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"d"")d#'.X: Faculty End-of Course Reflection Summary
Purpose of this course
This Clinical Practice Block course presents candidates with methods, materials, and organizational techniques for providing problem-based mathematics in the differentiated secondary classroom. Candidates will explore ways to provide the essential content, processes, and attitudes of mathematics, focusing specifically on how problem-based mathematics instruction is foundational to mathematics learning. Throughout the course, candidates will discuss current curriculum issues in mathematics education and develop an understanding of mathematics in light of present national (NCTM) and state education standards. During the CP practicum conducted throughout the semester, candidates will have opportunities to plan, implement, and evaluate lessons that address differentiation of essential mathematics content, instructional practices, and student products based on student readiness, interest, and profile. This course will focus heavily on teacher candidate proficiency development and should be taken during the semester before the Clinical Residency experience.
Student Learning Outcomes (SLO)
The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content.
The teacher candidate utilizes a variety of strategies to differentiate instruction and provide an academically challenging environment for all students.
The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction.
The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students diverse learning needs and to maximize learning.
Overall comments/impressions
What was different this time: This is the first time that the course has been taught with an emphasis on secondary education mathematics.
What worked: The format of the course worked well. Since each clinical practice is varied, the students were able to work on their own pace and adjust lessons to fit the individual clinical practice.
What could be better: Some of the video lessons could be improved upon. I will remix 3 of the lessons to make them more manageable and easier to understand.
Suggested changes for this course:
I would like to remix the matrix activity for upper-level grades to make it more Algebra 2 friendly instead of Algebra 1. I plan to add more AI information in the cheating in the mathematics classroom learning plan. I plan to change the reflection lesson to include more face-to-face discussion and less written discussion to make it more meaningful to the students.
Implications for technology, budget, etc.: Nothing that requires extra technology or budget.
Dr. Kelly Ratcliff EDU 472
Fall 2023 CP: Mathematics
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