work becomes just too much, you may contract 133: for a lower grade on Week 10. However no one can contract up for a higher 134: grade later in the semester. 135: Indicate whether you plan to take final exam or teach the problem solving 136: lesson to students in a public school. 137: Requirements for Each Grade 138: All students are required to do the minimum. Those who meet the stated 139: criteria and successfully complete the minimum course requirements will 140: receive a C for the class. 141: "C" Contract (Minimum) - 70 points possible 142: 1. All required readings and activities. 143: 2. Journal or quizzes or midterm 144: 3. Observation of two mathematics lessons and a reflection on the observations 145: 4. Complete a problem solving lesson plan. 146: 5. Teach a problem solving lesson to peers. 147: 6. Final exam OR teach the problem solving lesson in a school classroom. 148: 7. One page summary of reading section from Math Framework and classroom 149: presentation 150: "B" Contract - 90 points possible 151: 1. Do all the requirements for a "C" Contract. 152: 2. Teach an exploration lesson in a school and turn in reflection on 153: the lesson. 154: 3. Complete web site assignment. 155: "A" Contract -100 points possible 156: 1. Do all the requirements for a "C" Contract 157: 2. Do all the requirements for a "B" Contract 158: 3. Teach a lesson to peers using a direct approach and turn in reflection 159: on the lesson. 160: Policy on late assignments 161: 1) Written assignments (except quizzes and exams) can be turned in 162: late. For each week that an assignment is late (anytime after the due date 163: and up to the next class meeting time), grades are reduced 2 points from 164: what the assignment would have earned. However, no assignment will be accepted 165: that is more than 2 weeks late. Also, no assignment will be accepted after 166: the last day of class. 167: 2) If a student chooses to redo an assignment or is told by the instructor 168: to redo an assignment, the student has two weeks to turn the assignment 169: in from the date it was returned to the class. After that, the assignment 170: will not be accepted. No assignment will be accepted after the last day 171: of class. 172: 3) Assignments due the last two weeks of the semester cannot be turned 173: in late. 174: V. Course Objectives: 175: Students will grapple with the dilemmas, the research, and the reform 176: movement currently reshaping mathematics education. 177: Students will analyze instructional practices and alternative forms 178: of assessment compatible with the goals outlined in the Framework and the 179: Standards 180: Students will become familiar with a variety of instructional formats 181: including: whole class instruction, cooperative groups, menu activities, 182: and investigations. 183: Students will be able to teach three types of math lessons: direct instruction, 184: exploration and problem solving 185: Students will gain experience working with a wide range of mathematics 186: manipulatives used to develop conceptual understanding. 187: Students will gain practical experience teaching lessons in classrooms. 188: An underlying focus of this course will be on preparing teachers 189: to work in culturally, linguistically, and academically diverse classrooms. 190: Not an objective, but most of all..... 191: I hope in this course that you will come to enjoy mathematics and 192: that you will gain confidence in yourself, both as a mathematician and 193: as a teacher of mathematics. I hope that this course will serve as a platform 194: for further learning, and that you will find yourself intellectually intrigued 195: by the possibilities for mathematics education in our schools. 196: -------------------------------------------------------------------------------------------------------------------------------------- 197: Note: The following Schedule provides a preliminary outline of topics 198: and assignments. This schedule may be modified by the instructor as necessary. 199: PART I: FOUNDATIONS OF MATHEMATICS EDUCATION, ARITHMETIC, AND DIRECT 200: INSTRUCTION 201: Monday, Sept. 13 - Session 1 202: INTRODUCTION AND REVIEW OF THE COURSE; IMPORTANCE OF PATTERN IN MATH 203: Class Choice: Quizzes, journal of reflection on readings, or mid-term 204: exam 205: Group norms, icebreakers 206: Group Activity: How I use math. 207: The Dilemma(s) Shaping Mathematics Education: An Historical Perspective 208: Where are we going this semester? 