# Difference between revisions of "General Information about Teaching Science and Math for Understanding courses"

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'''Tag(s):''' Number, Teaching | '''Tag(s):''' Number, Teaching | ||

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+ | '''Title:''' Factoring Quadratics Using Lattice Multiplication[[Factoring Quadratics Using Lattice Multiplication]] | ||

+ | |||

+ | '''Author''': Hannah Bischoff | ||

+ | |||

+ | '''Abstract''': This course is specifically designed to help current teachers become accustomed to and use the new strategies of current elementary students in order to teach factoring quadratics. So often, students have struggled to "guess and check" the factors of the c term that add up to the b term. This strategy helps structure the student's thinking and uses a strategy that they are now using in order to solve two digit multiplication. Therefore, teachers will be introduced to this new method, called lattice multiplication, and how to use what the students are already comfortable with in order to factor different types of quadratics. | ||

+ | |||

+ | '''Course Objective''': N/A | ||

+ | |||

+ | '''Tag(s)''': Factoring Quadratics, Lattice Multiplication, Math |

## Revision as of 11:34, 15 March 2013

**Title**: Problem-Based Learning in Math

**Author**: Joanne Contreni

**Abstract**: This mini-course is designed to inform educators about Problem-Based Learning, PBL, with a focus on its uses in Mathematics.

**Course Objective**: Participant will understand Problem-Based Learning, recognize components necessary to facilitate Problem-Based Learning and understand uses of Problem-Based Learning in Mathematics.

**Tag(s)**: PBL, math teaching

**Title**: Making Math Problematic

**Author**: Serafina Chinappi

**Abstract**: "When will I ever use this?" is a question that many math teachers hear on a regular basis. Why do students have such a problem connecting mathematics to their own lives? Furthermore, why are students asking the question in the first place? Perhaps it is because of the traditional approach to mathematics that many teachers use: (1) introduce concept, (2) define key terms, (3) work out examples, (4) practice. This course seeks to engage teachers into adding additional approaches to their repertoire, more specifically authentic problem-based learning (PBL) activities. Participants will explore first the need for change in the mathematics classroom, then the general procedures of PBL, moving on to exploring authentic tasks, and finally assessment in PBL.

**Course Objective**: 1, Given a variety of tasks, participants will be able to determine if tasks are problematic in nature and furthermore which are authentically problematic. 2, Given a variety of mathematical standards, participants will be able to generate a variety of authentic problem-based learning tasks. 3, Given a problematic task, participants will be able to determine and design effective assessment procedures.

**Tag(s)**: PBL, authentic learning tasks, effective assessment

**Title**: Teaching Mathematics for Understanding

**Author**: Jenna Tyler

**Abstract**: This course will be broken up into units that will explore the process of developing a curriculum encouraging true understanding of mathematical concepts. The content of this course will include defining teaching for understanding, differentiating between "knowledge" and "understanding," exploring the basis of deep understanding, the importance of the Common Core Standards, and effective teaching strategies raising the intellectual level of mathematics students. The units will include activities such as, reviewing articles, sample activies, and reflection of the content.

**Course Objective**: Students will be able to 1, discriminate between "knowledge" and "understanding"; 2, identify and connect generative topics in the NYS Mathematics and Common Core Standards to teaching for understanding; 3, develop effective strategies to foster student deep understanding when presented with a classroom scenario; 4, execute a complete lesson plan to demonstrate understanding of effective teaching strategies.

**Tag(S)**: mathematical concepts, understanding

**Title**: Teaching for Conceptual Change

**Author**: Scott Beiter

**Abstract**: The course begins with an overview of what misconceptions are and then how to elicit misconceptions from students. Participants in this course will next focus on how to change misconceptions through adapting units to the 7E instructional model.

**Course Objective**: By the end of the course participants will be able to identify misconceptions and then encourage conceptual change of that misconception via the 7E instructional model.

**Tag(s)**: conceptual change, misconceptions, 7E instructional model

**Title**: Learning Communities and using visual information to teach mathematics

**Author**: Maria-Teresa Ferrer-Mico

**Abstract**: The Jasper Series consist in 12 videos that present adventures that focus on mathematical problem solving. Each adventure provides opportunities for problem solving, reasoning and communication of the results.

**Course Objective**: After this course the user will be able to use the "Jasper Woodbury Math video series" in class as a tool to teach critical thinking, statistics, geometry and algebra.

**Tag(s)**: visual information, math teaching, learning communities, problem solving

**Title**: Models: an Instructional Tool

**Author**: Jamie J Woodcock

**Abstract**: Throughout this mini-course you will learn about models and how they can be implemented into your classroom quickly and easily to help students like Johnny.

**Course Objective**: Upon completion of this course learners will be able to explain/characterize by writing a definition and giving examples of models as a teaching/instructional tool, identify the benefits of implementing models, generate and execute an effective instructional model that may be implemented in the particpants classroom.

**Tag(s)**: Models, instructional tool

**Title**: Portfolio for Models: A Case Study for Instructional Tools

**Author**: Christine Podgorski

**Abstract**: This case study provides students with an opportunity to use models in the mathematics classroom. Students in middle school mathematics will learn to use these models as representations for mathematical concepts.

**Course Objective**: Students will be able to use models as representations to solve addition, subtraction, and multiplication problems, describe how and why the rules of integers work and use mental mathematics to solve integer problems.

**Tag(s)**: case study, model, math teaching, integer problems

**Title**: Case Study of Models in Math Instruction

**Author**: J. McCarthy

**Abstract**: It is a lesson of learning linear equations in two steps which follows the unit on solving one-step equations and inequalities, in addition to two-step equations, basic operations with positive and negative integers are included in this unit. By the end of the unit, two-step equation examples with negative integers can be used.

**Course Objective**: 1, Students will identify inverse operations as part of the equation solving process; 2, Students will correctly solve linear equations in two steps.

**Tag(s)**: Linear Equations

**Title**: Get Wise about WISE

**Author**: Kasey Van kleeck

**Abstract**: The purpose of the course is to identify and explore inquiry based learning, specifically how it is used in an online science environment called WISE (Web-based Inquiry Environment), and find out how it provides a Web-based inquiry learning environment in Science.

**Course Objective**: By the end of this course participants are expected to become more familiar with the internal structure of WISE, how it is an effective way to teach science, and discover how to implement it within your classrooms as effectively as you can.

**Tag(s)**: WISE, science learning and teaching

**Title**: Motivating the Mathematics Student

**Author**: Augustine Fucci

**Abstract**: This course focuses on one main aspect of John Kellers ARCS Model of Motivational Design, Relevance.

**Course Objective**: After completing this mini-course, you will have a better understanding of the implications of real world problems and student interests and how they can be combined to create motivating lesson plans.

**Tag(s)**: motivational design, relevance, math learning

**Title**: Communication in Math Classrooms

**Author**: Daniel P. Mahoney

**Abstract**: This course is broken up into three different lessons. The first is discovering reading in a math classroom. From that you will learn about the importance of writing skills in a math classroom. Finally end with types of discussion that can occur in a math classroom.

**Course Objective**: When this mini-course is done you will be able to use three types of communication skills in your math classroom so that students are more engaging and are able to retain information better.

**Tag(s)**: math, classroom teaching, reading and writing, discussions

**Title**: Varying the Level of Inquiry in Science Lab Activities

**Author**: Lindsey Wilson

**Abstract**: The course will look at why inquiry based learning is beneficial for students and how it can take their understanding of science in labs a step further than traditional labs.

**Course Objective**: Learners will gain an understanding of what inquiry based learning is and begin to investigate why it can be beneficial in your classroom, identify the main components of inquiry learning in lab activities and how the level of inquiry can be varied based on the need of students and activity, integrate different levels of inquiry activities into their current lesson plans and also future lesson plans and reflect back upon the implementation of the varied level of inquiry activities and see strengths and weaknesses.

**Tag(s)**: science lab, inquiry based learning,

**Title**: Basic Number Properties

**Author**: Patricia Murphy

**Abstract**: This course presents basic number concepts by activating prior knowledge and promoting inquiry so that students can make the connection and familiarize themselves with these concepts to the point that they become part of their natural thinking process.

