Teaching
Philosophy
My teaching philosophy can be described using
three words: Connections, Community, and Concepts. An important aspect of my career at I believe that a supportive and caring
learning community is paramount to retention and success. The norms of my
classroom are designed to build a supportive environment which serves not
only to lessen anxiety and promote social connections, but also motivates
students to learn mathematics. The class structure has students identify what
they already know, what Vygotsky calls the “Zone of Proximal Development,”
and provides the means to advance their understanding. This is accomplished
by having students work individually and then share their thinking within a
small group. Once the group is satisfied that they have the correct answer, they
are encouraged to explain their solution process to the class. Students learn
to take responsibility for their work and their group’s work. Respect is
developed as social connections are made and strengthened. I have found that
if given the opportunity many students prefer to continue within a classroom
environment for a full year rather than switching classes or instructors each
quarter. For this reason, I decided to teach MAT084, 085, & 098 as a
series of courses. I demonstrate my respect for students by using democratic
methods for assessing their mathematics understanding and in the management
of the classroom setting. I believe that mathematics education must be
centered on understanding underlying concepts. This is accomplished by deeply
embedding the mathematics in a context to which students can relate. At the
beginning of each quarter I ask students to share their goals. I then try to
incorporate those goals in the context of the math problems we study. Einstein’s
quote, “Imagination is more important
than knowledge,” implies that although mathematical knowledge is important, it is imagination
that allows us to apply that knowledge. This quote seems counter-intuitive to
students who have learned that math is a matter of rote memorization and
practice. I try to dispel this limited view of mathematics by having students grapple
with complex word problems. Understanding is demonstrated by students’
ability to use critical thinking to solve problems, and communicating their
understanding of how the math equations, graphs, and contextual information
relate to one another. My course objectives are to: (a) enhance students’
understanding of mathematics at a conceptual level, (b) provide opportunities
for students to demonstrate and communicate their knowledge, (c) improve students’
use of self-assessment methods, (d) have students think critically, (e) enhance
students’ study and group skills, (f) have students apply quantitative
reasoning to real world situations, and (g) stimulate students’ imagination.
I believe that focusing on Connections, Community, and Concepts, I can
achieve these objectives. Personal
Evaluation: Professional Development Plan
I believe that teaching as a profession
requires continual development of skills and broadening of knowledge. My
professional development plan will be up-dated quarterly. The plan focuses on four Development Areas: (1) Teaching Skills (2) Research Each Development Area contains three
sections: (a) Goals (b) Evaluation
— what has been accomplished to-date in addressing the objectives (c) Recommendations
— potential pathways to address the objectives. Teaching Skills
Goals Further
develop my understanding of: 1.
Math Content Knowledge,
Pedagogical Skills, and Technological Abilities to enhance
students’ learning experience 2.
Assessment Viability and
Reliability to provide an accurate representation of what
students are learning 3.
Multi-Cultural Education to better
address the needs of our diverse student population 4.
Authentic Learning to make the
learning of mathematics more relevant to students’ lives and goals 5.
Democratic Classroom Norms that provide
a caring, respectful environment to encourage student retention Evaluation Math Content
Knowledge, Pedagogical Skills, and Technological Abilities
Nov. 2-3,
2007: I attended a TI-Nspire Workshop at October 2007 Mathematica workshop—Mathematica is a program used in the math department
to support learning of calculus. Although I do not teach calculus, I think it
is important to maintain my skills and learn to use the tools that my
colleagues consider important. 2007 Read: Ma, Liping, Knowing and Teaching Elementary
Mathematics: Teachers’ Understanding of Fundamental Mathematics in This book discusses basic differences in attitude and training, and how
those differences manifest as differences in teaching style and expectations
for their students. In Chapter 4 Liping Ma talks about how Chinese teachers
tend to think more like mathematicians and are more willing to explore math
concepts than their Esquith, Rafe,
There are No Shortcuts: How an
inner-city teacher—winner of the American Teacher Award—inspires his students
and challenges us to rethink the way we educate our children, Anchor
Books, 2003. This book is about an award winning elementary school teacher. I
incorporated a chapter (Ch.10 When Numbers get Serious) mid-quarter review as
part of my Math for Elementary Teachers’ course. October 2006 Webpage Design Workshop—At the workshop, I learned how to use our on-line
system. Results: 1) I developed
and maintain a faculty webpage that includes links to the courses I teach, my
doctoral dissertation, this professional development plan, conference
attendance, etc. http://seattlecentral.edu/faculty/alevy/MathForTeachers_index.htm
(2) Each
course has its own page which includes the course syllabi, calendar, and
links to in-class problems. (3) I
connected with the web design class on the SCCC campus who developed the
template for a Math for Elementary Teachers’ webpage. I maintain and update
these pages. They include information about service learning and a library of
student projects. Also included is a Blog for each of the MAT170 and 171
classes. Students can access the project library and class Blog during and