209: Types of lessons: direct instruction, investigations/explorations, problem 210: solving 211: Ways of organizing lessons: whole class, centers, menu activities 212: Organization of students: individual, heterogeneous, and homogeneous 213: groups 214: Patterns in math education 215: Writing instructional objectives 216:   217:   218: Monday, Sept. 20 - Session 2 219: MATH AS WE KNEW IT: DIRECT INSTRUCTION; THE IMPORTANCE OF PLACE VALUE 220: Implications for Classroom Teaching 221: The Missouri Mathematics Project 222: Modeling: Direct Instruction Lesson 223: Place value activities 224: Readings 225: Good, T. L., Grouws, D.A., & Ebmeier, H. (1983). Active mathematics 226: teaching. New York: Longman Inc. (Chapter 2 Conclusion & Chapter 227: 3, pp. 29-55) 228: About Teaching Mathematics, Place Value (pp. 173-182) 229: Begin planning Direct Instruction Lesson 230: Sign-up for day to teach DI lesson 231: Due: Contract of which grade you are working for. Write it on 232: a full size sheet of paper and sign it. Be sure to state whether you will 233: take final exam or teach problem solving lesson in a school and whether 234: you will take quizzes or write journal. 235:   236: Monday, Sept. 27 - Session 3 237: TEACHING ADDITION 238: Methods and sequence of teaching addition 239: Activities for addition 240: Reading 241:     About Teaching Mathematics: Addition and subtraction 242: (pp. 183-193). 243:     California Department of Education (1996). Mathematics 244: Program Advisory. Sacramento: Author 245: Due: 1) Be prepared to teach your lesson using direct instruction 246: techniques ("A" contracts). Schedule will be  as per the sign-up sheet 247: completed in week 2. REFLECTION AND LESSON PLAN DUE ONE WEEK AFTER YOUR 248: PRESENTATION. 249:         2) Turn in journal entry 250: on first two readings (for those who chose journals) 251:   252: Monday, Oct. 4 - Session 4 253: TEACHING SUBTRACTION 254: Activities for subtraction 255: Remedial approaches (Touchmath) - Addition and Subtraction 256: Discussion: Lessons learned from classroom observations 257: Reading 258:     About Teaching Mathematics: Part I Raising 259: the Issues (pp. 3-28). 260:       Lotan, R. & Benton, J. (1990). Finding 261: out about complex instruction: Teaching math and science in          262: heterogeneous classrooms. In N. Davidson (Ed.), Cooperative Learning 263: in Mathematics. Addison-Wesley. 264: Due : Reflection of observation of mathematics lessons (all contracts) 265:   266: Monday, Oct. 11 - Session 5 267: TEACHING MULTIPLICATION 268: Activities for multiplication 269: Reading 270:     About Teaching Mathematics: Multiplication 271: (pp. 194-203). 272:     Johnson, D. W. & Johnson, R. T. (1990). Using 273: cooperative learning in math. In Neil Davidson Cooperative Leaning in 274: Mathematics. Menlo Park, CA: Addison-Wesley Publishing Co. 275:   276: Monday, Oct. 18 - Session 6 277: TEACHING DIVISION 278: Activities for division 279: Reading 280:     About Teaching Mathematics: Division (pgs. 281: 204-211). 282:     Phillips, D. et all. (1994). Beans, Blocks, and Buttons: 283: Developing Thinking. Educational Leadership (Feb. 1994): 50-53. 284:   285: Monday, Oct. 25 - Session 7 286: TEACHING FRACTIONS AND DECIMALS and PERCENTS 287: Reading 288:     Fractions and Interactions (This is in your reading 289: packet - has no author) 290:     About Teaching Mathematics, Fractions , Decimals, 291: and Percents (pg. 212-241) 292: Due: Journals of weekly readings (if this was the class option). 293: They will not be graded at this point - only reviewed for completeness 294: (all contracts). 295:   296: PART II: EXPLORATION IN THE MATHEMATICAL STRANDS; EXPLORATION AND PROBLEM 297: SOLVING LESSONS 298: Monday, Nov. 1 - Session 8 299: MEASUREMENT 300: MIDTERM EXAM -IF THIS WAS THE CLASS OPTION 301: Reading 302:     About Teaching Mathematics, Measurement (pp. 303: 46-53) 304:     Rowan, T. E. & Robles, J. (1998). Using questions 305: to help children build mathematical power. Teaching Children Mathematics, 306: pg. 504-509. 307: Due: Be prepared to discuss your lesson using exploration lesson 308: plan ("A" & "B" contracts). 