San José State University Department of Mathematics & Statistics MTED 184X: Student Teaching Phase I Spring 2021
Course and Contact Information
Instructor: David Goulette
Office Location: Zoom, email
Telephone: 408-771-2565
Feel free to call/text me as needed.  If something serious ever happens during your student placement, call me right away.
Email: david.goulette@sjsu.edu
Office Hours: Contact me.  We will work out a time together.  I am flexible with enough time.

Class Days/Time: (Days and time)
Zoom:  https://sjsu.zoom.us/j/81704372155
Meeting dates (subject to change with ample notice)
Feb 1st
Feb 8th
Feb 22nd
March 8th
March 22nd
April 5th
April 19th
May 3rd
Content covered each seminar and assignments
	Content	TPE Alignments	
Seminar 1 topics	●	Course Orientation
●	Personal introductions - As we get to know each other, we will think about why this is important for building community.
○	Why do you want to be a teacher?
○	What strength do you bring to teaching?
●	Intro to the TPEs.  What are they?  How will we use them to guide our work this semester?
○	The Teacher Performance Expectations (TPE)
●	Professionalism in teaching
○	Student Teacher Professionalism PPT
○	Building Professional Relationships
○	Appropriate speech, dress, conduct
○	Punctuality, reliability, and follow through
○	What does it mean to be a Mandated Reporter?
●	Positive Teacher Talk
○	Link to reading	
TPE: 2.2, 2.6, 6.4

TPE: 6.1, 6.3, 6.4, 6.5, 6.6

TPE: 2.1, 2.2, 2.3, 2.6, 6.2	
Seminar 1 Assignments	●	Homework and discussion
○	Building a community of teachers
●	Canvas discussion on positive teacher talk. 	TPE: 6.1, 6.2, 6.3, 6.5

TPE: 2.1, 2.2, 2.3, 2.6, 6.2	
Seminar 2 topics	●	Building community with our students: Group discussion and brainstorm.
●	Creating asynchronous content.  We discuss tools and strategies for recording video lessons.
●	Discussion about co-teaching and collaborating.
○	We watch an excerpt from this video on co-teaching. You will watch the whole video for homework.
●	Explanation of the Journal
○	Logging time
○	Journaling observations
○	Reflection assignments	TPE: 1.1, 2.1, 2.2, 2.3

TPE: 3.4,  4.6	
Seminar 2: Assignments	●	Students build a desmos activity
○	Link to assignment description
○	Seminar on Using Desmos Activity Builder Online
●	Assignment/Journal writing:
○	Coteaching and Collaborating Assignment
●	Studio tutorial
○	How to use Studio
●	Asynchronous Teaching Video
○	Assignment Description	TPE: 5.4, 5.5, 4.8, 3.4, 3.6, 3.8, 5.4, 5.5

TPE: 3.4,  4.6

	
Seminar 3 topics	●	Education Psychology: Maslow’s Hierarchy of Needs
○	Notes on Maslow to guide discussion
○	Discussion:  How can we provide for different student needs to help boost their motivation for learning?  How can we make the classroom a safe place for learning?
●	Discussion:  What makes for a good opening of a lesson?
○	Setting expectations (priming); Presenting learning goals
○	Engaging prior knowledge
○	Building interest and motivation for learning
○	Openers: Interactive Notes link
●	Discussion: Closure
○	Link to discussion notes
○	Summarizing what was learned (revisit the learning goals)
○	Assessment/Self-Assessment/Student feedback
○	Connect to future learning	TPE 2.1, 2.2, 2.3, 4.2

TPE: 1.3, 2.5, 2.6, 3.2, 3.5, 4.1, 4.3, 4.4, 4.7

TPE: 2.5, 3.5, 5.2, 5.3, 5.4, 5.5, 	
Seminar  3 Assignments	●	Reading/Video/Journal Entry:  Maslow
○	Assignment Description
●	Reading and Summary of Cal TPA -- Journal Entry
○	Assignment Description
●	Draft of Getting To Know Your Students
○	Assignment Description
●	Journal Observation:  “watch for” openers and closure
○	Assignment Description	TPE 2.1, 2.2, 2.3, 4.2

See Cal TPA Rubrics and TPE alignments in Week 6 below.

