|Lecturer :||Alejandro (Alex) Andreotti|
|Time :|| T 9:30 -12:15
|Office Hours:||TBD or by appointment.|
|Office :||Lago E115||Mailbox :||Lago N131|
|Office Phone:||(515) 294-7357||Home Phone:||(515) 268-1707|
|Discussion List :||firstname.lastname@example.org|
|Sites:|| Course homepage
Prerequisite: 15 credits in College Mathematics.
Note: Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to contact the instructor so that appropriate accommodations can be arranged.
Iowa Teacher Licensure Standards
The State of Iowa has recently adopted performance outcome standards for initial teacher licensure that apply to all students first enrolling in ISU in Fall of 2001 or thereafter. The Department of Curriculum and Instruction must demonstrate to the state that each student recommended for licensure meets minimal competencies in these Standards. Each student, therefore, must demonstrate competence in each of the ten Standards, which are: 1) Student Learning, 2) Diverse Learners, 3) Instructional Planning, 4) Instructional Strategies, 5) Learning Environment/Classroom Management, 6) Communication, 7) Assessment, 8) Foundations, Reflection, and Professional Development, 9) Collaboration, Ethics, and Relationships, 10) Computer Technology Related to Instruction, and 11) Subject Matter Specialization. Additional information can be found on C&I's website.
At Iowa State University, for students in secondary education, demonstration of minimal competency will be met in two ways:
• Each course in the required teacher education professional core and pedagogical courses impacts multiple standards. The standards impacted in a specific course will be identified in materials distributed to students. Students will need to earn a minimum grade of C in the course to demonstrate minimal competencies across all the standards addressed by the course.
• Each course will have one or more designated performance indicator (DPI) that is required in the course. DPIs can be an assignment, a project, an exam, or a combination of these. The scoring criteria for each DPI will be provided to the student. Each student will be evaluated on the completed DPI using the following scale: acceptable, marginally acceptable, or unacceptable. The DPI may also count in the overall course grade. Students who do not perform at a marginally acceptable or acceptable level may be required to retake the course. Students may not received more than two marginally acceptable ratings across all courses. Students who do receive a third marginally acceptable rating much retake a course.
CI 497 introduces concepts and issues related to Outcomes 1, 2, 3, 4, 7 and 11 (Content Standard). The main focus of the course, however, is Standard 3: Instructional Planning.
This course is responsible for one DPI (See chart below). The following scale will be used to rate the DPI:
Acceptable: 80% and higher
Marginal: 70% - 79%
Unacceptable: below 70%
Additional information and scoring rubrics for each DPI can be found in the course syllabus.
Course Activity(ies) Used for Evaluation
Standard 3– The practitioner plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum goals.
Students are required to keep a copy of all their rated DPIs assessed during the teacher education program and to submit the entire set when applying for licensure.
You will interview a
student about her/his understanding about a particular mathematics
topic that you have to teach for your practicum, you will teach your
lesson, and then interview the student afterwards in order to analyze
the learning and teaching that occurred. On Dead Week you
will give a short presentation to your classmates.
(Total points: 250 points)