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

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− | '''Title''': Get Wise about WISE | + | '''Title''': [[Get Wise about WISE]] |

'''Author''': Kasey Van kleeck | '''Author''': Kasey Van kleeck |

## Revision as of 15:34, 26 July 2011

**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**: 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**: 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**: 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**: 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**: 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

**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**: 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.