after they have completed the course. http://seattlecentral.edu/faculty/alevy/MathForTeachers_index.htm 2005 Read: Lampert,
Magdalene, Teaching Problems and the
Problems of Teaching, This book offers insights into how children learn mathematics through the
experiences of a teacher/researcher. Emphasis on process suggests that
students learn best when we understand what they already know and having them
present their multiple ways to solve problems. Lampert has her students
communicate their understanding of the math they are learning, first from a
personal perspective (in their own words) and then moves them towards a more
formalized mathematical understanding. This method of teaching is opposite
traditional methods that demonstrate a process and then attempt to relate it
to what students already know and understand. Although this book focuses on
elementary levels, there is much to gain in understanding some of the broader
issues for teaching. Assessment
Viability and Reliability
October 2007—Present Accreditation Committee—I am the co-chair of our Science and Math
Division committee called the Science and Math Outcomes Assessment (SAMOA)
committee. We meet monthly to map the math and science programs offered
through our division, create an AST degree map, and help to develop
assessable outcomes for each program. September 2007—Present: WAMAP—I attended a workshop introducing this on-line assessment program
(developed through the Transition Math Project Grant) where students can do
homework on-line and get immediate feedback.
This program is free for both the instructors’ and the students’ use.
Results: I incorporated WAMAP into my MAT084 and MAT085 classes as the
on-line homework system. January 2007—June 2007: On-line homework—I piloted the on-line homework options offered through
our textbook publishers for two quarters (MAT084, 085, 098). Although I
really liked the results for students, the cost to students is not
acceptable. Read 2007 Black, P.,
Harrison, C., Lee, C., This book emphasizes the importance of starting from what a student
knows, involving them actively in the learning process, developing their
self-assessment skills, and the importance of the social element of learning. Read 2005: Taylor, C. S.,
& Nolen, S. B. (2005). Classroom
Assessment: Supporting teaching and learning in real classrooms. This book introduced me to the terms viability and reliability. Viability relates to how well the tool assesses what was learned, while reliability is concerned with making sure that grading is the same for all students and can be replicated and supported. This book helped me to think about my assessment practices more deeply. Multi-Cultural Education
2006 Read: Chua, Amy, World on Fire: How Exporting Free Market
Democracy Breeds Ethnic Hatred and Global Instability, This book provides a viewpoint for understanding the anger and hatred
directed at our country. This world view helps me to better empathize and
understand cultures other than my own. Gruwell, This book helped me to better empathize with some of the social issues my
students may be dealing with in their personal lives outside of school. It
also inspired me to develop a reflective paper assignment that I incorporated
into the Math for Elementary School Teachers’ course. Kozol,
Jonathan, The Shame of the Nation: The Restoration
of Apartheid Schooling in I think it is important to read books by Kozol, as he provides a perspective
concerning the state of our educational system that is counter to my personal
experiences. Sep.2005-Present: Group Work— I designed and implemented group work for in-class time and
testing. The intent is to build a classroom community where students support
one another’s learning and social growth, develop and enhance their
communication skills, and learn to cope with math phobia and test anxiety
while dispelling cultural stereotypes.
The group process addresses the needs of students who are social
learners, those whose cultures emphasize group success over individual
achievement, and English-language learners. 2005 Read: Gallien,
Jr., Louis B. and Peterson, Marshalita Sims, Instructing and Mentoring the African American College Student:
Strategies for Success in Higher Education This book suggests that a strong, supportive community, where instructors
and staff mentor students, and development of a social network are very
important influences on student retention. Authentic Learning
Sep. 2007-Present: Service Learning Credits—I offer optional service learning credits in all
my developmental classes (MAT084, 085, 098). The placements include during
and after-school math tutoring at local schools. The students are required to
submit a reflective paper before finals week that makes connections between
the mathematics they are learning in class with what they are doing in the
community. Sep. 2006-Present: §
Service Learning Credits—I offer optional service
learning credits in the Math for Elementary School Teachers’ courses (MAT170
and 171). The service learning placements include during and after-school
math tutoring in local elementary and middle schools. These opportunities
enhance the connection between what the pre-service teachers are learning in
our class with the math children are struggling with in primary grades. It
gives students an opportunity to document their time in working with elementary
school children which most teacher education programs expect as an entry
requirement into their programs. The students are required to submit a
reflective paper before finals week that makes connections between the
mathematics they are learning in class with what they are doing in the
community. §
MAT170 & 171 Quarter Project—Students choose a
math concept, a theme (art, music, literature, motion, or culture), and a
grade level. They create or find an activity and must do that activity with
one or more children. The projects are posted on the Math for Elementary
School Teachers site http://seattlecentral.edu/faculty/alevy/MathForTeachers_index.htm.
