Overview

Description

CALENDAR DESCRIPTION:

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.

COURSE DETAILS:

Meeting Dates:
April 22-24 in person
May 14-15 in person
May 16-June 2 multiple one-on-one virtual meetings
June 3-5 in person

Meeting Times:
Fridays: 5:30 – 9:30
Saturdays: 8:00 – 4:00
Sundays: 8:00 – 1:00

Meeting Location:
Hank Grenda Middle School, Lake Country, BC

COURSE-LEVEL EDUCATIONAL GOALS:

This course, in part, marks the culmination of the Numeracy Master’s program. As such, it is intended to bring together, and put in place, the final pieces of your journey. There are three such pieces:

1. Implementation – can you put your practice into practice?
2. Sustainability – can you continue to grow your practice in practice?
3. Externalization – can you help other to grow in their practice?

These three pieces will be actualized through two assignments.

Workshop

As graduates of this program, you will be seen as experts in mathematics education and numeracy. As such, you may be called upon (willingly or not) to act in the role of teacher leader. This can take many forms from mentorship to giving workshops. For this assignment you will work in groups of two to design a three-part series of workshops on a topic of your choice. However, you must keep in mind that these workshops are intended for teachers. As such, you need to consider what it is that they know, what they want, and what they need. How do you motivate change in your colleagues?

Educational Plan

Throughout this program you have acquired a large repertoire of instructional vignettes. The challenge, of course, is organizing and synthesizing these vignettes into a cohesive educational plan. In this assignment you will work in groups of four to develop an individual or shared (in pairs) comprehensive and cohesive plan for the coming school year. This is much grander than a lesson plan or a unit plan, both in scale and in scope. It will start with a vision statement that presents your vision for what mathematics can and should be for your particular audience. This will be followed by a manifesto of what you can and should do as a mathematics teacher. Following this will be a set of appendices in which you lay out the constraints and assumptions under which you are operating. You will then lay out, in varying degrees of detail, a plan for how you will enact your vision while attending to your constraints and assumptions. The scale of this will, at times, be microscopic – what do you do on day one? At times it will be macroscopic – what is the sequence of units you will progress through? Sometimes it will be in between – what, how, and when will you assess? In essence, this document will be the manifestation of all that you have learned – and will allow you to move forward into the rest of your career.

Grading

Materials

REQUIRED READING: