NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
Get a jump-start in teaching your elementary students the language of math. In this course, you will use evidence-based math practices that cover how to work with your students by implementing a math language that focuses on learning the essential functions of math to aid all students.
You will learn to identify the language functions of math standards and assignments
for your elementary classroom and how to identify mathematical, academic, and general language to support your K-5 students in mathematics. Increase your toolbox with tips, tricks, and tools that encompass evidence-based math practices to use in your classroom.
This course is appropriate for educators, coaches, and mentors working with grades K-5. No book is required.
Text: No text is required; all reading is online.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Upon completion of this course, participants will:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
All materials will be provided, or a link will be provided in the lesson. No additional materials will be required.
None. All reading is online.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduction
Introduction and overview of the course.
Assignment #2: Language Function
Learn how to identify a language function and explain why it is important.
Assignment #3: Math Standards
Learn how to identify language functions of math standards.
Assignment #4: Academic Language
Students will familiarize themselves with academic language and how it supports learning.
Assignment #5: General Language
Learn how to identify mathematical academic, and general language to support students in the math classroom.
Review the PDF presentation for this lesson.
Students will choose a standard (Common Core State Standards for math or Oregon Math Standards). Some standards (usually technology-driven) don’t lend themselves to a language function.
(It can be the same standard chosen from lesson 3)
An example will be provided in the presentation.
1. Identify the standard by the numeric identifier
2. Provide the text of the standard
3. List identified academic language for the standard chosen.
Assignment #6: Tips & Tools
Gain tips and tools to work with evidence-based math practices that teachers, coaches, and mentors can use in the classroom.
Review the PDF for this lesson.
Reflect on your practice. (1-2 pages)
Clock Hours, PDUs, CEUs, and Act 48 participants must complete Section C - The Integration Paper to be awarded hours for this course.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #7: Lesson Plan
Complete two (2) of the following assignments.
Complete a lesson plan using what you have learned in this course. A single lesson demonstrating your understanding of the language functions of the standards and what language is needed, both academic and daily, to aid students’ comprehension and learning. Your plan should include, but not be limited to, the following:
Share what you've learned with other teachers taking our courses by checking the lesson library box when you submit your lesson.
Find graphics (check for usage rights, ex., Creative Commons) for the lesson plan you created. The graphics should represent academic language or other math concepts the students should know and understand to learn. The graphics can also be of uncommon daily language (ex: die/dice or lighthouse). Graphics should include but not be limited to, the following:
In 2-3 pages, discuss your findings by evaluating students' understanding and comprehension of your graphic.
Choose 3 standards you will be teaching soon, and write a 2-3 page paper. Include the following:
Assignment #8: (500 Level ONLY)
In addition to the 400-level assignments, complete two (2) of the following:
Teach a lesson and reflect in a 3-4 page paper on the results of the lesson plan.
a. What worked, what did you struggle with, and why?
b. Is there something you would like to change next time or add to lessons
c. Is there an area you still need assistance with?
d. Include a copy of the lesson with the assignment to aid with context.
Research 3-4 articles online for language and mathematics. Write a 3-4 page summary of what you found. Compare and contrast it with the information you learned in this course. Please provide a reference page with your summary. The summary may also take the format of an annotated bibliography.
Discourse or classroom discussion isn't a topic we spend much time on;
however, it is part of the best practices toolbox.
a. How do you or how would you integrate discussion into your math
lessons using the academic and daily language you have identified?
b. What would you do differently?
c. How will you implement it in future lessons?
Write a 3-4 page reflection responding to the questions in this prompt, and provide a reference page for any references cited.
C. INTEGRATION PAPER
Assignment #9: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Ann DeChenne, M.Ed, earned a B. A from Portland State University in Social Sciences in 2006 and a Master’s Degree in Education through the Bilingual Pathways Program at Portland State University in 2008. Ann is completing a Ph.D. in Curriculum, Instruction, Assessment, and Evaluation from Walden University with a research focus on rural education and language in mathematics. She works in a small rural-fringe high school in Oregon. In addition, Ann is the Founder/Director of Little by Little Education Services, a 501c3 nonprofit working with schools, administration, teachers, and students in the USA, Chile, Mexico, and soon India. The organization's website is www.littlebylittle-education.org
TEACH THE LANGUAGE OF MATH: K-5