309: Due: Math web sites ("A" & "B" contracts) 310: About the Math Web Site Assignment 311: <dir>Find a quality math site related to a K-6 teacher/school. Download 312: and print out the content (if more than 10 pages, print out only the best 313: 10 pages). Write a critique of the web site: What is good about it? What 314: is not so good about it? Who would you recommend it to? What uses would 315: you see for this web site for a classroom teacher? Etc. Etc. Your critique 316: should be 1-2 typed pages. 317:  </dir> 318: Monday, Nov. 8 - Session 9 319: PATTERNS & FUNCTIONS 320: Reading 321:     About Teaching Mathematics: Patterns and functions 322: (pp. 112-124) 323:     California Department of Education (1998). The California 324: Mathematics Academic Content Standards (for grades K-6). 325:     California Department of Education (1999). The California 326: Mathematics Framework for California Public Schools K-12 - Jigsaw: Read 327: the part assigned to you. Assignments will be made in class 328: Due: One page summary of your reading assignment from the Math 329: Framework. Students will be assigned parts in class. Be prepared to present 330: your part to the class. 331:   332: Monday, Nov. 15 - Session 10 333: PROBABILITY & STATISTICS 334: Playing with Probability: Menu Activities - Rotating Centers 335: Reading 336:     About Teaching Mathematics: Probability and 337: Statistics (pp. 59-78) and Independent Problem Solving - The Menu (pp. 338: 37-38) 339: Due: Lesson plan, proof of teaching, and reflection of exploration-type 340: lesson ("B" and "A" contracts) 341: Due: Revised grade contract for those who wish to revise. Reminder: 342: no one can contract up at this time. 343:   344: Monday, Nov. 22 - Session 11 345: GEOMETRY 346: Reading 347: <blockquote>About Teaching Mathematics: Geometry (pp. 79-99).</blockquote> 348: Due: Problem solving lesson plan (all contracts) -not reflection, 349: but only the lesson plan. 350:   351: Monday, Nov. 29 - Session 12 352: LOGIC and NUMBER 353: Reading 354:     About Teaching Mathematics: Logic (pp. 100-111), 355: Number (pp. 125-135) 356: Due: Journals of weekly readings (for those who chose this option). 357: They will be graded at this point (all contracts) 358:   359: Monday, Dec. 6 - Session 13 360: TEACHING PROBLEM SOLVING LESSONS TO PEERS 361:     Due: Revised lesson plan on problem solving 362: lesson (all contracts), and reflection (if this was the option). TEACH 363: PROB. SOLV. LESSON TO PEERS AS PER SIGN UP SHEET. 364:   365: Monday, Dec. 13 - Final 366: FINISH TEACHING PROBLEM SOLVING LESSONS TO PEERS & FINAL EXAM 367: - Class will be held at regular time. 368: - FINISH teaching your problem solving lesson to a group of your peers. 369: - Final exam (for those who chose this option) 370: 371: <hr WIDTH="100%"> 372: Dr. ELMANO COSTA 373: EDMC 4120 Math 374:   375:   376: YOU CAN VISIT AND TEACH YOUR LESSON IN ANY SCHOOL YOU WANT. HOWEVER, 377: IF YOU ARE HAVING A DIFFICULT TIME FINDING ONE, HERE IS A LIST OF PLACES 378: YOU CAN CONTACT. 379: PRINCIPALS THAT WILL HELP YOU TO FIND CLASSROOMS TO OBSERVE AND DO LESSONS 380:   381: <table BORDER WIDTH="450" > 382: <tr> 383: <td VALIGN=TOP WIDTH="28%">PRINCIPAL</td> 384: 385: <td VALIGN=TOP WIDTH="32%">SCHOOL</td> 386: 387: <td VALIGN=TOP WIDTH="16%">CITY</td> 388: 389: <td VALIGN=TOP WIDTH="24%">PHONE NUMBER</td> 390: </tr> 391: 392: <tr> 393: <td VALIGN=TOP WIDTH="28%">Al Silveira</td> 394: 395: <td VALIGN=TOP WIDTH="32%">Yamato Colony</td> 396: 397: <td VALIGN=TOP WIDTH="16%">Livingston</td> 398: 399: <td VALIGN=TOP WIDTH="24%">394-3868</td> 400: </tr> 401: 402: <tr> 403: <td VALIGN=TOP WIDTH="28%">Chris Roe</td> 404: 405: <td VALIGN=TOP WIDTH="32%">Don Pedro</td> 406: 407: <td VALIGN=TOP WIDTH="16%">Ceres</td> 408: 409: <td VALIGN=TOP WIDTH="24%">538-0161</td> 410: </tr> 411: 412: <tr> 413: <td VALIGN=TOP WIDTH="28%">Gary Jones</td> 414: 415: <td VALIGN=TOP WIDTH="32%">Crowell Elementary</td> 416: 417: <td VALIGN=TOP WIDTH="16%">Turlock</td> 418: 419: <td VALIGN=TOP WIDTH="24%">634-8198</td> 420: </tr> 421: 422: <tr> 423: <td VALIGN=TOP WIDTH="28%">Nancy Jones</td> 424: 425: <td VALIGN=TOP WIDTH="32%">Tuolumne</td> 426: 427: <td VALIGN=TOP WIDTH="16%">Modesto</td> 428: 429: <td VALIGN=TOP WIDTH="24%">576-4661</td> 430: </tr> 431: 