Education 343 Tentative Schedule:

Date	Topic(s)	Read before this day	In-class work	Assignment due today (Post in Blackboard at least twice a week)
Week 1 8/30 (lab time at Arcadia)	Welcome! Questions that open up a critical conversation about teaching and learning		Our lives are built on questions What does it mean to be a mathematician?
9/1	Getting Nimble What is mathematics, and what does it mean to be a mathematician? Inquiry Assessment	Inquiry links Polya Reading	Warm up Improv Sharing the work Develop ways of working as a mathematician	Bring in all documentation showing what you did to work on the giraffe question
Week 2 9/4 – Labor Day
9/6 (lab time at Arcadia)	Inquiry through projects Being a Mathematician	John Mason et. al. Reading	Improv Warm Up Specializing & generalizing;	Come with all the documentation on the work you did on your three times through the four Polya phases
9/8	Opening: Generating the question Turning inquiry into curriculum; Assessment KWL	Brown/Walter Reading	Center work 1 problem-posing	Make a chart/table and invent a generalization
Week 3 9/11	Developing the Project 1 Assessment; Essential criteria for an inquiry	John Holt Reading	Center work 2 Interactive reading	Bring in the way that you interacted with John Holt Reading. Paste one example in your Notebook
9/13 (lab time at Arcadia)	Developing the Project 2	Mathematicians at work Reading	Impact Improv Continued reflection on and building of investigations	Document how you are using problem posing/solving techniques to find your investigation
9/15	Doing Your Project 1			How are you meeting the notebook criteria?
Week 4 9/18	Doing Your Project 2 Being Observant; Getting ready for School visits		Continued reflection on and building of investigations Looking back reflection	How are you meeting the notebook criteria?
9/20 First Ob at Schools	Getting to Know Our Schools	Goodman handout	Observe classrooms; guided reflection; neighborhood walk	Arrive 5 minutes early
9/22	Taking Action 1	Taking Action Reading	Improv on Taking Action	Reflection: Identify significant ideas coming from your investigation that have a potential audience

Week 5 9/25 (Ramadan 9/24-10/23)	Taking Action 2		Report, discussions, and helping other people plan	Report back using reflection on three questions in Notebook?
9/27 (at Arcadia)	Archaeology 1		Found Poetry Developing New Questions	Report back?
9/29	Archaeology 2		New Investigations	Last chance to report on Action
Week 6 10/2	Infrastructure rather than structure Developing a mathematical language		Improv Notebook conversation	Make sure your Notebook is organized and complete
10/4	Infrastructure rather than structure	Core Curriculum Handout	Improv Intro teacher port	Notebooks Due
10/6 2nd Obs. at Schools	Designing your learning environment	Handouts: Kirby Ch. 3; Bechtel & Denton	Designing your space	Be prepared with ideas on how to use your teaching space
Week 7 10/9	Assessment Strategies Being an ethnographer	Yardsticks Reading	Planning and Assessment Intro Assessment 1: Teacher Observations	Planning: Analyze and pull-out the key conceptual, procedural, and factual knowledge from the Core Curriculum Unit
10/11 First Day of Teaching	Opening 1: Generating the question			Lesson Plan 1 Have materials and supplies for first day
10/13 Teaching Day	Opening 2: Generating the question			Lesson Plan 2
Week 8 10/16	Assessment: What does the work tell us?		Improv Intro Developing the Project Phase Planning and Assessment Intro Assessment 2: Observation Charts	Bring in all student work to this point Bring in Moon & Schulman
10/18 Teaching Day	Developing the Project 1			Lesson Plan 3
10/20 Teaching Day	Developing the Project 2			Lesson Plan 4
Week 9 10/23	Assessment: Identifying potential clinics and mini-lessons		Intro Doing the Project Analyzing assessment data 1 Planning and Assessment Intro Analyzing Student Work Samples and Good Stuff Lists	Bring in all student work and your assessment data up to this point

10/25 Teaching Day	Doing Project 1			Lesson Plan 5
10/27	Assessment: Identifying what students need to do to meet Core Curriculum Criteria		Improv Analyzing assessment data 2 Intro Assessment Letter	Bring in all student work and your assessment data up to this point Bring in Moon & Schulman and Burns
Week 10 10/30	Assessment: What could students do with what they have learned?		Improv Intro Taking Action… Planning and Assessment	Bring in Burns
11/1 Teaching Day	Doing Project 2			Lesson Plan 6
11/3	Make a Workshop Day	TBA	Improv	Bring in a Core Curriculum objective or skill your students need to meet or develop Bring in Burns
Week 11 11/6	Refocusing	Reinsmith Wiggins Starnes	Text Rendering Planning and Assessment
11/8 Teaching Day	Doing Project 3			Lesson Plan 7
11/10 Teaching Day	Taking Action 1 Mining the experience for knowledge			Lesson Plan 8
Week 12 11/13	Seeing knowledge in broader contexts		Improv Intro to Archaeology 1 Planning and Assessment (three artifacts of significance)
11/15 Teaching Day	Taking Action 2			Lesson Plan 9
11/17 Teaching Day	Taking Action 3			Lesson Plan 10
Week 13 11/20	Archaeological assessment		Archaeology 2 Intro Final Piece Planning and Assessment	Teacher Portfolios Due
11/22 and 11/24
Week 14 11/27 Teaching Day	Archaeology 1 Pedagogical Significance	Back to the Basics 1		Lesson Plan 11
11/29 Last Teaching Day	Archaeology 2			Lesson Plan 12
12/1	The Final Piece		Work session on Final piece	Homework: having made the choice, what are you going to do?
Week 15 12/4	Fine Tuning through Criteria		Work session on Final Piece	Bring in a working draft of Final Piece
12/6 (at Arcadia)	Debrief and Move to Student Teaching	Back to the Basics 2	Karen/Christine talk	Teaching Partner Appreciations Due!
12/8 Castle Rose Room	Celebration of the work			Bring all supplies and work needed for the event! Final Piece due