Seminar 4 topics	●	Discussion about observations during student teaching.  What is going well?  What have you learned?
●	Discussion on the “watch for” from last time: Openers and Closure
○	Recap the key elements of an opener and closure
●	My mock math 1 lesson.
○	Link to the video
○	Opener viewing and discussion
○	Higher order thinking example with student engagement and academic language
○	Closure viewing and discussion
●	Getting to know your student’s discussion.  What is working?  What have you learned?
●	Higher Order Thinking
○	Link to discussions notes
○	Blooms Taxonomy
○	Webb’s Depth of Knowledge
○	Hess’ Cognitive rigor matrix
○	Examples (in Desmos)  of higher order thinking questions	

This lesson and the assignments associated with this mock lesson, attempt to cover all TPEs in the Cal TPA rubrics (see Seminar 6 below).

TPE 4.7, 3.4, 2.5, 1.5, 	
Seminar  4 Assignments	●	Get Video Permission To Record
○	See assignments Canvas for the form
●	Mock Lesson Annotations
○	Link to annotation discussion
●	Journal Entry:
○	Mock lesson where you are the student
○	Link to the Mock Lesson Video
●	Journal observation:
○	 “Watch for” higher order thinking in your class
●	Detailed Lesson Plan
○	Description of assignment
○	Link to the Mock Lesson Teacher Desmos	

See Cal TPA Rubric TPE alignments in Seminar 6	
Seminar 5 topics	●	The Common Core Standards
○	Link to interactive notes for discussion
○	The Mathematical Practices
○	Content Standards
○	Higher Math Standards and Pathways
○	Precalculus
●	Academic Language Discussion
○	Link to interactive notes for discussion
○	Four AL categories to think about
i.	Vocabulary
ii.	Language Function
iii.	Syntax and Gramar
iv.	The Mode of Receiving and Producing
●	Lesson Planning Details and Feedback
○	We will discuss details of your drafts.  You will edit your lesson plan and turn in a final draft based on feedback and on the topics we discussed in this seminar.
○	Be sure to clearly indicate where your lesson plan includes academic language and higher order thinking.	TPE 3.3

TPE 1.5, 1.6, 3.3, 3.5,  4.3,	
Seminar  5 Assignments	●	Academic Language Reading and Discussion
○	Link to the assignment
●	Journal “watch for” academic language
○	Link to the instructions
●	Revise your lesson plan based on my feedback and turn in your final draft before the start of the next seminar.  Be sure to clearly indicate where you are including an academic language demand and higher order thinking.
		
Seminar 6 topics	●	Discussion:  What academic language did you observe in your classroom?  How often were there language demands in your lessons?
●	Formative assessment
○	Discussion:  The formative assessment cycle.
○	Formative assessment moves that teachers make
●	Overview of Cal TPA Cycle 1
○	Part 1 Getting to know your students and lesson planning
○	Part 2 Teaching the lesson and recording it
○	Part 3 What you learned about your students in part 1 and 2 (how did the lesson go?)
○	Part 4 Applying what you learned about your students to plan follow up instruction
●	The Signature assignment for this course
○	Step 2:   Three video recordings of you teaching your class
■	Opener
■	Middle activity
■	Closure
○	Step 1:  of Cal TPA
■	Getting To Know Your Students
■	A Detailed Lesson Plan
■	Lesson Plan Rationale	

TPE 5.1, 5.2, 5.3, 5.4, 5.5

See Cal TPA alignments to the TPEs below.	
Seminar  6 Assignments	●	Journal Observation “watch for” Formative Assessment
○	Link to assignment description
●	Video Analysis Virtual Observation Assignment
○	Link to assignment description
●	Signature Assignment Step 2:  Video Recording Assignment
○	Link to assignment description
○	Rubric For Scoring
Signature Assignment Step 1: Planning
○	Link to assignment description
○	Getting To Know Your Students Template
○	Lesson Planning Template
○	Lesson Plan Rationale
○	Rubric For Scoring	

Cal TPA Scoring Rubrics
Rubric 1.5:  TPE 2.2, 2.3, 2.5, 2.6, 4.4  
Rubric 1.6:  TPE 1.5, 1.8, 2.5. 4.4
Rubric 1.1:  TPE 1.1, 1.4, 2.2, 3.1, 3.1, 3.2, 3.3, 3.5, 4.1, 4.4, 4.7, 6.5
Rubric 1.2: TPE 1.1, 1.6, 3.1, 3.2, 3.5, 4.1, 4.4, 4.7, 5.2
Rubric 1.3: TPE 1.1, 1.4, 3.1, 3.2, 3.5, 4.1, 4.2, 4.4, 4.5, 5.2, 5.8
Rubric 1.4: TPE 1.1, 1.4, 2.1, 1.2, 2.3, 2.4, 3.1, 3.2, 3.5, 4.1, 4.2, 4.4, 4.5, 5.2, 5.8	
Seminar 7 topics	●	Discussion: What formative assessment did you see happening in your classroom?
●	Detailed Feedback on Lesson Plan #1
●	Discussion: What is your plan for your signature assignment?
●	Cal TPA overview in detail
○	Step 1 requirements (GTKYS; lesson plan, rationale)
○	Step 2 requirements (videos: opener, middle, closure)	

See Cal TPA alignments to the TPEs in seminar 6.
	