432: <tr> 433: <td VALIGN=TOP WIDTH="28%">Linda Murphy</td> 434: 435: <td VALIGN=TOP WIDTH="32%">Wakefield</td> 436: 437: <td VALIGN=TOP WIDTH="16%">Turlock</td> 438: 439: <td VALIGN=TOP WIDTH="24%">667-0895</td> 440: </tr> 441: 442: <tr> 443: <td VALIGN=TOP WIDTH="28%">Isabel Cabral-Johnson</td> 444: 445: <td VALIGN=TOP WIDTH="32%">Merquin</td> 446: 447: <td VALIGN=TOP WIDTH="16%">Stevinson</td> 448: 449: <td VALIGN=TOP WIDTH="24%">634-4938</td> 450: </tr> 451: 452: <tr> 453: <td VALIGN=TOP WIDTH="28%">Marta Kyte</td> 454: 455: <td VALIGN=TOP WIDTH="32%">Dennis Earl</td> 456: 457: <td VALIGN=TOP WIDTH="16%">Turlock</td> 458: 459: <td VALIGN=TOP WIDTH="24%">634-1090</td> 460: </tr> 461: 462: <tr> 463: <td VALIGN=TOP WIDTH="28%">Alicia Valenzuela</td> 464: 465: <td VALIGN=TOP WIDTH="32%">Schendel</td> 466: 467: <td VALIGN=TOP WIDTH="16%">Delhi</td> 468: 469: <td VALIGN=TOP WIDTH="24%">668-6134</td> 470: </tr> 471: 472: <tr> 473: <td VALIGN=TOP WIDTH="28%">Lee Ann Stangler</td> 474: 475: <td VALIGN=TOP WIDTH="32%">Keyes to Learning Charter School</td> 476: 477: <td VALIGN=TOP WIDTH="16%">Keyes</td> 478: 479: <td VALIGN=TOP WIDTH="24%">634-6467</td> 480: </tr> 481: 482: <tr> 483: <td VALIGN=TOP WIDTH="28%">Paul Kuehn</td> 484: 485: <td VALIGN=TOP WIDTH="32%">Sipherd Elementary</td> 486: 487: <td VALIGN=TOP WIDTH="16%">Modesto</td> 488: 489: <td VALIGN=TOP WIDTH="24%">524-4844</td> 490: </tr> 491: </table> 492: 493:   494: TEACHERS THAT WILL WELCOME YOU FOR OBSERVATIONS/SAMPLE LESSONS 495:   496: <table BORDER WIDTH="450" > 497: <tr> 498: <td VALIGN=TOP WIDTH="28%">TEACHER</td> 499: 500: <td VALIGN=TOP WIDTH="32%">SCHOOL</td> 501: 502: <td VALIGN=TOP WIDTH="16%">CITY</td> 503: 504: <td VALIGN=TOP WIDTH="24%">PHONE</td> 505: </tr> 506: 507: <tr> 508: <td VALIGN=TOP WIDTH="28%">Beth Souza</td> 509: 510: <td VALIGN=TOP WIDTH="32%">Hughson Elementary</td> 511: 512: <td VALIGN=TOP WIDTH="16%">Hughson</td> 513: 514: <td VALIGN=TOP WIDTH="24%">883-4412</td> 515: </tr> 516: 517: <tr> 518: <td VALIGN=TOP WIDTH="28%">Doris Moore</td> 519: 520: <td VALIGN=TOP WIDTH="32%">Hughson Elementary</td> 521: 522: <td VALIGN=TOP WIDTH="16%">Hughson</td> 523: 524: <td VALIGN=TOP WIDTH="24%">883-4412</td> 525: </tr> 526: 527: <tr> 528: <td VALIGN=TOP WIDTH="28%">Juan Vasquez</td> 529: 530: <td VALIGN=TOP WIDTH="32%">Livingston Middle</td> 531: 532: <td VALIGN=TOP WIDTH="16%">Livingston</td> 533: 534: <td VALIGN=TOP WIDTH="24%">394-7953</td> 535: </tr> 536: </table> 537: 538:   539: 540: <hr WIDTH="100%"> 541:   542: <table BORDER=0 CELLSPACING=0 > 543: <tr> 544: <td VALIGN=TOP WIDTH="486"></td> 545: 546: <td VALIGN=CENTER> </td> 547: </tr> 548: </table> 549: To the teacher: 550: This letter documents that the following CSUS student taught a lesson 551: employing a problem solving strategy. 552: Thank you for giving a student in EDMC 4120, Curriculum and Instruction: 553: Mathematics an opportunity to teach in your class. 554: Sincerely, 555: Elmano Costa 556: Assistant Professor 557: ------------------------------------------------------------------------------------------------------------------------------------- 558: <center> 559: PROBLEM SOLVING LESSON</center> 560: 561: Name of CSUS student: ________________________________________________________ 562: Lesson title: __________________________________________________________________ 563: Name of book in which lesson was found ___________________________________________ 564: Page of book _____________________ Date Published _____________ 565: School: ______________________________________________________ Grade: 566: _________ 567: Date in which lesson was taught: ___________________ Time lesson was 568: taught: __________ 569: Print name of teacher _____________________________ Teacher phone number 570: __________ 571: Signature of teacher __________________________________________ Date 572: _____________ 573: Student's signature ___________________________________________ Date 574: _____________ 575:   576:   577:   578: YOUR ASSIGNMENT IS COMPLETED IF IT INCLUDES THE FOLLOWING: 579: <dir>1) Type and attach your reflection of about 2 pages. 580: <dir>  581: a. Describe what you and the students did (1 points) - about half a 582: page 583: b. What did you learn about teaching math from this experience? (3 points) 584: - about 1 and 1/2 pages 585:  </dir> 586: 2) Attach the original lesson plan and the revised lesson plan (attach 587: the revised plan only if changes were made). 