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: 544, Column: 4 Failure - IMG Element at Line: 671, Column: 28 Failure - IMG Element at Line: 886, Column: 28 Failure - IMG Element at Line: 961, 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: 373, Column: 1. Note: Data TABLE Element found at Line: 488, 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: 373, Column: 1. Note: Data TABLE Element found at Line: 488, 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 03 (Wednesday )</center> 14: 15: Instructor: Elmano M. Costa, Ed. D. Fall, 1999 16: Office: Prof. Schools Bldg. 334 3 Units 17: Wednesday-12:45 - 3:41 P-104 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: (1point per day - punctuality is expected) 83: • Four quizzes on reading OR weekly journal OR midterm    84: 20                    85: Ongoing OR 10-27-99 OR 12-1-99 86: • Report & reflection of observations (at least 2                     87: 10                     88: 9-29-99 89: lessons with one in primary & one in intermediate) 90: • Lesson Plan, Teaching & Reflection:                                   91: 10                      92: 1 wk. after 93: Direct Instruction Lesson to peers                                                                     94: presentation lesson 95: • Printout and reflection of math web site                                96: 10                     97: 10-27-99 98: • One pg. summary of Framework Section/class present.         99: 6                     100: 11-3-99 101: • Lesson Plan, Teaching & Reflection:                                     102: 10                    103: 11-10-99 104: Exploration lesson to school students 105: • Written Problem Solving Lesson Plan                                     106: 6                     107: 11-17-99 108: • Final exam OR teach prob. solv. lesson to students                109: 10                    110: 12-15-99 111: and submit reflection 112: • Teaching Problem Solving Lesson to peers                              113: 4                     114: 12-8-99 or 12-15-99 115:                                                                                     116: TOTAL 100 117: 118: Grading* 119: 95-100 points A 120: 91-94 points A- 121: 88-90 points B+ 122: 84-87 points B 123: 80-83 points B - 124: 77-79 points C+ 125: 74-76 points C 126: 70-73 points C- 127: *All written assignments except the quizzes /tests may be revised 128: and resubmitted if a student so chooses. 129: GRADE CONTRACT 130: Grading 131: Students will contract for their own grade. Please submit a written, 132: signed, and dated statement indicating which grade you want to try to achieve 133: This will be due Week 2 of class. Later in the semester, if there are unforeseen 134: events in your life, and the work becomes just too much, you may contract 135: for a lower grade on Week 10. However no one can contract up for a higher 136: grade later in the semester. 137: Indicate whether you plan to take final exam or teach the problem solving 138: lesson to students in a public school. 139: Requirements for Each Grade 140: All students are required to do the minimum. Those who meet the stated 141: criteria and successfully complete the minimum course requirements will 142: receive a C for the class. 143: "C" Contract (Minimum) - 70 points possible 144: 1. All required readings and activities. 145: 2. Journal or quizzes or midterm 146: 3. Observation of two mathematics lessons and a reflection on the observations 147: 4. Complete a problem solving lesson plan. 148: 5. Teach a problem solving lesson to peers. 149: 6. Final exam OR teach the problem solving lesson in a school classroom. 150: 7. One page summary of reading section from Math Framework and classroom 151: presentation 152: "B" Contract - 90 points possible 153: 1. Do all the requirements for a "C" Contract. 154: 2. Teach an exploration lesson in a school and turn in reflection on 155: the lesson. 156: 3. Complete web site assignment. 157: "A" Contract - 100 points possible 158: 1. Do all the requirements for a "C" Contract 159: 2. Do all the requirements for a "B" Contract 160: 3. Teach a lesson to peers using a direct approach and turn in reflection 161: on the lesson. 