Lesson planning, classroom management, cooperative learning, questioning, remediation, enrichment, motivation, homework, testing and assessment, reading, writing, and note taking in mathematics. Problem solving, the middle and secondary school curriculum, technology, methodology for students with special needs, learning English as a second language, literacy in the mathematics classroom.
Includes 30 hours of fieldwork. 3 hr./wk.
This course focuses on the Beginning level of practice and knowledge as defined by The New Teacher Center at UCSC's Continuum of Teacher Development. Topics include planning and instruction for diverse classrooms, using NYCDOE curricula, aligning instruction and assessment with learning standards, promoting school community relationships in urban settings, classroom management, and understanding the culture of urban schools. Students will learn how to teach mathematics and prepare their students to meet New York State Learning Standards for Mathematics. Students will participate in a field experience as part of the course.
3 hr./wk.
This capstone methods course will help teachers use their flexible and comprehensive knowledge of mathematics, their understanding of adolescent learning and development, and their ability to plan and implement instructional units to maximize the learning of all students. Candidates will focus on research-based instructional strategies found to support mathematics achievement of students in diverse urban secondary school classrooms. They will learn to create instructional environments where all students will develop confidence in their ability to do mathematics and are challenged to think critically about the discipline. In addition candidates will identify a problem of interest and draft a literature review that will serve as a basis for their action research project. This project will be completed during the following semester.
3 hr./wk.
This capstone methods course will help teachers use their flexible and comprehensive knowledge of mathematics, their understanding of adolescent learning and development, and their ability to plan and implement instructional units to maximize the learning of all students. Candidates will focus on research-based instructional strategies found to support mathematics achievement of students in diverse urban middle school classrooms. They will learn to create instructional environments where all students will develop confidence in their ability to do mathematics and are challenged to think critically about the discipline. In addition candidates will review the literature related to teaching mathematics at the middle school level. They will identify a problem of interest and draft a literature review that will serve as a basis for their action research project. This project will be completed during the following semester.
3 hr./wk.
This course is designed to expose and train mathematics teachers to a wide range of problem-solving strategies applicable to all parts of the secondary school curriculum. The goal of the course is to enable teachers to integrate this knowledge into the existing mathematics classroom.
3 hr./wk.
Concepts and methods of group dynamics and social group work, and their application to school situations; use of group processes in meeting children's needs for activity, socialization, and emotional security; diagnostic and therapeutic implications.
3 hr./wk.
Theory of curriculum development; alternatives in teaching laboratory programmed instruction; multimedia materials and procedures; learning theories designed to help the teacher develop criteria and knowledge for implementing curriculum in schools.
Includes 30 hours of fieldwork. 3 hr./wk.
In this course candidates will design, implement, and reflect on instructional units that are aligned with long-term and short-term goals. They will use multiple sources of information to assess student learning, including data provided by NYC DOE assessment databases; involve and guide students in assessing their own learning; and use the results of assessment to inform instruction. Candidates will learn how to develop a classroom culture where mathematical learning and assessment are woven into the fabric of the classroom in a manner that supports the learning of all students. The course will require candidates to complete classroom-based activities.
EDSE 0504A.
3 hr./wk.
Curriculum strategies and materials for introducing computer programming in the secondary school curriculum. Activities involve various levels of skills and techniques to solve mathematics problems using the computer.
3 hr./wk.
This course is designed to familiarize students with the latest in graphing calculator technology and software, which can be used to improve the understanding of mathematical concepts. Applications of this technology for all secondary school levels will be explored. The goal of the course is to enable students to better understand mathematical concepts with the aid of the newest technology.
3 hr./wk.
Designed to provide an intensive review of key aspects of Spanish grammar. Emphasis is placed on the role grammar plays in oral and written communication. The course also provides strategies for the teaching and assessment of grammatical knowledge in the target language.
3 hr./wk.
The aim of this course is to provide in-service and prospective mathematics teachers with deeper insight into elementary differential and integral calculus concepts. Since the use of graphing calculators is a vital part of the Advanced Placement program, how to use them to teach calculus is emphasized.
3 hr./wk.