**Course Objective**: Students will grasp all the basic math properties and are able to apply them to an algebraic problem to use the applications of the properties to solve for the unknown value.

**Tag(s)**: math, number properties, inquiry

**Title**: Customary and Metric Units of Measurement

**Author**: Hailey Pozniak

**Abstract**: Each unit will be designed based on the unit of measurement that is being addressed (i.e. length, weight, capacity). Each unit will begin with an overview of that unit's learning objectives. It will also have an overview of the topic and the specific units of measurements that will be focused on in the unit. Audio/Video demonstrations will be used to illustrate procedures used to convert various units of measurement. Each unit will have activities that relate to memorizing, converting, and applying units of measurement. Students will also contribute to a writing assignment at the end of each unit. The instructional content of this mini course will include a variety of resources. To access this course, students will use MediaWiki. Java software will be to view demonstrations. The HotPotatoes software will be used to assess students through quizzes.

**Course Objective**: As a result of participating in this mini course, students will become more familiar with the various units of the customary and metric systems. Students will be able to convert each unit of measurement. They will also gain a deeper understanding of applying units of measurements to life experiences.

**Tag(s)**: length, weight, capacity, metric measurements

**Title**: Problematic Mathematics: PBL designed for the math classroom

**Author**: Kaitlyn King

**Abstract**: Problem-based learning (PBL) is the topic of this mini course and can be the answer to the initial problem (a negative attitude toward math subject) and can help motivate students in mathematics.

**Course Objective**: Participants will be able to understand Problem Based Learning (PBL) and its benefits, design problematic math tasks for students, identify and describe different methods of appropriate assessment and feedback in writing through discussions/journals.

**Tag(s)**: PBL in math

**Title**:Project-Based Learning in a 10th Grade Special Education Mathematics Classroom Steph Conklin's Portfolio Page

**Author**: Steph Conklin

**Abstract**: The goal of this project is to create a case study of a project-based learning in a 10th grade special education mathematics classroom.

**Course Objective**: Students will be able to 1) define key math concepts by showing that they can find these measures of central tendency when given a real-world set of data; 2) learn how to utilize excel to list data and then utilize excel to create scatter plot; 3) recognize patterns in scatter plots and will be able to identify if trends of data are positive, negative or have no correlation.

**Tag(s)**: PBL in math, 10th grade

**Title**: Quadratic Modeling with the TI-Nspire: An Instructional Case

**Author**: Joseph Pudlewski

**Abstract**: This mini-course explores the topic of parabolas and its subtopics. It will teach two forms of equations to solve parabolas problems. Students will also learn to use the TI-Nspire to analyze graphs and model the algebraic methods graphically.

**Course Objective**: Upon the completion of this course, students will be able to solve quadratic equation using the quadratic formula and by completing the square, state the value two forms of quadratic equations, and use the TI-Nspire to graph parabolas.

**Tag(s)**: quadratic modeling, parabolas, TI-Nspire.

**Title**: Problem-based Learning in Math through Technology

**Author**: Tara Akstull

**Abstract**: This mini-course is designed to facilitate secondary math instructors in using problem-based learning integrated with technology in their classrooms. This course informs, offers ideas for activities, provides opportunities for guided practice, and prepares instructors to implement a technology based PBL type of learning in their mathematics classrooms.

**Course Objective**: Students will 1) understand the PBL in mathematics through examining examples, strategies, and creating activities; 2) examine and learn about various technology tools that can be used in a mathematics classroom; 3) demonstrate an understanding of incorporating technology in math specific problem-based learning through activities.

**Tag(s)**: PBL, math, technology

**Title**: Design Project: Using Real World Data to Teach Statistics and Probability

**Author**: Matthew Fay

**Abstract**: This course will go beyond just the calculations and exploring what you know, or think you know, about statistics.

**Course Objective**: Students will be able to create Frequency Histogram and Stem and Leaf Diagram based on the data they collect, and have a good understanding of their advantages and disadvantages; students will be able to use Box and Whisker plots to represent data sets; students will be able to create scatterplot and calculate the correlation coefficient.