588: <dir> </dir> 589: 3) ATTACH STUDENT WORK AS PROOF THAT YOU TAUGHT THIS LESSON. If there 590: was no student paperwork which can be attached, submit a video tape of 591: the lesson. If no student work is included, there will be no credit for 592: the assignment. 593: <dir>  594:   595:   596:  </dir> 597: </dir> 598: 599: <center> 600: <hr WIDTH="100%">PROBLEM SOLVING LESSON PLAN 601: CONSIDERATIONS / DIRECTIONS</center> 602: A problem solving lesson is not a skill lesson with direct instruction, 603: nor an exploration/investigation where the procedures are straightforward. 604: Problem solving lessons have these three characteristics: 605: <dir>a) There is no obvious answer 606: <dir> 607: <dir> </dir> 608: </dir> 609: b) There is no obvious way of going about finding the answer 610: <dir> 611: <dir> </dir> 612: </dir> 613: c) They require lots of thinking, usually in a "many heads together (group 614: work)" format 615: <dir>Remember that the age of the children is an important consideration 616: on what makes a good problem solving lesson. Generally, what may be problem 617: solving for younger children is not a problem for older children. 618:  </dir> 619: Two people may work together on a plan but each must teach it individually.</dir> 620: WRITING THE LESSON PLAN 621: <dir>Your lesson plan should be typed and one to two pages (but no longer 622: than three pages). It will be graded on appropriate choice of problem solving 623: lesson, quality of writing, thoroughness and attention to both management 624: and instructional detail. When reading your lesson plan I should have a 625: clear sense of exactly what you and the children will be doing. It should 626: be clear that you have thought of the management issues such as materials, 627: grouping, time allocation, etc.</dir> 628: PLEASE WRITE YOU LESSON PLAN USING THE FOLLOWING FORMAT 629: I. CLASS CONTEXT 630: <dir>Grade level 631: Small group or whole class 632: Any other pertinent information</dir> 633: II. OBJECTIVE(S) 634: <dir>Specifically state what you want the students to learn from this lesson. 635: (Begin thinking of how will you assess whether they learned the objective?) 636: <dir> </dir> 637: Good lessons have few objectives (1-2 objectives).</dir> 638: III. THE LESSON PLAN TO BE TAUGHT IN THE CLASSROOM - THREE STEP LESSON 639: PLAN 640: <dir>1. INTRODUCTION/ANTICIPATORY SET 641: <dir>How will you introduce the lesson, capture the students interest, 642: focus them on the problem to be solved? Do you need to do a review to connect 643: this lesson to the students previous learning? 644: <dir> </dir> 645: Will you demonstrate the activity, give directions, etc.?? 646:  </dir> 647: 2. PROCEDURE / DEVELOPMENT (THE ACTIVITY) 648: <dir>Describe the problem solving activity in detail. 649: How do you plan to manage it? 650: What questions will you ask during the lesson to further student's thinking. 651:  </dir> 652: 3. WRAP-UP/DEBRIEFING 653: <dir>How will you close the lesson and have students "pull together" what 654: they have learned? 655: List two to five key questions you will ask the students.</dir> 656: </dir> 657: IV. ASSESSMENT 658: <dir>How will you assess student learning? (How will you find out if they 659: met the objective?)</dir> 660: V. FOLLOW-UP PRACTICE (OR INDEPENDENT PRACTICE) 661: <dir>Will the students have any homework based on this lesson? (if yes, 662: what?) 663: Will any pertinent activity follow this lesson? (if yes, what?) 664: 665: <hr WIDTH="100%"></dir> 666: 667: <table BORDER=0 CELLSPACING=0 > 668: <tr> 669: <td VALIGN=TOP WIDTH="486"><img SRC="../../../TeacherEd/facstf/Costa/Image4.gif" height=31 width=45></td> 670: 671: <td VALIGN=CENTER>CALIFORNIA STATE UNIVERSITY, STANISLAUS 672: Department of Teacher Education 673: One University Circle • Turlock, CA 95382 674: Sec. (209) 667-3357 Fax (209) 667-3358 675: Elmano M. Costa, Ed. D. 676: Coordinator of Multiple Subject Credential Programs 677: Coordinator of Internship Programs 678: Co-Director, California Reading and Literature Project, 679: CSU Stanislaus 680: Voice Mail (209) 667-3638 E-mail ecosta@toto.csustan.edu</td> 681: </tr> 682: </table> 683: 684: To the teacher: 685: This letter documents that the following CSUS student taught a lesson 686: in which the students explored/investigated a math concept. 