Seminar  7 Assignments	●	Use the annotated guides for helping you write up step 1
○	Annotated Guide: Getting to Know Your Students
○	Annotated Guide: Lesson Plan Rationale
●	Video Analysis Virtual Observation Assignment	

	
Seminar 8 topics	●	Signature Assignment Workshop		
Seminar 8 Assignments	●	Complete both parts of the signature assignment
●	We will schedule two one-on-one meetings between now and the end of the semester for me to give you individual feedback on your signature assignment and any other assignments that you need to complete.		

Prerequisites: MTED 394
Faculty Web Page and MYSJSU Messaging Course materials such as syllabus, handouts, notes, assignment instructions, etc. can be found on Canvas at http://sjsu.instructure.com. You are responsible for regularly checking with the messaging system through MySJSU at http://my.sjsu.edu (or other communication system as indicated by the instructor) to learn of any updates.
Course Description Student teaching in the integrated program is organized into four phases and completed in four semesters. Early pre-professional field experience takes place in Math 102 as part of course activities and requirements. MTED 184X, Phase I, is of shorter duration than MTED 184Y and 184Z, Phase II, and is designed to provide students with the experiences they need in order to be successful in Phase II. During the Phase I semester, student teachers work with their mentor teachers in a mathematics classroom for at least 2 hours each day, with additional times set aside each week to confer, debrief, or plan. This course is geared
toward practicing elements of good mathematics teaching with a small group of learners. Students will have hands-on experiences co-teaching with small groups of students preparing them to work with a classroom of mathematics learners. They will also work on some aspects of CalTPA Cycle 1, including working with at least one focus student, specifically, a special education student with an IEP or 504 plan.
Phase I student teaching requires at least 150 hours of clinical practice and supervision. If possible, reaching 200+ hours is highly recommended.  Students will be placed in two placements. In the first placement, they will observe one math class, and participate, co-plan, and co-teach with their mentor teacher. In the second placement, they will work with a student (or students) with special needs either one on one or in a small group with the student/s.
The mentor teacher and university supervisor will complete formative and summative evaluations and provide the student teacher with feedback.
Course Learning Outcomes (CLO) Aligned to the CCTC TPEs
Upon successful completion of this course, students -
1.	Through observations with their mentor teachers will be knowledgeable of and adhere to the California Standards for the Teaching Profession.
2.	Will develop their ability to use Ed Tech tools for teaching and assessment (Desmos, Pear Deck, Kahoot, etc.)
3.	Will test-in-practice some aspects of the Cycle 1 CalTPA:
a.	Getting to know the students of the whole class
b.	Getting to know three focus students as outlined in the Cal TPA (EL, IEP/504, one other student with individual needs based on life circumstances.
c.	Lesson planning at the level of detail required for Cal TPA
d.	Including Higher Order Thinking in the delivery and assessment of content
e.	Including Academic Language demands in the delivery and assessment of content
4.	Will record themselves teaching three key parts of a lesson to their students in alignment with Cal TPA video requirements.
5.	Will co-teach and co-design clear, well-planned mathematics lessons with a strong teacher presence to engage students in learning.
6.	Will analyze their own experiences of co-teaching with their mentor teachers through reflection of their teaching and students’ learning.