162: Policy on late assignments 163: 1) Written assignments (except quizzes and exams) can be turned in late. 164: For each week that an assignment is late (anytime after the due date and 165: up to the next class meeting time), grades are reduced 2 points from what 166: the assignment would have earned. However, no assignment will be accepted 167: that is more than 2 weeks late. Also, no assignment will be accepted after 168: the last day of class. 169: 2) If a student chooses to redo an assignment or is told by the instructor 170: to redo an assignment, the student has two weeks to turn the assignment 171: in from the date it was returned to the class. After that, the assignment 172: will not be accepted. No assignment will be accepted after the last day 173: of class. 174: 3) Assignments due the last two weeks of the semester cannot be turned 175: in late. 176: V. Course Objectives: 177: Students will grapple with the dilemmas, the research, and the reform 178: movement currently reshaping mathematics education. 179: Students will analyze instructional practices and alternative forms 180: of assessment compatible with the goals outlined in the Framework and the 181: Standards 182: Students will become familiar with a variety of instructional formats 183: including: whole class instruction, cooperative groups, menu activities, 184: and investigations. 185: Students will be able to teach three types of math lessons: direct instruction, 186: exploration and problem solving 187: Students will gain experience working with a wide range of mathematics 188: manipulatives used to develop conceptual understanding. 189: Students will gain practical experience teaching lessons in classrooms. 190: An underlying focus of this course will be on preparing teachers 191: to work in culturally, linguistically, and academically diverse classrooms. 192: Not an objective, but most of all..... 193: I hope in this course that you will come to enjoy mathematics and 194: that you will gain confidence in yourself, both as a mathematician and 195: as a teacher of mathematics. I hope that this course will serve as a platform 196: for further learning, and that you will find yourself intellectually intrigued 197: by the possibilities for mathematics education in our schools. 198: ----------------------------------------------------------------------------------------------------------------------------- 199: Note: The following Schedule provides a preliminary outline of topics 200: and assignments. This schedule may be modified by the instructor as necessary. 201: PART I: FOUNDATIONS OF MATHEMATICS EDUCATION, ARITHMETIC, AND DIRECT 202: INSTRUCTION 203: Wednesday, Sept. 8 - Session 1 204: INTRODUCTION AND REVIEW OF THE COURSE; IMPORTANCE OF PATTERN IN MATH 205: Class Choice: Quizzes, journal of reflection on readings, or mid-term 206: exam 207: Group norms, icebreakers 208: Group Activity: How I use math. 209: The Dilemma(s) Shaping Mathematics Education: An Historical Perspective 210: Where are we going this semester? 211: Types of lessons: direct instruction, investigations/explorations, problem 212: solving 213: Ways of organizing lessons: whole class, centers, menu activities 214: Organization of students: individual, heterogeneous, and homogeneous 215: groups 216: Patterns in math education 217: Writing instructional objectives 218:   219:   220: Wednesday, Sept. 15 - Session 2 221: MATH AS WE KNEW IT: DIRECT INSTRUCTION; THE IMPORTANCE OF PLACE VALUE 222: Implications for Classroom Teaching 223: The Missouri Mathematics Project 224: Modeling: Direct Instruction Lesson 225: Place value activities 226: Readings 227: Good, T. L., Grouws, D.A., & Ebmeier, H. (1983). Active mathematics 228: teaching. New York: Longman Inc. (Chapter 2 Conclusion & Chapter 229: 3, pp. 29-55) 230: About Teaching Mathematics, Place Value (pp. 173-182) 231: Begin planning Direct Instruction Lesson 232: Sign-up for day to teach DI lesson 233: Due: Contract of which grade you are working for. Write it on 234: a full size sheet of paper and sign it. Be sure to state whether you will 235: take final exam or teach problem solving lesson in a school and whether 236: you will take quizzes or write journal. 237:   238: Wednesday, Sept. 22 - Session 3 239: TEACHING ADDITION 240: Methods and sequence of teaching addition 241: Activities for addition 242: Reading 243: About Teaching Mathematics: Addition and subtraction (pp. 183-193). 244: California Department of Education (1996). Mathematics Program Advisory. 245: Sacramento: Author 246: Due: 1) Be prepared to teach your lesson using direct instruction 247: techniques ("A" contracts). Schedule will be as per the sign-up sheet completed 248: in week 2. REFLECTION AND LESSON PLAN DUE ONE WEEK AFTER YOUR PRESENTATION. 249:         2) Turn in journal entry 250: on first two readings (for those who chose journals) 251:   252: Wednesday, Sept. 29 - 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 the Issues (pp. 3-28). 259: Lotan, R. & Benton, J. (1990). Finding out about complex instruction: 260: Teaching math and science in heterogeneous classrooms. In N. Davidson (Ed.), 261: Cooperative Learning in Mathematics. Addison-Wesley. 262: Due : Reflection of observation of mathematics lessons (all contracts) 263: Wednesday, Oct. 6 - Session 5 264: TEACHING MULTIPLICATION 265: Activities for multiplication 266: Reading 267: About Teaching Mathematics: Multiplication (pp. 194-203). 268: Johnson, D.W. & Johnson, R.T. (1990). Using cooperative learning 269: in math. In Neil Davidson Cooperative Leaning in Mathematics. Menlo 270: Park, CA: Addison-Wesley Publishing Co. 271:   272: Wednesday, Oct. 13 - Session 6 273: TEACHING DIVISION 274: Activities for division 275: Reading 276: About Teaching Mathematics: Division (pgs. 204-211). 277: Phillips, D. et all. (1994). Beans, Blocks, and Buttons: Developing 278: Thinking. Educational Leadership (Feb. 1994): 50-53. 279:   280: Wednesday, Oct. 20 - Session 7 281: TEACHING FRACTIONS AND DECIMALS and PERCENTS 282: Reading 283: Fractions and Interactions (This is in your reading packet - has no 284: author) 285: About Teaching Mathematics, Fractions , Decimals, and Percents 286: (pg. 212-241) 287: Due: Journals of weekly readings (if this was the class option). 288: They will not be graded at this point - only reviewed for completeness 289: (all contracts). 290:   291: PART II: EXPLORATION IN THE MATHEMATICAL STRANDS; EXPLORATION AND PROBLEM 292: SOLVING LESSONS 293: Wednesday, Oct. 27 - Session 8 294: MEASUREMENT 295: MIDTERM EXAM -IF THIS WAS THE CLASS OPTION 296: Reading 297: About Teaching Mathematics, Measurement (pp. 46-53) 298: Rowan, T. E. & Robles, J. (1998). Using questions to help children 299: build mathematical power. Teaching Children Mathematics, pg. 504-509. 300: Due: Be prepared to discuss your lesson using exploration lesson 301: plan ("A" & "B" contracts). 302: Due: Math web sites ("A" & "B" contracts) 303:  About the Math Web Site Assignment 304: Find a quality math site related to a K-6 teacher/school. Download 305: and print out the content (if more than 10 pages, print out only the best 306: 10 pages). Write a critique of the web site: What is good about it? What 307: is not so good about it? Who would you recommend it to? What uses would 308: you see for this web site for a classroom teacher? Etc. Etc. Your critique 309: should be 1-2 typed pages. 310:   311: Wednesday, Nov. 3 - Session 9 312: PATTERNS & FUNCTIONS 313: Reading 314: About Teaching Mathematics: Patterns and functions (pp. 112-124) 315: California Department of Education (1998). The California Mathematics 316: Academic Content Standards (for grades K-6). 317: California Department of Education (1999). The California Mathematics 318: Framework for California Public Schools K-12 - Jigsaw: Read the part assigned 319: to you. Assignments will be made in class. 320: Due: One page summary of your reading assignment from the Math 321: Framework. Students will be assigned parts in class. Be prepared to present 322: your part to the class. 