Secondary Math
CLUSTER OPPORTUNITY (2%)
Teachers participating in the Secondary Math cluster will receive the skills and knowledge necessary to using virtual manipulatives with algebra lessons; applying meaningful data, both from online sources and through basic software (e.g., spreadsheets), to apply in the math classroom; and developing strategies to encourage and promote the formation of algebraic thought processes in students.
Teachers will take three (3) online courses developed by EDC (Education Resource Center): (1) Getting Ready for Algebra with Virtual Manipulatives; (2) Using Real Data in the Math Classroom; and (3) Using Patterns to Develop Algebraic Thinking. Each course takes place entirely online over a six-week period with the student spending approximately five hours per week completing assignments.
The culminating activity will be the piloting of three lessons developed throughout the three courses. The incremental development of the lessons will include examination of student needs; utilization of virtual manipulatives for algebra lesson development; identification and application of meaningful data that is relevant to math classrooms; and implementation of strategies to encourage and promote algebraic thinking in students.
Syllabi of Online Courses
The Syllabi of Online Courses for the Secondary Math cluster is a document that contains an overview of each of the three online courses in the cluster and a complete syllabus for each course.
Tangible Products / Evidence of Work
- The participant will successfully complete the EDC online course Getting Ready for Algebra with Virtual Manipulatives.
- Final Project: Participants will create a lesson plan that incorporates a virtual manipulative or online tool into the curriculum.
- The participant will successfully complete the EDC online course Using Patterns to Develop Algebraic Thinking.
- Final Project: Participants will develop a sample technology-enhanced lesson that uses real data for their classroom.
- The participant will successfully complete the EDC online course Using Real Data in the Math Classroom.
- Final Project: Participants will create a lesson plan based on the strategies and concepts they have explored throughout the workshop.
- The participant will use tools, resources and strategies regarding use of virtual manipulatives to prepare for algebra, identification and application of relevant data in the math classroom and implementation of strategies to promote algebraic thinking in students to implement their three final projects as three separate lessons in the classroom. The participant will also collect student artifacts to reflect the level of success in implementing the three lessons.
- Tangible Product: Student artifacts showing successful implementation of all three lessons using virtual manipulatives to get ready for algebra, identification and application of meaningful data in the math classroom and development of strategies to encourage the formation of algebraic thinking in students.
- The participant will critique each lesson, write a reflection on each lesson including appropriate changes, and make appropriate changes to the lesson in preparation for the next implementation of the lesson.
- Tangible Product: Written critique/reflection for each lesson in word processor format.
- The participant will write an evaluation and reflection of the cluster.
- Tangible Product: Written evaluation/reflection in word processor format.
- The participant will submit a portfolio containing all tangible products outlined in this section and detailed in the Portfolio Summative Evaluation Rubric.
Generic Schedule of Activities (Refer to Specific Cohort for Exact Dates)
Activity One * (2 hours)
"Beginning of Cluster" Meeting - Setting the Stage for Online Courses
Activity Two ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Getting Ready for Algebra with Virtual Manipulatives
Activity Three ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Using Patterns to Develop Algebraic Thinking
Activity Four ** (30 hours)
Participate in and Successfully Complete the EDC online course,
Using Real Data in the Math Classroom
Activity Five (15 hours)
Implement, Reflect Upon, and Revise the Lessons Developed in the 3 Online Courses
Activity Six (2 hours)
Reflection of Cluster
Activity Seven * (2 hours)
"End of Cluster" Meeting - Share Your Success in your Professional Learning Community
* - Activity One and Activity Seven are face-to-face meetings from 5:00PM - 8:00PM at the Collette Education Resource Center in Dover.
** - The online courses have one week of orientation followed by six weeks of content.
Schedule of Activities per Cohort
Portfolio Preparation
The portfolio is the way for you to show the eLearning Delaware Leadership Team that you have successfully completed, implemented and reflected upon your eLearning Delaware cluster experience. In other words, the portfolio is just our way of seeing your work throughout the entire cluster and a way for you to pull all of your work together for completeness of effort.
A three-ring notebook should be used to assemble the portfolio. Please put your name, school, and cluster title on the front cover of the three-ring notebook. The easiest way to do this is to use a notebook with a clear pocket on the front so you can slide a sheet of paper with the required info on it into the pocket. If you don't have a pocket, you can write on the notebook with a marker but please use a light colored notebook with a dark marker. (Black marker on black notebook is difficult to read!)
Organization of the Portfolio
Portfolio Cover Page followed by the following sections separated by tabs:
Tab 1 (Rubric Section 1): Course One (Getting Ready for Algebra with Virtual Manipulatives) Certificate and Final Project,
Tab 2 (Rubric Section 2): Course Two (Using Patterns to Develop Algebraic Thinking) Certificate and Final Project,
Tab 3 (Rubric Section 3): Course Three (Using Real Data in the Math Classroom) Certificate and Final Project,
Tab 4 (Rubric Section 4): Student Artifacts for Course One with Descriptive Paragraph for Each Artifact
Tab 5 (Rubric Section 5): Reflection for Course One Lesson Implementation,
Tab 6 (Rubric Section 6): Student Artifacts for Course Two with Descriptive Paragraph for Each Artifact
Tab 7 (Rubric Section 7): Reflection for Course Two Lesson Implementation,
Tab 8 (Rubric Section 8): Student Artifacts for Course Three with Descriptive Paragraph for Each Artifact
Tab 9 (Rubric Section 9): Reflection for Course Three Lesson Implementation,
Tab 10 (Rubric Section 10): Reflection for the Entire Cluster Experience, and
Tab 11 (Rubric Section 11): Certificates for Face-to-Face Meetings.
The order and numbering given above follows the order and numbering of the evaluation rubric. Note: there are minimum requirements for each section of the rubric.
Summary of Documents Needed for Inclusion in the Portfolio
Portfolio Cover Page
Support Document - For Reference Only
Portfolio Clarifying Document with Evaluation Rubric - Do NOT include in portfolio
For more information on the portfolio, read the narrative on the evaluation of the portfolio.
Additional Information
If you would like additional information on the Technology Implementation in the Classroom cluster offered through eLearning Delaware, please send an e-mail to elearning@dcet.k12.de.us
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