Department of Mathematics

Introductory Course

Professional Development Program

The day-by-day schedule given below is followed by an expanded description of the individual program items.

**9:00-10:00**Welcome by the Department Chair; Introduction; Overview of the Program.**10:00-11:00**Philosophy of the Course; Nature of Student Populations. (Precalculus and calculus meet separately.)**11:00-12:00**Distribution of Text, Calculators, Other Materials. (Precalculus and calculus meet separately.)**12:00-1:00**Lunch.**1:00-2:00**The First Day of Class.**2:00-3:00**Teaching for Understanding.**3:00-4:00**Introduction to the TI82 Calculator.

**9:00-12:00**Participants will be divided up into two groups, A and B.**Group A Schedule:****9:00-10:00**To Lecture or Not To Lecture. (Optional for experienced faculty.)**10:00-10:30**Break**10:30-12:00**Five-Minute Practice in Teaching for Understanding. (Precalculus and calculus meet separately.)

**Group B Schedule:****9:00-10:30**Five-Minute Practice in Teaching for Understanding. (Precalculus and calculus meet separately.)**10:30-11:00**Break**11:00-12:00**To Lecture or Not To Lecture. (Optional for experienced faculty.)

**12:00-1:00**Lunch.**1:00-3:00**Getting Students to Think: Questioning and Other Methods.**3:00-4:00**Classroom Issues.

**9:00-12:00**Participants will be divided up into two groups, A and B.**Group A Schedule:****9:00-10:00**Planning and Managing. (Optional for experienced faculty.)**10:00-10:30**Break**10:30-12:00**Fifteen-Minute Lessons Using Active Learning Methods. (Precalculus and calculus meet separately.)

**Group B Schedule:****9:00-10:30**Fifteen-Minute Lessons Using Active Learning Methods. (Precalculus and calculus meet separately.)**10:30-11:00**Break**11:00-12:00**Planning and Managing. (Optional for experienced faculty.)

**12:00-1:00**Lunch.**1:00-3:00**Cooperative Learning.**3:00-4:00**Grades, Ethics, and Values.

**9:00-11:00**Cooperative Learning with Emphasis on Teaching Students to Work in Groups.**11:00-12:00**The Grading System. (Precalculus and calculus meet separately.)**12:00-1:00**Lunch.**1:00-2:00**Grading Students' Work. (Precalculus and calculus meet separately.)**2:00-4:00**Homework Teams.

**9:00-12:00****Teaching Assistants:**Fifteen-Minute Question and Answer Session. (Precalculus and calculus meet separately.)**Faculty:**CRLT Orientation. (Optional for experienced faculty.)

**12:00-1:00**Lunch.**1:00-3:00**The First Week of Class. (Precalculus and calculus meet separately.)

**Philosophy of the Course**--Showing of a seven-minute
videotape outlining Michigan Calculus followed by a discussion of the philosophy of
the course.

**Nature of Student Population**--A general discussion of the
student population that takes precalculus and calculus at the University of
Michigan.

**The First Day of Class: Developing a Classroom
Climate**--Two instructors demonstrate their first day of class, followed by a
discussion of what is important to get accomplished, including creating an atmosphere
for learning.

**Teaching for Understanding**--Discussion of important
aspects of teaching for understanding. Participants view a 10-minute segment of math
class (that includes an explanation of a concept) and critique it using an observation
sheet.

**Introduction to the TI82 Calculator**--This will cover both
the basics of calculator observation and the place of the calculator in the reformed
precalculus and calculus classroom.

**Five-Minute Practice in Teaching for
Understanding**--Participants are videotaped teaching a lesson to 5 or 6 of
their peers. They get feedback from self analysis, peers and the videotape.

**To Lecture or Not To Lecture**--Discussion of how lecturing
fits into the course.

**Getting Students to Think**--Discussion of interactive
lecturing, asking questions, and other methods for getting students to think
(think-pair-share, writing, and so forth). Viewing and discussing of videotapes of
actual classroom scenes where instructors are using methods for getting students to
think.

**Classroom Issues**--Trigger tapes and case studies will be
used to facilitate discussion on classroom issues (e.g., disruptive students,
cheating, etc.)

**Fifteen-Minute Lessons Using Active Learning
Methods**--Participants give 15 minute lessons using active learning methods.
They receive feedback from peers.

**Planning and Managing**--Planning and anaging a class period
and other managing issues (e.g., absences, grade complaints, late adds/drops).

**Cooperative Learning**--Discussion of why student-focused
teaching is important. Viewing and discussing videotapes of actual classroom scenes
where instructors are facilitating cooperative learning among students. Discussion of
different ways to set up tasks, facilitate learning, and come to a closure.

**Grades, Ethics, and Values**--Discussion of ethical and
value-oriented issues that arise in class, including some advice from experienced
instructors on when and how to take action when academic irregularities have
arisen.

**Cooperative Learning with Emphasis on Teaching Students to Work
in Groups**--Demonstration of the use of a fishbowl technique to help students
learn how to work together in groups. Discussion of how to use it to help students
learn to work in groups. Also other methods for getting students to work together
will be discussed.

**The Grading System/Grading Students' Work**--Discussion of
the grading system and how to communicate the grading system to students. Practice
and feedback on grading students' work.

**Homework Teams**--Viewing and discussion of videotapes of
homework teams in action. Discussion of how to form groups, when to form groups,
developing and communicating ground rules, and how to deal with groups that are not
working.

**Fifteen minute question and answer session**--Participants
are given a chapter to study to be ready for questions. They each have 15 minutes in
front of a small group of peers answering questions (that students might ask) on that
chapter.

**The First Week of Class**--Videotapes of classroom scenes
during the first week are viewed and discussed. Discussions include how to develop an
atmosphere for learning, communicating ground rules, etc.

Last modified Mon 8 May 1995 17:19 EDT

Bob MegginsonDepartment of Mathematics

University of Michigan

meggin@math.lsa.umich.edu