323:   324: Wednesday, Nov. 10 - Session 10 325: PROBABILITY & STATISTICS 326: Playing with Probability: Menu Activities - Rotating Centers 327: Reading 328: About Teaching Mathematics: Probability and Statistics (pp. 329: 59-78) and Independent Problem Solving - The Menu (pp. 37-38) 330: Due: Lesson plan, proof of teaching, and reflection of exploration-type 331: lesson ("B" and "A" contracts) 332: Due: Revised grade contract for those who wish to revise. Reminder: 333: no one can contract up at this time. 334:   335: Wednesday, Nov. 17 - Session 11 336: GEOMETRY 337: Reading 338: About Teaching Mathematics: Geometry (pp. 79-99). 339: Due: Problem solving lesson plan (all contracts) -not reflection, 340: but only the lesson plan. 341:   342: Wednesday, Nov. 24 - Thanksgiving Holiday 343: Wednesday, Dec. 1 - Session 12 344: LOGIC and NUMBER 345: Reading 346: About Teaching Mathematics: Logic (pp. 100-111), Number (pp. 347: 125-135) 348: Due: Journals of weekly readings (for those who chose this option). 349: They will be graded at this point (all contracts) 350:   351: Wednesday, Dec. 8 - Session 13 352: TEACHING PROBLEM SOLVING LESSONS TO PEERS 353: Due: Revised lesson plan on problem solving lesson (all contracts). 354: TEACH PROB. SOLV. LESSON TO PEERS AS PER SIGN UP SHEET. 355:   356: Wednesday, Dec. 15 - Final 357: FINISH TEACHING PROBLEM SOLVING LESSONS TO PEERS & FINAL EXAM 358: - Class will be held at regular time. 359: - FINISH teaching your problem solving lesson to a group of your peers. 360: - Final exam (for those who chose this option) 361:   362:   363: 364: <hr WIDTH="100%">Dr. ELMANO COSTA 365: EDMC 4120 Math 366:   367:   368: YOU CAN VISIT AND TEACH YOUR LESSON IN ANY SCHOOL YOU WANT. HOWEVER, 369: IF YOU ARE HAVING A DIFFICULT TIME FINDING ONE, HERE IS A LIST OF PLACES 370: YOU CAN CONTACT. 371: PRINCIPALS THAT WILL HELP YOU TO FIND CLASSROOMS TO OBSERVE AND DO LESSONS 372:   373: <table BORDER WIDTH="450" > 374: <tr> 375: <td VALIGN=TOP WIDTH="28%">PRINCIPAL</td> 376: 377: <td VALIGN=TOP WIDTH="32%">SCHOOL</td> 378: 379: <td VALIGN=TOP WIDTH="16%">CITY</td> 380: 381: <td VALIGN=TOP WIDTH="24%">PHONE NUMBER</td> 382: </tr> 383: 384: <tr> 385: <td VALIGN=TOP WIDTH="28%">Al Silveira</td> 386: 387: <td VALIGN=TOP WIDTH="32%">Yamato Colony</td> 388: 389: <td VALIGN=TOP WIDTH="16%">Livingston</td> 390: 391: <td VALIGN=TOP WIDTH="24%">394-3868</td> 392: </tr> 393: 394: <tr> 395: <td VALIGN=TOP WIDTH="28%">Chris Roe</td> 396: 397: <td VALIGN=TOP WIDTH="32%">Don Pedro</td> 398: 399: <td VALIGN=TOP WIDTH="16%">Ceres</td> 400: 401: <td VALIGN=TOP WIDTH="24%">538-0161</td> 402: </tr> 403: 404: <tr> 405: <td VALIGN=TOP WIDTH="28%">Gary Jones</td> 406: 407: <td VALIGN=TOP WIDTH="32%">Crowell Elementary</td> 408: 409: <td VALIGN=TOP WIDTH="16%">Turlock</td> 410: 411: <td VALIGN=TOP WIDTH="24%">634-8198</td> 412: </tr> 413: 414: <tr> 415: <td VALIGN=TOP WIDTH="28%">Nancy Jones</td> 416: 417: <td VALIGN=TOP WIDTH="32%">Tuolumne</td> 418: 419: <td VALIGN=TOP WIDTH="16%">Modesto</td> 420: 421: <td VALIGN=TOP WIDTH="24%">576-4661</td> 422: </tr> 423: 424: <tr> 425: <td VALIGN=TOP WIDTH="28%">Linda Murphy</td> 426: 427: <td VALIGN=TOP WIDTH="32%">Wakefield</td> 428: 429: <td VALIGN=TOP WIDTH="16%">Turlock</td> 430: 431: <td VALIGN=TOP WIDTH="24%">667-0895</td> 432: </tr> 433: 434: <tr> 435: <td VALIGN=TOP WIDTH="28%">Isabel Cabral-Johnson</td> 436: 437: <td VALIGN=TOP WIDTH="32%">Merquin</td> 438: 439: <td VALIGN=TOP WIDTH="16%">Stevinson</td> 440: 441: <td VALIGN=TOP WIDTH="24%">634-4938</td> 442: </tr> 443: 444: <tr> 445: <td VALIGN=TOP WIDTH="28%">Marta Kyte</td> 446: 447: <td VALIGN=TOP WIDTH="32%">Dennis Earl</td> 448: 449: <td VALIGN=TOP WIDTH="16%">Turlock</td> 450: 451: <td VALIGN=TOP WIDTH="24%">634-1090</td> 452: </tr> 453: 454: <tr> 455: <td VALIGN=TOP WIDTH="28%">Alicia Valenzuela</td> 456: 457: <td VALIGN=TOP WIDTH="32%">Schendel</td> 458: 459: <td VALIGN=TOP WIDTH="16%">Delhi</td> 460: 461: <td VALIGN=TOP WIDTH="24%">668-6134</td> 462: </tr> 463: 464: <tr> 465: <td VALIGN=TOP WIDTH="28%">Lee Ann Stangler</td> 466: 467: <td VALIGN=TOP WIDTH="32%">Keyes to Learning Charter School</td> 468: 469: <td VALIGN=TOP WIDTH="16%">Keyes</td> 470: 471: <td VALIGN=TOP WIDTH="24%">634-6467</td> 472: </tr> 473: 474: <tr> 475: <td VALIGN=TOP WIDTH="28%">Paul