Course Content Learning Outcomes (Aligned to the CCTC Teaching Performance Expectations)
Teaching Performance Expectations – Teacher candidates – Expectation
TPE 1. Engage and Support All Students in Learning
1. Apply knowledge of students, including their prior experiences, interests, and social emotional learning needs, as well as their funds of knowledge, cultural, language, and socioeconomic backgrounds to engage them in learning.
2. Maintain ongoing communication with students and parents regarding achievement expectations.
3. Connect subject matter to real-life contexts and provide hands-on experiences to engage student interest, support student motivation, and allow students to extend their learning.
4. Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design (and a Multitiered System of Supports(MTSS)), to support access to the curriculum for a wide range of learners within the (general education) classroom (and environment).
5. Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.
6. Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.
7. Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.
P 8. Monitor student learning and adjust instruction while teaching so that students continue &  to be actively engaged in learning.
TPE 2. Create and Maintain Effective Environments for Student Learning
1. Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.
2. Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.
3. Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn.
4. Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.
5. Maintain high expectations for learning, with appropriate support for the full range of students in the classroom.
6. Establish and maintain clear expectations for positive classroom behavior and for student to student and student to teacher interactions by communicating classroom routines, procedures, and norms to students and families.
TPE 3: Understanding and Organizing Subject Matter for Student Learning
1. Demonstrate knowledge of subject matter, including the adopted California state standards and curriculum frameworks.
2. Use knowledge about students and learning goals to organize curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.
3. Use instructional strategies appropriate to the subject matter discipline, and design and implement disciplinary and cross- disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.
 4. Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing and engaging students to demonstrate their knowledge in multiple ways.
5. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.
6. Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students’ equitable access to the curriculum.
7.. Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship,, including respecting copyright law and maintaining internet security including respecting copyright law, understanding fair-use guidelines, creative commons, and maintaining internet security.
8. Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards.
TPE 4. Plan Instruction and Design Learning Experiences for All Students
1. Locate and apply information about students’ current academic status, content- and standards-related learning needs and goals, assessment data, language proficiency status, and cultural background for both short-term and long-term instructional planning purposes.
2. Understand and apply knowledge of the range and characteristics of typical and atypical child development from infancy through adolescence to plan instruction for all students.
3. Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.
4. Plan, design, implement and monitor instruction, making effective use of instructional & A time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include:
· instructional technology, including Assistive Technology;
· principles of Universal Design, Multi-tiered System of Supports;
· use of developmentally-appropriate activities and instructional materials;
· knowledge of the range of students’ abilities and disabilities;
· evidence based instruction for students with disabilities in the general education classroom;
· opportunities for students to support each other in learning;
· understanding and appropriate implementation of service delivery models;· use of culturally-sensitive and appropriate resources; and · use of community resources and services as applicable.
5. Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP/IFSP/ITP/504 plans.)
6. Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking.
7. Plan instruction that promotes a range of communication strategies and activity modes between teacher and student, and among students, that encourage student participation in learning.
8. Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.
TPE 5. Assess Student Learning
1. Apply knowledge of the purposes, characteristics, and appropriate uses of different types of assessments (diagnostic, informal, formal, progress monitoring, formative, and summative) to design and administer classroom assessments, including use of scoring rubrics.
2. Collect and analyze assessment data from multiple measures and sources to plan and modify instruction and document students’ learning over time.
I 3. Involve all students in self-assessment and reflection on their learning goals and progress &  and provide students with opportunities to revise or reframe their work based on assessment feedback.
4. Use technology, as appropriate, to support assessment administration, conduct data analysis, and communicate learning outcomes to students and families.
5. Use assessment information in a timely manner to assist students and families in understanding student progress in meeting learning goals.
6. Work with specialists to interpret assessment results from formative and summative assessments to distinguish between students whose first language is English, English learners, Standard English learners, and students with language or other disabilities.
7. Interpret English learners’ assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information in planning instruction.
8. Use assessment data, including information from students’ IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.
TPE 6. Develop as a Professional Educator
1. Reflect on their own teaching practice and level of subject matter and pedagogical knowledge to plan and implement instruction that can improve student learning.
2. Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of students. They exhibit positive dispositions of caring, support, acceptance, and fairness toward all students and families, as well as toward their colleagues.
3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.
4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.
6. Understand and enact professional roles and responsibilities as mandated reporters and comply with all laws concerning professional responsibilities, professional conduct, and moral fitness, including the responsible use of social media and other digital platforms and tools.
7. Critically analyze how the context, structure, and history of public education in California affects and influences state, district, and school governance as well as state and local education finance.
Assignments and Alignment to the TPE’s and Grading Policy
1. Mini Cycle 1 (TPE 1.1, 1.3-1.8 and all of 2 (2.1-6)
Students will complete all aspects of this assignment including the : Template, Written Narrative, Lesson Plan, Lesson Plan Rational, Related Instructional Materials and Video.  (If video recording or co-teaching is not possible I will provide an alternate assignment.)
Throughout this Mini Cycle I assignment, students are focusing on TPE 2 ( Creating and Maintaining Effective Environments for Student Learning 2.1-6) by carefully examining their learning environments to make sure that all of their students, including their focus student(s) are in a caring environment that supports fairness, diversity, multiple perspectives and is culturally responsive. They will design lessons using appropriate content and support resources, maintain high expectations and clear expectations so that all students are included and supported in learning to their potential. Students are required to video this lesson and submit as part of the Mini Cycle Assignment.