687: Thank you for giving a student in EDMC 4120, Curriculum and Instruction: 688: Mathematics an opportunity to teach in your class. 689: Sincerely, 690: Elmano Costa 691: Assistant Professor 692: --------------------------------------------------------------------------------------------------------------------------------------- 693: <center> 694: EXPLORATION/INVESTIGATION LESSON</center> 695: 696: Name of CSUS student: ________________________________________________________ 697: Lesson title: __________________________________________________________________ 698: Name of book in which lesson was found ___________________________________________ 699: Page of book _____________________    Date Published 700: _____________ 701: School: ______________________________________________________ Grade: 702: _________ 703: Date in which lesson was taught: ___________________ Time lesson was 704: taught: __________ 705: Print name of teacher _____________________________ Teacher phone number 706: __________ 707: Signature of teacher __________________________________________ Date 708: _____________ 709: Student's signature ___________________________________________ Date 710: _____________ 711:   712:   713:   714:   715:   716:   717:   718:   719: YOUR ASSIGNMENT IS COMPLETED IF IT INCLUDES THE FOLLOWING: 720: <dir>1) Type and attach your reflection of about 2 pages,. 721: <dir>a. Describe what you and the students did (1 points) - about half 722: a page</dir> 723: </dir> 724: 725: <blockquote> 726: <blockquote>b. What did you learn about teaching math from this experience? 727: (3 points) - about 1 and 1/2 pages</blockquote> 728: </blockquote> 729: 730: <dir>2) Attach the original lesson plan and the revised lesson plan 731: (attach the revised plan only if changes were made). 732: <dir> </dir> 733: 3) ATTACH STUDENT WORK AS PROOF THAT YOU TAUGHT THIS LESSON. If there 734: was no student paperwork which can be attached, submit a video tape of 735: the lesson. If no student work is included, there will be no credit for 736: the assignment. 737: <dir>  738:   739:   740:   741:   742:  </dir> 743: </dir> 744: 745: <center> 746: <hr WIDTH="100%">EXPLORATION/INVESTIGATION LESSON PLAN 747: CONSIDERATIONS/DIRECTIONS</center> 748: 749: <dir>An exploration/investigation lesson is not a skill lesson with direct 750: instruction. It may have some direct instruction, but generally depends 751: on the students to do their own exploring and arriving at conclusions. 752: The most distinguishing characteristic of exploration/investigation lessons 753: (in comparison to problem solving) is that the procedures are straightforward 754: and the teacher has a predetermined concept that she/he wants the students 755: to arrive at. There is not a problem to solve but rather an investigation 756: to conduct. 757: In exploration/investigation lessons, the teacher takes the students 758: through a pre-determined experience with the hope that at the end they 759: will get that "ah-ha!" and understand the math concept. 760: Remember that the age of the children is an important consideration 761: on what makes a good exploration/investigation lesson. 762:   763:  </dir> 764: PLEASE WRITE YOU LESSON PLAN USING THE FOLLOWING FORMAT 765: I. CLASS CONTEXT 766: <dir>Grade level 767: Small group or whole class 768: Any other pertinent information</dir> 769: II. OBJECTIVE(S) 770:   771: <blockquote> Specifically state what you want the students to learn 772: from this lesson. (Begin thinking of how will you assess whether they learned 773: the objective?)</blockquote> 774: 775:             776: Good lessons have few objectives (1-2 objectives). 777: III. THE LESSON PLAN TO BE TAUGHT IN THE CLASSROOM - THREE STEP LESSON 778: PLAN 779: <dir>1. INTRODUCTION/ANTICIPATORY SET 780: <dir>How will you introduce the lesson, capture the students interest, 781: focus them on the activity? 782: Do you need to do a review to connect this lesson to the students previous 783: learning? 784: What demonstration and/or explanation will you give the students to 785: introduce the activity?