Geometry 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.

In their projects and during their presentations, teachers demonstrate how they would present some of this courses' ideas to high school students, and are assessed on their level of understanding of high school students' intellectual levels and learning needs.

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.

In their projects and during their presentations, teachers demonstrate how they would present some of this courses' ideas to high school students, and are assessed on using a variety of standards-based strategies, which should meet the needs of a diverse group of students.

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.

During computer lab activities, and in subsequent homework and exam items, teachers are assessed on their ability to use technology, particularly The Geometer's Sketchpad, in developing geometric ideas, and in geometric problem solving.

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.

Teachers' knowledge of how to engage students in active learning and group work is assessed during their presentations and in their projects, in which they must provide student activities which can be used in high school geometry classrooms.

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.

Teachers' communication skills are assessed through class discussions, written work such as homework, exams, and projects, and verbal presentations.

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.

In their projects, teachers plan activities that meet curriculum goals related to the topics of this course.

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 a component of this course.

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.

Teachers who are enrolled in a graduate course such as this one are showing that they are interested in growing in their mathematical knowledge, and in their ability to present advanced geometric ideas in ways that high school students can understand. Teachers' level of content understanding and ability to relate topics to high school are assessed through homework, exams, class discussions, projects, and presentations.

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.

Teachers in this course form close relationships with other teachers in the course, and share many stories about their teaching experiences, as well as ways they have found to enhance teaching and learning. While such relationships are not formally assessed in this course, they are noted informally by the instructors, and used as a way to pair teachers for group labs or projects.