This project helps students appreciate how to integrate math across the
curriculum. Sep.2005-Present: Complex Word Problems—I try to align the context of complex word problems
with students’ interests and needs. At the beginning of each quarter I ask
students to share their career goals. I deliberately choose context that I
believe my students will consider relevant to their lives and goals. We
discuss what the mathematics means in the context of the problem as well as
the applicability of the problem to different careers and to their lives as Democratic classroom norms
Sep.2005-Present: §
Assessment of Student Learning—I do not believe in
assigning ‘busywork’ and feel that the grade a student gets in class should
reflect their level of understanding of the mathematics. For example, if I
find that a student is scoring high on tests and quizzes, but their homework
and attendance are hurting their overall grade for the quarter, I speak
privately with the student to assess their particular issues. Many times I recommend
that they receive the test grade as their overall grade for the course when it
is a better reflective of what they know and understand. §
Final Exam—The final exam grade replaces the lowest
test score for the quarter. This takes the stress off the final exam, while providing
an opportunity for students to demonstrate their growth of understanding. It
also encourages students to self-assess and provides some flexibility for students
who may have missed one of the tests during the quarter. §
Student Feedback—Students are active in
communicating their needs and taking responsibility for their learning. I
periodically ask for feedback and then incorporate their suggestions into the
classroom norms. For example at the end of the 6th week, during
Fall quarter 2007, I asked my intermediate algebra class to share what was
working well and provide suggestions for changes that would help them learn
better. Many students asked for more homework problems, more lecture, and
less group time. I implemented these changes without compromising the
classroom norms. Feedback, two weeks after implementation, indicates that the
students appreciate the changes. §
Mentoring Students—I try to educate students about
their options for finding and utilizing support systems that are available on
our campus (tutoring centers, career counseling, etc), and discuss pro-active
methods they can use to overcome math phobia and test anxiety. Students feel
comfortable discussing their career goals and sharing issues about juggling
home, work, and school responsibilities. I encourage students to visit with
me during office hours or make an appointment to meet with me at another
time. §
Webpage—My interactive course syllabus and calendar
provide homework assignments for the quarter and links to the daily in-class problems.
This allows absent students to keep up with the work and encourages all students
to develop time-management skills and to take responsibility for handing in
assignments early when they know they will not be able to attend class. I
adjust the calendar as needed. For example, when my students requested more
homework, I posted the assignments. Recommendations §
I would like to further develop opportunities to
improve my teaching practice, i.e., reading, observing colleagues’ teaching,
have colleagues observe my teaching, video record my teaching to self-assess
my skills, collect input from students, and attend workshops. §
Develop and take part in a Professional Learning
Community (PLC) §
Integrate information literacy into my curriculum
and classroom norms (I have an idea to connect the math to students interests
and goals—possibly have them research a professional journal that relates to
their field of interest. Then the students would analyze the math in one of
the articles.) §
I would like to use WAMAP for on-line homework
assignments for my MAT098 classes (align with our new textbook) §
I would like to explore how to integrate TI-Nspire
into my planning and teaching. §
Learn another language, i.e., Spanish Research
Goals I would like to research: 1.
New Courses to better
support our student population’s career goals 2.
My Teaching Practice to improve
student success and retention Evaluation 1.
New Courses November 2007-Present Allied Health Math Class (MAT107)—Greg Harbaugh and I met with three
representatives of the Allied Health Division in November 2007. We created a
math course (MAT107) that will meet the needs of the nursing and respiratory
care programs; which combined have approximately 75 students per year. Respiratory care will require the course as
a pre-requisite to their program, and nursing will make it part of their
program. Greg has agreed to teach two sections during Fall quarter 2008, and
possibly one during the summer of 2008. I am considering teaching a Spring
2009 section. May 2007—June
2008 Math and Science Methods for Working with Young Children (CFS215)—In May
of 2007, I met with Al Griswold. We discussed the needs of the early
childhood education certificate program.