Kuehn</td> 476: 477: <td VALIGN=TOP WIDTH="32%">Sipherd Elementary</td> 478: 479: <td VALIGN=TOP WIDTH="16%">Modesto</td> 480: 481: <td VALIGN=TOP WIDTH="24%">524-4844</td> 482: </tr> 483: </table> 484: 485:   486: TEACHERS THAT WILL WELCOME YOU FOR OBSERVATIONS/SAMPLE LESSONS 487:   488: <table BORDER WIDTH="450" > 489: <tr> 490: <td VALIGN=TOP WIDTH="28%">TEACHER</td> 491: 492: <td VALIGN=TOP WIDTH="32%">SCHOOL</td> 493: 494: <td VALIGN=TOP WIDTH="16%">CITY</td> 495: 496: <td VALIGN=TOP WIDTH="24%">PHONE</td> 497: </tr> 498: 499: <tr> 500: <td VALIGN=TOP WIDTH="28%">Beth Souza</td> 501: 502: <td VALIGN=TOP WIDTH="32%">Hughson Elementary</td> 503: 504: <td VALIGN=TOP WIDTH="16%">Hughson</td> 505: 506: <td VALIGN=TOP WIDTH="24%">883-4412</td> 507: </tr> 508: 509: <tr> 510: <td VALIGN=TOP WIDTH="28%">Doris Moore</td> 511: 512: <td VALIGN=TOP WIDTH="32%">Hughson Elementary</td> 513: 514: <td VALIGN=TOP WIDTH="16%">Hughson</td> 515: 516: <td VALIGN=TOP WIDTH="24%">883-4412</td> 517: </tr> 518: 519: <tr> 520: <td VALIGN=TOP WIDTH="28%">Juan Vasquez</td> 521: 522: <td VALIGN=TOP WIDTH="32%">Livingston Middle</td> 523: 524: <td VALIGN=TOP WIDTH="16%">Livingston</td> 525: 526: <td VALIGN=TOP WIDTH="24%">394-7953</td> 527: </tr> 528: </table> 529: 530:   531:   532:   533:   534: 535: <hr WIDTH="100%"> 536: <table BORDER=0 CELLSPACING=0 > 537: <tr> 538: <td VALIGN=TOP WIDTH="486"></td> 539: 540: <td VALIGN=CENTER> </td> 541: </tr> 542: </table> 543: 544: <img SRC="../../../TeacherEd/facstf/Costa/Image1.gif" height=18 width=31> 545: To the teacher: 546: This letter documents that the following CSUS student taught a lesson 547: employing a problem solving strategy. 548: Thank you for giving a student in EDMC 4120, Curriculum and Instruction: 549: Mathematics an opportunity to teach in your class. 550: Sincerely, 551: Elmano Costa 552: Assistant Professor 553: ------------------------------------------------------------------------------------------------------------------------------------- 554: <center> 555: PROBLEM SOLVING LESSON</center> 556: 557: Name of CSUS student: ________________________________________________________ 558: Lesson title: __________________________________________________________________ 559: Name of book in which lesson was found ___________________________________________ 560: Page of book _____________________ Date Published _____________ 561: School: ______________________________________________________ Grade: 562: _________ 563: Date in which lesson was taught: ___________________ Time lesson was 564: taught: __________ 565: Print name of teacher _____________________________ Teacher phone number 566: __________ 567: Signature of teacher __________________________________________ Date 568: _____________ 569: Student's signature ___________________________________________ Date 570: _____________ 571:   572:   573:   574:   575:   576:   577:   578:   579: YOUR ASSIGNMENT IS COMPLETED IF IT INCLUDES THE FOLLOWING: 580: <dir>1) Type and attach your reflection of about 2 pages. 581: <dir>  582: a. Describe what you and the students did (1 points) - about half a 583: page 584: b. What did you learn about teaching math from this experience? (3 points) 585: - about 1 and 1/2 pages 586:  </dir> 587: 2) Attach the original lesson plan and the revised lesson plan (attach 588: the revised plan only if changes were made). 589: <dir> </dir> 590: 3) ATTACH STUDENT WORK AS PROOF THAT YOU TAUGHT THIS LESSON. If there 591: was no student paperwork which can be attached, submit a video tape of 592: the lesson. If no student work is included, there will be no credit for 593: the assignment. 594: <dir>  595:   596:   597:   598:   599:  </dir> 600: </dir> 601: 602: <center> 603: <hr WIDTH="100%">PROBLEM SOLVING LESSON PLAN 604: CONSIDERATIONS / DIRECTIONS</center> 605: A problem solving lesson is not a skill lesson with direct instruction, 606: nor an exploration/investigation where the procedures are straightforward. 