These courses are designed to help students understand the application of mathematics in a real world setting. These courses encourage students to develop strategies for successful problem solving while learning to use the fundamental algebraic skills required in further mathematics. Each course expands and builds on the use of the fundamental skills learned in previous mathematics courses to develop advanced algebraic concepts and real-world applications. Students develop the ability to recognize, manipulate and strategize within an axiomatic system using inductive and deductive reasoning. Students are required to solve geometric real-world problems using an algebraic approach. Most courses are designed to prepare college bound students by preparing them to take Pre-Calculus and Calculus. We have an alternative course called Math Models that is for students interested in Business or the work force.

Working THEORY

¨ Dorothy Strickland “Whole Part Whole” http://www.arp.sprnet.org/curric/Dept_Chairs/whole/htm

¨ Curriculum-based Reading

¨ Brain based Theory

o Concrete-Manipulatives

o Oral/Written Description- Detailing student’s mental picture

o Construction of pictorial

o Abstract

¨ Whole-Part-Whole (Dorothy Strickland) http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

v Constructivist Classroom

v Content-Based Reading

v Multiple Intelligences

v Experiential Learning

Experiential Learning Cycles

What is Experiential Learning?

v Brained-based Research--Concrete to Abstract

ü Concrete-Manipulatives

ü Oral/Written Description- Detailing student’s mental picture (mental model)

ü Construction of pictorial

ü Abstract

v Theories

We've broken down this section on theories into the following five categories:

About Learning

Curriculum: What Should Be Learned?

Instruction: How Should Learning Be Designed?

Assessment: How Will We Know If Learning Occurs?

Organizational Theory: How Should Schools Be Designed?

WORKING MODELS

¨ Dorothy Strickland “Whole Part Whole” http://www.arp.sprnet.org/curric/Dept_Chairs/whole/htm

¨ Dana Center Grades 9-12 http://www.tenet.edu/teks/math/teks/cabygradelev.html

Grades 5-8 http://www.tenet.edu/teks/math/teks/cabygradelev.html

¨ National Standards http://standards.nctm.org/document/index.htm

¨ Classroom Text Books and Supplemental Workbooks

WORKING POLICIES

¨ NCLB-TIERS http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

¨ Character Counts- http://www.goodcharater.com and http://www.arp.sprnet.org/CC!.htm

¨ Reading Improvement Policy- http://www.arp.sprnet.org/curric/READ/Initiatives.htm

¨ Scans- http://www.arp.sprnet.org/default/LivingSkills/SixSkills.htm

¨ Staff Development- http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

Pedagogical Resources

How to Teach: http://www.stenhouse.com/pdfs/0405ch01.pdf
Teaching Math & Science: http://www.project2061.org/publications/sfaa/online/sfaatoc.htm
Teaching Math & Science -->Concrete to Abstract: http://www.project2061.org/publications/sfaa/online/Chap13.htm

TIME ALLOTMENTS

100% On Task

¨ 25% Explicit Instruction

¨ 15% Concrete Practice-Independent, Group & Guided

¨ Manipulatives: Jr. High: 3-4 times a week (calculator minimum 1 time per week)

*High School: 3-4 times a week

*Must include Calculator use

Calculator Use Means: (a). Teacher-to-Student Instruction

(b). Student use on homework

¨ 15% Oral Discussion-Group & Class

¨ 20% Abstract-Independent, Group & Guided

¨ 25% Guided Practice-Independent & Group

MENTORSHIP

Mentor Observation Form

Mentor Check List

Section 1 – General Information (Attach additional information if required)

Teacher to be mentored

Department

Mentoring Required for (Please P) Delivery

Assessment

Name of Mentor

Course Code

Course Name

Staff Development /Module Number(s)

Staff Development Title(s)

Section 2 – Mentoring (The following issues should be discussed at the initial meeting - pleaseP)

General

Date of initial meeting / /

Induction Checklist (if new staff member)

Staff Handbook

Staff Development/ Module plan

Record Keeping e.g. attendance, grades

and program descriptions

Arrangements for ongoing support (all support contacts should

be recorded in section 4 on page 2 )

Delivery

Learner needs

Learning strategies

Learning resources

Assessment

Is the teacher provided with all assessment tools (i.e. YEA, Benchmark tests)?

Yes

How will assessments be moderated? (Please P)

Grade reports

Sampling of completed assignments, tests, projects, etc.

Other (Please Specify) __________________________________

Section 3 – Staff Development Improvement (To be completed at the conclusion of each six weeks)

Assessment tools (including grade reports) have been forwarded to mentor.

Samples of completed assessment forwarded to mentor.

What suggestions does the mentored teacher have with regards to improving the quality of assessment (validity and reliability) and delivery?

Section 4 – Details of Mentoring Activities

Record details of mentoring contacts with teacher (e.g. discussion of learning strategies, approval of teacher generated assessment tools, assessment validation, parent contacts, follow up at conclusion of assessment for improvement purposes. Attach additional information if required.

Date	Details of Activity