</dir> 786: 2. PROCEDURE/DEVELOPMENT (THE ACTIVITY) 787: <dir>Describe in detail what the students will be doing in this activity 788: stage. 789: <dir> </dir> 790: How do you plan to manage it? 791: <dir> </dir> 792: What questions will you ask during the lesson to further student's thinking 793: towards the pre-determined goal for this lesson.</dir> 794: 3. WRAP-UP/DEBRIEFING 795: <dir>How will you close the lesson and have students "pull together" what 796: they have learned? 797: List two to five key questions you will ask the students to help them 798: get that "ah-ha!".</dir> 799: </dir> 800: IV. ASSESSMENT 801: <dir>How will you assess student learning? (How will you find out if they 802: met the objective?)</dir> 803: V. FOLLOW-UP PRACTICE (OR INDEPENDENT PRACTICE) 804: <dir>Will the students have any homework based on this lesson? (if yes, 805: what?) 806: Will any pertinent activity follow this lesson on another day? (if yes, 807: what?) 808:   809:   810:   811:   812:   813:   814:   815:   816:   817:   818:   819:  </dir> 820: 821: <center> 822: <hr WIDTH="100%">DIRECT INSTRUCTION LESSON PLAN</center> 823: 824: I. CLASS CONTEXT 825: <dir>Grade level 826: Small group or whole class 827: Any other pertinent information</dir> 828: II. OBJECTIVE(S) 829: <dir>Specifically state what you want the students to learn from this lesson. 830: <dir>(Begin thinking of how will you assess whether they learned it)</dir> 831: Good lesson have few objectives - usually 1 clear and concise objective 832: - specifically related to math.</dir> 833: III. THE LESSON PLAN TO BE TAUGHT IN THE CLASSROOM - FIVE STEP LESSON PLAN 834: <dir>1. Introduction / Anticipatory Set 835: <dir>a. - Tell students the objective 836: <dir> </dir> 837: b. - Tell students the purpose 838: <dir> </dir> 839: c. - Review necessary prerequisite skills 840: To think about: 841: How will you introduce the lesson, capture the students interest, focus 842: them on the activity? 843: <dir> </dir> 844: How can you connect this lesson to the students' previous learning? 845: <dir> </dir> 846: </dir> 847: 2. Instruction 848: <dir>a. How will you help the students learn the concept? 849: <dir> </dir> 850: b. What problems will you demonstrate for the students as they help you? 851: <dir> </dir> 852: c. What problems will the students do as you help them? 853:  </dir> 854: 3. Guided Practice 855: <dir>What will students do in a guided mode? 856: <dir> </dir> 857: </dir> 858: 4. Closure 859: <dir>How will you determine if the students are ready to work on their 860: own? 861: <dir> </dir> 862: (What quick assessment can you do to give you this information?) 863: <dir> </dir> 864: </dir> 865: 5. Independent Practice 866: <dir>What will you give the students to do to practice this new skill immediately 867: following the guided practice?</dir> 868: </dir> 869: IV. ASSESSMENT 870:   871: <blockquote>How will you assess whether the students mastered the objective 872: for this lesson? (Assessment must  measure objective.)</blockquote> 873: 874: V. HOMEWORK OR EXTENDED PRACTICE 875: <dir>What will you give the students as extended practice? 876: How do you know that they can do it without any assistance?</dir> 877: VI. FOLLOW-UP 878: <dir>What will you do to follow-up this lesson in the next few days? Next 879: few weeks? 880:   881: 882: <hr WIDTH="100%"></dir> 883: 884: <table BORDER=0 CELLSPACING=0 WIDTH="594" > 885: <tr> 886: <td VALIGN=TOP WIDTH="18%"><img SRC="../../../TeacherEd/facstf/Costa/Image4.gif" height=31 width=45></td> 887: 888: <td VALIGN=TOP WIDTH="82%">CALIFORNIA STATE UNIVERSITY, 889: STANISLAUS 890: Department of Teacher Education 891: One University Circle • Turlock, CA 95382 892: Sec. (209) 667-3357 Fax (209) 667-3358 893: Elmano M. Costa, Ed. D. 894: Coordinator of Multiple Subject Credential Programs 895: Coordinator of Internship Programs 896: Co-Director, California Reading and Literature Project, 897: CSU Stanislaus 898: Voice Mail (209) 667-3638 E-mail ecosta@toto.csustan.edu</td> 899: </tr> 900: </table> 901: 902: To the teacher: 903: This letter documents that the following CSUS student observed a math 904: lesson in your classroom. 905: Thank you for giving a student in EDMC 4120, Curriculum and Instruction: 906: Mathematics an opportunity to observe in your class. 