607: Problem solving lessons have these three characteristics: 608: <dir>a) There is no obvious answer 609: <dir> 610: <dir> </dir> 611: </dir> 612: b) There is no obvious way of going about finding the answer 613: <dir> 614: <dir> </dir> 615: </dir> 616: c) They require lots of thinking, usually in a "many heads together (group 617: work)" format 618: <dir>Remember that the age of the children is an important consideration 619: on what makes a good problem solving lesson. Generally, what may be problem 620: solving for younger children is not a problem for older children. 621:  </dir> 622: Two people may work together on a plan but each must teach it individually.</dir> 623: WRITING THE LESSON PLAN 624: Your lesson plan should be typed and one to two pages (but no longer 625: than three pages). It will be graded on appropriate choice of problem solving 626: lesson, quality of writing, thoroughness and attention to both management 627: and instructional detail. When reading your lesson plan I should have a 628: clear sense of exactly what you and the children will be doing. It should 629: be clear that you have thought of the management issues such as materials, 630: grouping, time allocation, etc. 631: PLEASE WRITE YOU LESSON PLAN USING THE FOLLOWING FORMAT 632: I. CLASS CONTEXT 633: <dir>Grade level 634: Small group or whole class 635: Any other pertinent information</dir> 636: II. OBJECTIVE(S) 637: <dir>Specifically state what you want the students to learn from this lesson. 638: (Begin thinking of how will you assess whether they learned the objective?) 639: <dir> </dir> 640: Good lessons have few objectives (1-2 objectives).</dir> 641: III. THE LESSON PLAN TO BE TAUGHT IN THE CLASSROOM - THREE STEP LESSON 642: PLAN 643: <dir>1. INTRODUCTION/ANTICIPATORY SET 644: <dir>How will you introduce the lesson, capture the students interest, 645: focus them on the problem to be solved? Do you need to do a review to connect 646: this lesson to the students previous learning? 647: <dir> </dir> 648: Will you demonstrate the activity, give directions, etc.?? 649:  </dir> 650: 2. PROCEDURE / DEVELOPMENT (THE ACTIVITY) 651: <dir>Describe the problem solving activity in detail. 652: How do you plan to manage it? 653: What questions will you ask during the lesson to further student's thinking. 654:  </dir> 655: 3. WRAP-UP/DEBRIEFING 656: <dir>How will you close the lesson and have students "pull together" what 657: they have learned? 658: List two to five key questions you will ask the students.</dir> 659: </dir> 660: IV. ASSESSMENT 661: <dir>How will you assess student learning? (How will you find out if they 662: met the objective?)</dir> 663: V. FOLLOW-UP PRACTICE (OR INDEPENDENT PRACTICE) 664: <dir>Will the students have any homework based on this lesson? (if yes, 665: what?) 666: Will any pertinent activity follow this lesson? (if yes, what?)</dir> 667: 668: <hr WIDTH="100%"> 669: <table BORDER=0 CELLSPACING=0 > 670: <tr> 671: <td VALIGN=TOP WIDTH="486"><img SRC="../../../TeacherEd/facstf/Costa/Image2.gif" height=18 width=31></td> 672: 673: <td VALIGN=CENTER>CALIFORNIA STATE UNIVERSITY, STANISLAUS 674: Department of Teacher Education 675: One University Circle • Turlock, CA 95382 676: Sec. (209) 667-3357 Fax (209) 667-3358 677: Elmano M. Costa, Ed. D. 678: Coordinator of Multiple Subject Credential Programs 679: Coordinator of Internship Programs 680: Co-Director, California Reading and Literature Project, 681: CSU Stanislaus 682: Voice Mail (209) 667-3638 E-mail ecosta@toto.csustan.edu</td> 683: </tr> 684: </table> 685: 686: To the teacher: 687: This letter documents that the following CSUS student taught a lesson 688: in which the students explored/investigated a math concept. 689: Thank you for giving a student in EDMC 4120, Curriculum and Instruction: 690: Mathematics an opportunity to teach in your class. 