2. Lesson Plans (TPE 1.1, 1.3-1.8, 2.5, 3.1-3.8, 4.1-4.5, 4.7-4.8, 5.1-5.3 A) Students will develop two 55-minute lesson plans that attend to the TPEs noted above. Each lesson plan must utilize the provided lesson plan template.
a. Lesson Plan 1: This could be content being taught during your 184 X placement and integrate the use of Technology.  
b. Lesson #2 : Lesson two should be a problem solving lesson adapted from the Math 102 course for use with a small group of students including one of your focus students. The second lesson should be video recorded, annotated, uploaded to Canvas/Studio and submitted to your Instructor.

3. Daily Reflections(TPE’s 1, 2, 3, 4, 5, and 6)
During the semester you will complete specific observations/reflections of your students and cooperating teacher. These observations are intended to develop your observation skills, help you get to know the people with whom you work.
These daily reflections seek to reflect on the important aspects of the California TPE’s. Students will reflect on their own practice, level of subject matter and pedagogical knowledge with the goal of improving their own instruction and student learning.
See Appendix A for tentative reflection prompts.

4.  Discussions, video analysis, and other small assignments that support our seminar discussions.  These assignments are flexible short tasks that will fill in extra information that I feel you need to know for success in the classroom.
Grading Criteria
Grading in the course is on a “Credit-No Credit” basis. Credit for the student teaching experience towards completing credential program requirements depends on satisfactory completion of all course assignments, and final a recommendation for credit on the Summative Evaluation of Phase I student teaching.
Assignment buckets
●	Interactive Journal 20 % 
●	Two Lesson Plans 30 % (15 % each) 
●	Mini Cycle 1 related Assignments 30 % 
○	Mini Cycle 1 Assignment includes the following: Template, Written Narrative, Lesson Plan (inclusion of focus student) , Lesson Plan Rational, Related Instructional Materials
●	Other discussion assignments tied to our seminar participation and/or tasks to prepare you for success in the classroom. 20%
Determination of Grades
Credit/No Credit.  There is no extra credit for this course. No late or missed work will be accepted (unless you discuss it with me before it is due with a really compelling reason).
Final Exam
There is no final exam for this course. There is final work to be completed and due during finals week (insert date here).
Required Textbook
Single Subject Credential Program Student Teaching Handbook http://www.sjsu.edu/secondary/students/student_teaching/Student%20Teaching%20Handbook%20Revised %2011-30-16.pdf

California Common Core Standards in Mathematics or California Mathematics Framework http://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
Integrating the CA ELD Standards into K–12 Mathematics Teaching and Learning http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Required Readings and Resources
Formative Assessment in Action Videos: http://www.cde.ca.gov/Ta/tg/sa/fainaction.asp
Formative Assessment Process: http://www.smarterbalanced.org/wpcontent/uploads/2015/09/Formative- Assessment-Process.pdf
Supplemental weekly readings will be distributed via Canvas, Google Drive, or email.
Dropping and Adding Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
University Policies Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs’ Syllabus Information web page at http://www.sjsu.edu/gup/syllabusinfo/.
Appendix A Reflection Prompts (This is a rough outline I will provide more details soon.)
These will vary by topic and are subject to change, please check Canvas for any changes to the reflections
Daily Reflections Weeks 1 & 2
1. What is working? For whom? Why? What strategies, materials and methods are contributing to student learning? 2. Describe what you are seeing with regard to the Formative Assessment Process? What is working? For whom? Why?
Daily Reflections Weeks 3 & 4
1. Describe the Standards for Mathematical Practice that you are seeing in class. What is working ? For whom ? Why ?
2. Describe the Common Core Mathematics that you are seeing in class. What is working ? For whom ? Why ?
3. Describe the assets and learning needs of the class as a whole and for 3 focus students who may need accommodations in your lesson plans in order to support their learning.
Week 4 : Assignment due to Summarize Week’s 1-4 Comments
Daily Reflections Weeks 5 & 6
1. Describe the Depth of Knowledge levels that you are seeing in class. What is working ? For whom ? Why ? What might you do differently to bring that level up ?
2. Provide written rationales for how you engage students in content-specific higher order thinking; create a positive and safe learning environment; set expectations for learning; monitor for student understanding; and support your focus students.
Daily Reflections Weeks 7 & 8
1. Describe the classroom management that you are seeing in class. What is working ? For whom?
Why ? What might you do differently to make it work for all of the learners ?
2. Explain what you learned about your teaching and student learning by completing this instructional cycle. How will you advance your teaching practice in the future to support your students’ learning?