907: Sincerely, 908: Elmano Costa 909: Assistant Professor 910: --------------------------------------------------------------------------------------------------------------------------------------- 911: <center> 912: OBSERVATION OF MATH LESSONS</center> 913: 914: Name of CSUS student: _______________________________ Signature of student 915: _________________ 916: OBSERVATION OF PRIMARY GRADE (K-3) LESSON 917: Title of Lesson Observed (What was being taught): ________________________________________________ 918: __________________________________________________________________________________________ 919: School: ________________________________________________________ Grade: 920: ____________ 921: Date of observation : ________________________ Time of observation : 922: _________________________ 923: Print name of teacher ____________________________________ Teacher Phone 924: number _______________ 925: Signature of teacher ________________________________________________________________________ 926:   927:   928: OBSERVATION OF INTERMEDIATE GRADE (4-6) LESSON 929: Title of Lesson Observed (What was being taught): ________________________________________________ 930: __________________________________________________________________________________________ 931: School: _______________________________________________________ Grade: 932: ___________ 933: Date of observation : ____________________________ Time of observation 934: : _____________________ 935: Print name of teacher ____________________________________ Teacher Phone 936: number _______________ 937: Signature of teacher _______________________________________________________________________ 938:   939:   940: YOUR ASSIGNMENT IS COMPLETED IF IT INCLUDES THE FOLLOWING: 941: <dir>Type and attach your reflection of about 3 pages, as follows: 942: <dir> 943: <dir>a. Describe what each teacher and the students did (4 points) - about 944: 1/2 page for each 945: b. Reflect on what you learned about teaching math from observing these 946: lessons? (6 points) - about 1 full page for each 947: c. You may describe and reflect on one observation and then the other, 948: or describe both and then reflect on both - your choice.</dir> 949: </dir> 950: </dir> 951: 952: <hr WIDTH="100%"> 953: <table BORDER=0 CELLSPACING=0 WIDTH="594" > 954: <tr> 955: <td VALIGN=TOP WIDTH="18%"><img SRC="../../../TeacherEd/facstf/Costa/Image4.gif" height=31 width=45></td> 956: 957: <td VALIGN=TOP WIDTH="82%">CALIFORNIA STATE UNIVERSITY, 958: STANISLAUS 959: Department of Teacher Education 960: One University Circle • Turlock, CA 95382 961: Sec. (209) 667-3357 Fax (209) 667-3358 962: Elmano M. Costa, Ed. D. 963: Coordinator of Multiple Subject Credential Programs 964: Coordinator of Internship Programs 965: Co-Director, California Reading and Literature Project, 966: CSU Stanislaus 967: Voice Mail (209) 667-3638 E-mail ecosta@toto.csustan.edu</td> 968: </tr> 969: </table> 970: 971:   972:   973:   974: To Whom It May Concern: 975: _________________________ is currently enrolled in EDMS 4120, 976: Elementary Curriculum and Instruction: Mathematics. An essential goal 977: in this course is for students to gain classroom experience in elementary 978: mathematics education. As part of the course requirements, students are 979: asked to both observe mathematics instruction and teach up to two lessons. 980: These lessons include a lesson with exploration, and one employing problem 981: solving strategies and should be compatible with your existing curricular 982: goals. They may be taught to the whole class or to a group of students, 983: depending on what is best for you. 984: I hope that you will allow this student to observe and work with students 985: at your school/classroom. 986: I believe our beginning teachers have tremendous potential, and I thank 987: you for any assistance you can provide them in gaining the classroom experience 988: so essential to becoming a skilled teacher. Please don't hesitate to call 989: me at the Department of Teacher Education at 667-3357 (secretary) or 667-3638 990: (direct/voice mail) if you have any questions regarding this request. 991: Thank you so much. 992: Sincerely, 993: Elmano Costa 994: Assistant Professor of Teacher Education 995:   996:   997:   998:   999:   1000:   1001:   1002:   1003:   1004:   1005: </body> 1006: </html>