Over the 2007 summer, I developed a math and science methods course
for the Early Childhood Education (ECE) Certificate program. I recommended
that students take MAT170 and a science for non-science majors as
pre-requisites to taking the methods course which will be a requirement for
earning the certificate. I will be the
lead teacher for the course when it is first offered Spring quarter 2008. May
2007—Present Interdisciplinary Science Course—I organized a committee to develop an Interdisciplinary
Science Series for non-science majors. This series is modeled after the one
offered at April
2006—Present Math for Elementary School Teachers Series (MAT170, 171, & 172)—I
developed the Math for Elementary School Teachers Series modeled after the
one offered at Recommendations §
I will continue to network with others in the
college to determine interest areas for other math courses. I am interested in interdisciplinary
courses, i.e., math and art, math and music, and math and social sciences. §
Develop a collection of case studies that can be
used to evaluate student learning, retention, and motivation within my own
classroom and across the campus §
Help develop a research report for the Applied Math
Project-Seattle (AMP-S) that could be published to show results of the
project Community Relations
Goals I would like to: 1.
Connect with
the Local Community to provide a richer educational experience for my
students. 2.
Develop and Enhance
Pathways for high school students to enter and succeed in post-secondary
education, and to increase retention and graduation percentages Evaluation 1.
Connect with
the Local Community September 2007
– Present Service Learning—In all of the developmental classes I teach, I am offering
my students the option to sign-up for service learning credits. Students can
volunteer in after-school programs at local elementary and middle schools.
The requirement is that they are helping young children learn mathematics.
This experience helps our local schools and helps to improve our students’
self-confidence and connection to the local community. 2.
Develop and Enhance
Pathways April
2007—Present Applied Math Project of Seattle (AMP-S)—I am the lead for this grant,
which is a partnership with the Seattle Community College District (SCCD),
Seattle Public School District (SPS), University of Washington (UW), and the
Washington Applied Math Council (WAMC). The purpose of this grant is to align
the applied math curriculum with the College Readiness Standards. We are
doing this by developing a professional learning community where we conduct
lesson studies. The lessons that are enhanced through this process will be
posted on a state site. This is the pilot year for the program. We hope to
expand district-wide in 2008-2009 and state-wide 2009-2010. We are hoping that these new learning
communities will result in improved teaching and learning, as well as
stimulate the development of new articulation agreements between the high
school and college programs. Oct.
2005—April 2007 Seattle Transition Project (STP)—I am a co-grant author and organizer.
This is a partnership with Seattle Community College District (SCCD), Seattle
Public School District (SPS), and Recommendations §
I would like to find other options for developmental
math students to be involved in the local community, i.e., working with
non-profit organizations to help them collect and analyze data. §
I would like to get more involved with the Teachers
of Tomorrow (T.O.T.) club on campus and help them outreach to local high
schools and possibly sponsor a Future Teachers Conference on our campus. §
I am very focused on taking the AMP-S to the
district-wide and state-wide levels Professional Network
Goals 1.
Professional
Associations—Develop and maintain relationships with colleagues
at other institutions to improve my teaching 2.
Committees
& Division Retreats—Provide clarification of SCCC processes, support
services, and insight into the student population to help me better
understand our unique student population, my colleagues, and our college 3.
Education
Community— Keep current with developments in education in our region, state,
country, and world-wide to improve my teaching and to encourage students to
attend our college Evaluation 1.
Professional Associations Sep.2005--Present Washington Teachers of Teachers of Mathematics (WaToToM): Participate in the
yearly conference where we work towards supporting each other so that together
we can support In Feb. 2007,
the WaToToM group formulated a position
paper which was sent to the Office of the Superintendent of Public
Instruction and/or the Higher Education Coordination Board. Since that time,
members of the association have been invited to speak to, or work on a number
of issues. In Feb. 2006, the WaToToM
group was introduced to the Algebra Project (Robert Moses) teaching methods
and a lesson from the project and learned about the Transition Math Project (TMP).
Bill Moore explained the Transition Math Project (TMP) grant opportunity
offered to colleges in partnership with local school districts. The goal of
the grant is to disseminate the College Readiness Standards with a focused on
increasing the number of students going transferring directly from high
school into college level math classes. 2.
Committees & Division Retreats February 2008 Division Retreat: Bryan Johns and I have agreed to present program
mapping to the division and offer our services to help the programs use this
model to do their curriculum review. Oct. 2005—June
2007 Faculty Development Committee member: Helped to approve faculty grant
applications. 3. Education Community April 2007 I was a presenter at the Continuums of Service Conference in Recommendations §
I would like to extend the professional learning
community formed through the Applied Math Project-Seattle (AMP-S) grant by
doing lesson studies in my classes and the other college instructors’ classes
who are participating in the project. The goal would be to improve the §
I would like to extend the AMP-S grant for two more
years, to extend my network statewide. §
Present at AMATYC Conference Spring 2008, sharing my
work with Early Childhood Development – Math and Science Methods Course
and/or my work with Applied Math (AMP-S). |