**Tag(s)**: statistics, data analysis

**Title**: Pythagorean Theorem

**Author**: Jamie Davis

**Abstract**: Students will learn the history of the mathematician, Pythagoras. After learning about the Greek culture, then will begin to see why the Pythagorean Theorem is important still today. Once the students have learned the history, they will begin to explore the Theorem, and see why does the theorem work, when is the theorem used. By the end of the course students will be able to create their own right triangles based on Pythagorean's theorem.

**Course Objective**: Through the participation in this interactive online course, students will be able to: 1, determine the importance of history in mathematics; 2, identify a right triangle; 3, solve for a missing side measurement of a right triangle.

**Tag(s)**: Pythagorean Theorem, triangle

**Title**: Welcome to the Graphs of Life

**Author**: Stephen Lyons

**Abstract**: This mini-course would occur in a 9th grade mathematics class after some basics of graphing have been learned such as how to graph points on Cartesian Coordinates. Students will find real graphs on the internet and explain the graphs. They will then collect their own data and make their own graphs, and conclude by describing the trend in their graphs and drawing a line of best fit.

**Course Objective**: Students will be able to graph functions, identify graphs that they see or create and describe the behavior of those graphs. This is useful in understanding what might happen to certain trends that are graphed (i.e. to predict future occurrences). It also helps in understanding how different variables relate, whether a trend remains constant or changes, and how fast changes occurs. Students will be able to understand graphs in real world contexts, both from outside sources and graphs of their own creation.

**Tag(s)**: data, graphs, linear, parabolic

**Title**: Word Problems in Mathematics: Teaching/Student Strategies to Comprehend Word Problems

**Author**: Victoria Keller

**Abstract**: Students will begin with an overview of the issue pertaining to word problems in the classroom. Students will share their prior knowledge and experiences of their experiences with this topic. In Unit 1 students will learn about teaching strategies. Information will be communicated through professional articles and videos. Students will develop the motivation and objectives in a problem solving lesson they will create by the end of this course. In Unit 2 students will learn about student strategies. Students will be be given various resources related to solving word problems. Teachers will utilize these strategies in their lesson to create the procedures and evaluation. As an evaluation students will complete their problem solving lesson and write a reflection on their observations during the lesson. Students will then complete a survey related to the course to share their thoughts on the course and provide suggestions.

**Course Objective**: After completing this course, the learner will be able to: 1. utilize teaching strategies to create a motivation and learning objective for a problem solving lesson; 2. differentiate various student strategies to create effective activities and evaluation; 3. assemble a problem solving lesson by utilizing strategies they learned in the course.

**Tag(s)**: word problems, problem solving, strategies

**Title**: Donna Joyner - Case Studies in Neurology

**Author**: Donna Joyner

**Abstract**: This mini course activity is offered to help student apply what they're learning in the first and second year of medical school in Neurology into a real world context. This involves looking at case studies of common neurological illnesses using small group collaboration.

**Course Objective**: At the end of this course, learners will: 1) demonstrate an understanding of a medical case study; 2) generate a SOAP note by collaborating with classmates; 3) demonstrate the ability to work on a cooperative team to navigate patient diagnoses through the activities of online discussions and the use of case studies to develop diagnoses using the SOAP note; 4) relate clinical issues in Neurology to learners' existing knowledge of the Neurological system.

**Tag(s)**: neurology, neurological illnesses

**Title**: Mini-course: Preparing Students for Success in Biochemistry and Chemical Bonding.

**Author**: Kimberly Barss

**Abstract**: Introduction to Biology of the Human Organism: Chapter 2
Course Objective: Upon the completion of this course, students will be able to 1) define several basic chemistry terms; 2) identify the structure of an atom and understand the definitions of its related parts; 3) understand the definition and significance of chemical bonds.

**Tag(s)**: Chemistry, atom, bond.

**Title**: Biology of HPV Mini Course

**Author**: Joe Walker

**Abstract**: This course is to educate people understand the fundamentals behind the Human Papilloma Virus (HPV) genetic makeup, infection, life cycle and oncoprotein function and transformation of human cells.

