Calculus for Educators Appendix D

1.Teachers know the subjects they are teaching.

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.

See Appendix C, Wisconsin Content Standards, for specific information regarding the content standards met in this course and the performance assessments used to evaluate them.

2.Teachers know how children grow.

The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.

Not applicable.

3.Teachers understand that children learn differently.

The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

Emphasis is placed on teaching to a variety of learning styles. Some students grasp calculus concepts more readily in graphical format. Some respond better to an algebraic presentation. Others feel more comfortable if numbers and data are used as principle illustrations of concepts, while others are best approached initially through a verbal description. Students in this course are asked to reflect on this during the final exam.

4.Teachers know how to teach.

The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.

This course utilizes lecture-questioning format, small group work, independent project work, the use of homework, reading assignments, oral presentations, tests as instructional strategies.

5.Teachers know how to manage a classroom.

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Not applicable.

6.Teachers communicate well.

The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

Students are required to demonstrate their verbal communication skills through oral presentations in the class. Their written communication skills are assessed through a term paper.

7.Teachers are able to plan different kinds of lessons.

The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.

Other than the oral presentations in class there is no significant assessment of this skill.

8.Teachers know how to test for student progress.

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.

Not applicable.

9.Teachers are able to evaluate themselves.

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

This course begins with reflection on why do we teach calculus, what should we teach at the high school level, and how should it be taught. These main questions reoccur throughout the course in discussing specific topics.

10.Teachers are connected with other teachers and the community.

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

Not applicable.