691: Sincerely, 692: Elmano Costa 693: Assistant Professor 694: --------------------------------------------------------------------------------------------------------------------------------------- 695: <center> 696: EXPLORATION/INVESTIGATION LESSON</center> 697: 698: Name of CSUS student: ________________________________________________________ 699: Lesson title: __________________________________________________________________ 700: Name of book in which lesson was found ___________________________________________ 701: Page of book _____________________ Date Published _____________ 702: School: ______________________________________________________ Grade: 703: _________ 704: Date in which lesson was taught: ___________________ Time lesson was 705: taught: __________ 706: Print name of teacher _____________________________ Teacher phone number 707: __________ 708: Signature of teacher __________________________________________ Date 709: _____________ 710: Student's signature ___________________________________________ Date 711: _____________ 712:   713:   714:   715:   716:   717:   718:   719:   720: YOUR ASSIGNMENT IS COMPLETED IF IT INCLUDES THE FOLLOWING: 721: <blockquote>1) Type and attach your reflection of about 2 pages,. 722: <blockquote>a. Describe what you and the students did (1 points) - about 723: half a page</blockquote> 724: </blockquote> 725: 726: <blockquote> 727: <blockquote>b. What did you learn about teaching math from this experience? 728: (3 points) - about 1 and 1/2 pages</blockquote> 729: </blockquote> 730: 731: <dir>2) Attach the original lesson plan and the revised lesson plan 732: (attach the revised plan only if changes were made). 733: <dir> </dir> 734: 3) ATTACH STUDENT WORK AS PROOF THAT YOU TAUGHT THIS LESSON. If there 735: was no student paperwork which can be attached, submit a video tape of 736: the lesson. If no student work is included, there will be no credit for 737: the assignment. 738: <dir>  739:   740:   741:   742:   743:  </dir> 744: </dir> 745: 746: <center> 747: <hr WIDTH="100%">EXPLORATION/INVESTIGATION LESSON PLAN</center> 748: 749: CONSIDERATIONS/DIRECTIONS 750: <dir>An exploration/investigation lesson is not a skill lesson with direct 751: instruction. It may have some direct instruction, but generally depends 752: on the students to do their own exploring and arriving at conclusions. 753: The most distinguishing characteristic of exploration/investigation lessons 754: (in comparison to problem solving) is that the procedures are straightforward 755: and the teacher has a predetermined concept that she/he wants the students 756: to arrive at. There is not a problem to solve but rather an investigation 757: to conduct. 758: In exploration/investigation lessons, the teacher takes the students 759: through a pre-determined experience with the hope that at the end they 760: will get that "ah-ha!" and understand the math concept. 761: Remember that the age of the children is an important consideration 762: on what makes a good exploration/investigation lesson. 763:   764:  </dir> 765: PLEASE WRITE YOU LESSON PLAN USING THE FOLLOWING FORMAT 766: I. CLASS CONTEXT 767: <dir>Grade level 768: Small group or whole class 769: Any other pertinent information</dir> 770: II. OBJECTIVE(S) 771: <dir>Specifically state what you want the students to learn from this lesson. 772: (Begin thinking of how will you assess whether they learned the objective?) 773: <dir> </dir> 774: Good lessons have few objectives (1-2 objectives).</dir> 775: III. THE LESSON PLAN TO BE TAUGHT IN THE CLASSROOM - THREE STEP LESSON 776: PLAN 777: <dir>1. INTRODUCTION/ANTICIPATORY SET 778: <dir>How will you introduce the lesson, capture the students interest, 779: focus them on the activity? 780: Do you need to do a review to connect this lesson to the students previous 781: learning? 782: What demonstration and/or explanation will you give the students to 783: introduce the activity? 784:  </dir> 785: 2. PROCEDURE/DEVELOPMENT (THE ACTIVITY) 786: <dir>Describe in detail what the students will be doing in this activity 787: stage. 788: <dir> </dir> 789: How do you plan to manage it? 790: <dir> </dir> 791: What questions will you ask during the lesson to further student's thinking 792: towards the pre-determined goal for this lesson. 793:  </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) 831:  </dir> 832: Good lesson have few objectives - usually 1 clear and concise objective 833: - specifically related to math.</dir> 834: III. THE LESSON PLAN TO BE TAUGHT IN THE CLASSROOM - FIVE STEP LESSON PLAN 835: <dir>1. Introduction / Anticipatory Set 836: <dir>a. - Tell students the objective 837: <dir> </dir> 838: b. - Tell students the purpose 839: <dir> </dir> 840: c. - Review necessary prerequisite skills 841: To think about: 842: How will you introduce the lesson, capture the students interest, focus 843: them on the activity? 844: <dir> </dir> 845: How can you connect this lesson to the students' previous learning? 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> 857: 4. Closure 858: <dir>How will you determine if the students are ready to work on their 859: own?  (What quick assessment can you do to give you this information?) 860:  </dir> 861: 5. Independent Practice 862: <dir>What will you give the students to do to practice this new skill immediately 863: following the guided practice?</dir> 864: </dir> 865: IV. ASSESSMENT 866: <dir>How will you assess whether the students mastered the objective for 867: this lesson? (Assessment must measure objective.)</dir> 868: V. HOMEWORK OR EXTENDED PRACTICE 869: <dir>What will you give the students as extended practice? 870: How do you know that they can do it without any assistance?</dir> 871: VI. FOLLOW-UP 872: <dir>What will you do to follow-up this lesson in the next few days? Next 873: few weeks? 874:   875:   876:   877:   878:   879:   880:   881:  </dir> 882: 883: <hr WIDTH="100%"> 884: <table BORDER=0 CELLSPACING=0 WIDTH="594" > 885: <tr> 886: <td VALIGN=TOP WIDTH="18%"><img SRC="../../../TeacherEd/facstf/Costa/Image2.gif" height=18 width=31></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: Type and attach your reflection of about 3 pages, as follows: 942: <dir>a. Describe what each teacher and the students did (4 points) - about 943: 1/2 page for each 944: <dir> 945: <dir> </dir> 946: </dir> 947: b. Reflect on what you learned about teaching math from observing these 948: lessons? (6 points) - about 1 full page for each 949: <dir> 950: <dir> </dir> 951: </dir> 952: c. You may describe and reflect on one observation and then the other, 953: or describe both and then reflect on both - your choice. 954:   955:   956:  </dir> 957: 958: <hr WIDTH="100%"> 959: <table BORDER=0 CELLSPACING=0 WIDTH="594" > 960: <tr> 961: <td VALIGN=TOP WIDTH="18%"><img SRC="../../../TeacherEd/facstf/Costa/Image2.gif" height=18 width=31></td> 962: 963: <td VALIGN=TOP WIDTH="82%">CALIFORNIA STATE UNIVERSITY, 964: STANISLAUS 965: Department of Teacher Education 966: One University Circle • Turlock, CA 95382 967: Sec. (209) 667-3357 Fax (209) 667-3358 968: Elmano M. Costa, Ed. D. 969: Coordinator of Multiple Subject Credential Programs 970: Coordinator of Internship Programs 971: Co-Director, California Reading and Literature Project, 972: CSU Stanislaus 973: Voice Mail (209) 667-3638 E-mail ecosta@toto.csustan.edu</td> 974: </tr> 975: </table> 976: 977:   978:   979:   980: To Whom It May Concern: 981: _________________________ is currently enrolled in EDMS 4120, 982: Elementary Curriculum and Instruction: Mathematics. An essential goal 983: in this course is for students to gain classroom experience in elementary 984: mathematics education. As part of the course requirements, students are 985: asked to both observe mathematics instruction and teach up to two lessons. 986: These lessons include a lesson with exploration, and one employing problem 987: solving strategies and should be compatible with your existing curricular 988: goals. They may be taught to the whole class or to a group of students, 989: depending on what is best for you. 990: I hope that you will allow this student to observe and work with students 991: at your school/classroom. 992: I believe our beginning teachers have tremendous potential, and I thank 993: you for any assistance you can provide them in gaining the classroom experience 994: so essential to becoming a skilled teacher. Please don't hesitate to call 995: me at the Department of Teacher Education at 667-3357 (secretary) or 667-3638 996: (direct/voice mail) if you have any questions regarding this request. 997: Thank you so much. 998: Sincerely, 999: Elmano Costa 1000: Assistant Professor of Teacher Education 1001:   1002:   1003: </body> 1004: </html>