**Course Objective**: After completing this course, learners are able to (1) define the general composition attributes of HPV as it pertains to DNA structure, size, weight and shape, (2) list the 3 different coding regions of HPV DNA and describe the how they differ by identifying the viral proteins that each produces and when during the viral life cycle, and (3) list the 2 major oncoproteins and define/explain their functions/interactions as they relate to the disruption of the cell cycle and the cell cycle products.

**Tag(s)**: Human Papilloma Virus (HPV)

**Title**: Issues of Cloning

**Author**: Nicole Carey

**Abstract**: This course is all about Issues of Cloning. While going through this course you will learn about the process of cloning, the specific issues of economics, ethics and procedure that surround it, and you will have a chance to debate on whether cloning research should be continued or stopped completely. At the end of each unit there will be reflective questions on what has been presented to you during the unit.

**Course Objective**: After completing this course, Students who participate in this mini course will be able to describe the process of cloning verbally as well as pictorially, describe the ethical, economical and procedural issues that surround cloning, by referencing research that has been conducted, and take a stand on whether cloning research should be continued or not by using previous knowledge, learned knowledge and personal opinions.

**Tag(s)**: Issues of Cloning

**Title**: Addressing Misconceptions through Collaborative Learning: The Digestive System

**Author**: Christina Slojkowski

**Abstract**: This lesson is intended to introduce the anatomy and physiology of the digestive system.

**Course Objective**: After completing this lesson the learner will have a deeper understanding of what is actually happening as they are sitting down to breakfast, lunch , and dinner.

**Tag(s)**: collaborative learning

**Title: **Integrating Metacognitive Development in Mathematics Instruction

**Author:** Catherine Strattner

**Abstract:** This course will provide an introduction to the construct of metacognition and its value in the instruction of mathematics.

**Course Objective: **The ultimate learning objective for this mini-course is that teachers choose to incorporate metacognitive development in mathematics instruction by utilizing the knowledge and techniques in this course within the context of teachers’ professional teaching position.

**Tag(s):** Mathematics, instruction, metacognition,

**Title:** Mathematical Literacy: Teaching with, developing, and utilizing Math Journals

**Author: **Alex S. Berg,

**Abstract:** N/A

**Course Objective**: This course designed to enable learners to develop a rationale for the development of Mathematical Literacy.

**Tag(s):** mathematical literacy,

**Title**: Problem-Based Learning in a Mathematics Classroom

**Author**: Julia Manetta

**Abstract:** This mini-course is designed to provide mathematics educators with the basic key ideas behind problem-based learning to allow for the incorporation of problematic tasks into more classrooms. Course Objective: The learner will identify by naming the characteristics of Problem-Based Learning. The learner will state orally the need for Problem-Based Learning within the classroom. The learner will classify by writing the roles of the teacher and student in a Problem-Based Learning environment.

**Tag(s): ** Mathematics, Problem-Based Learning, Problematic Tasks.

**Title:**Developing Preschool Number Sense

**Author:** Linsey Bland

**Abstract:** N/A

**Course Objective: **Objective: Learners will reflect on their teaching or understanding of children's number sense by answering prerequisite questions in the form of writing or a self-designed diagram.

**Tag(s):** Number, Teaching

**Title:** Factoring Quadratics Using Lattice MultiplicationFactoring Quadratics Using Lattice Multiplication

**Author**: Hannah Bischoff

**Abstract**: This course is specifically designed to help current teachers become accustomed to and use the new strategies of current elementary students in order to teach factoring quadratics. So often, students have struggled to "guess and check" the factors of the c term that add up to the b term. This strategy helps structure the student's thinking and uses a strategy that they are now using in order to solve two digit multiplication. Therefore, teachers will be introduced to this new method, called lattice multiplication, and how to use what the students are already comfortable with in order to factor different types of quadratics.

**Course Objective**: N/A

**Tag(s)**: Factoring Quadratics, Lattice Multiplication, Math