Course Syllabus

Professional Development for New High School Math Teachers

Target Audience:

This professional development course is designed for aspiring or current high school math
teachers in Minnesota who are newer to the education world (0-5 years of experience).

Course Description:

This professional development course will take place in three sessions over 2 days. The
goal is to provide math teachers the opportunity to dive into the MN math standards,
engagement strategies, relationship building strategies, and making math fun for students.

Course Registration:

Email Elizabeth Busch by August 1st to confirm. Provide name, school you teach at, grade
levels/courses you teach, and how many years of experience you have teaching high
school math. Also, please provide any allergies or restrictions for food for lunch.

Course Details:

Professional Development Credit: 9 clock hours

Instructor: Elizabeth Busch

Email: elizabeth.busch@go.minnstate.edu

Location: TBD

Time/Date: TBD, however most likely middle of August before schools start in the fall

Zoom Link: https://minnstate.zoom.us/j/9295370979

Adult Education:

This course is created to meet the needs of adult learners based upon Malcolm Knowles’
assumptions of adult learners (as cited in Merriam & Baumgartner, 2020). The course is
based on the following concepts:

• This course provides access to recourses, websites, and information that will
benefit math teachers
• This course provides the ability to build on prior skills and knowledge
• Learners are motivated to learn new information that can be beneficial to their
career
 • This course provides math professional development clock hours that align with the
MN Tier 3 / 4 renewal process
• This course provides details on how to align standards and objectives in math
• This course provides opportunities to make connections with fellow learners

Course Objectives:

1. Learners will interpret how to align common core standards to MN state standards.
Students will then produce an aligned document with one specific course that they
teach. Bloom’s Taxonomy Level: Application
2. Learners will identify engagement strategies that work well in their math
classrooms, and then they will examine new engagement strategies to apply to their
classrooms. Bloom’s Taxonomy Levels: Comprehension and Analysis
3. Learners will describe how they approach learning, assignments, and projects in
their classrooms. Then, they will revise existing lesson plans and activities to add
more entertaining content to their classroom. Blooms Taxonomy Levels:
Comprehension and Synthesis.

Course Resources:

Resource Details
Websites • https://education.mn.gov/MDE/dse/stds/Math/
• https://learning.ccsso.org/wp-content/uploads/2022/11/ADA-
Compliant-Math-Standards.pdf
• https://www.geogebra.org/

Articles • Implementation of think-pair-share to mathematics instruction

Tanujaya, Benidiktus. Mumu, Jeinne. (2019). Implementation of think-
pair-share to mathematics instruction. Journal of Education and
Learning (EduLearn). 13. 510-517.
10.11591/edulearn.v13i4.14353.
• Student Engagement in a Flipped Secondary Mathematics
Classroom
Cevikbas, M., Kaiser, G. Student Engagement in a Flipped Secondary
Mathematics Classroom. Int J of Sci and Math Educ 20, 1455–1480
(2022). https://doi.org/10.1007/s10763-021-10213-x
Course Schedule:

This Professional Development will take place over two days.

Day 1:

• 8am-11:45am: Session1
• 11:45am-12:30pm: Lunch provided
• 12:30pm-3:15pm: Session 2

Day 2:

• 8am-11:45am: Session 3
• 11:45am-12:30pm: Lunch provided
• 12:30pm: concluding thoughts / discussions

Professional Development Outline with Description of Assignments

Session 1: MN state standards vs. Common Core, aligning standards to own

classroom, analyzing textbooks

Agenda and Assignments are Aligned to Course Objective 1

Agenda:
• Learners will discuss how familiar they are with the MN state math standards
• Presentation on the differences between common core and MN state math
standards. Learners will take notes in a graphic organizer.
• Break into groups based on what subject the learner teaches (Algebra, Geometry,
Pre Calc, etc.) **If you teach more than one class, pick the class you are least
familiar with in retrospect to standards**
• Use the first two links provided in this syllabus as resources for the MN math
standards and common core standards.
• Assignment 1
• Learners will analyze different math textbooks: look at the books present in their
own classroom and other teachers’ classrooms.
• Assignment 2

In Person Assignments:
 • Assignment 1: Learners will align the MN math standards to one of their current
math classes. Learner will pick one class to focus on and map out their entire
year to the MN math standards. They can choose to do this in a variety of ways:
graphic organizer, adding to their planner, making a google doc, etc.
• Assignment 2: Learners will get in groups of 3-4 and discuss the curriculum and
textbooks present in their classrooms. They can relate this back to their aligned
MN state standards assignment. This assignment is more of a verbal assignment
with one person taking notes. They will discuss how they liked aligning the
standards, what standards are missing, the pros and cons of each textbook, etc.
Then, each group will present the textbook present in their group that they like the
best and the least to the entire group.

Session 2: Strategies for Enhancing Student Engagement, Math talks, and

Relationship Building

Agenda and Assignments are Aligned to Course Objective 2

Agenda:
• Intro to this section- discussion on engagement strategies that work or need
improvement in classroom
• Quick lecture on “20 engagement strategies that work in a math classroom”
• Take notes of 5 that you would use in your math classroom
• Read the two articles in the syllabus
• Break into groups and discuss your top 5 strategies
• Assignment 1
• Intro into math talks – video
• Math talks resources and how to incorporate in the classroom (math talks
specifically for high school, math language in the classroom, getting students
talking math sense, etc.)
• Discussion with peers on math talks
• Relationship building strategies presentation
• Discussion with peers on relationship building
• Assignment 2

In Person Assignments:
• Assignment 1: List your top 5 strategies for enhancing student engagement. Then,
choose one or two strategies and list how you could use this in your daily
classroom life. Create a plan of how you will implement this, and then discuss it
with group members. Act out said top strategies with group members. List
anything you would change / add / cut out and modify your plan.
• Assignment 2: Pick a relationship building activity, worksheet, plan, etc. to
incorporate into your classroom. Write how you will incorporate this, what you
will do, how often, etc. For example: create your first day of teaching lesson plan.
 Incorporate a student ‘get to know you’ sheet to get to know your students. Then,
plan an ice breaker activity.

Session 3: Differentiating current lesson plans to make math more FUN

Agenda and Assignments are Aligned to Course Objective 3

Agenda:
• Intro: Does anyone have any fun assignments they like to incorporate throughout
the year? Discussion
• Presentation on differentiating content, fun ideas to bring to existing lessons, new
lesson plan ideas
o Examples: pen tracing for transformations in geometry, geometry escape
room, house project for geometry, algebra system of equations lightning
ball, GeoGebra tools (website link above in syllabus resources)
• Assignment 1
• Tips on differentiating content quickly
• Tips on how to add “fun” every day
• Assignment 2

In Person Assignments:
• Assignment 1: Think of a lesson plan that needs some revamping (try to pick a
lesson that students typically “zone out” on). Either incorporate what was
presented already or do some research on your computer on how to add a fun
activity to this lesson plan. Update your lesson plan or create a new lesson plan.
Discuss with peers your updated lesson plan, while demonstrating how the new
activity will work.
• Assignment 2: Make a list of how you can add “fun” to the classroom every day.
Then, in a group of 3-4, compile a list of all your ideas. We will come together after
and make a grand list of ideas, vote for the top 5, and brainstorm how we can
implement these ideas in our classrooms every day. This could be as simple as
adding music to the classroom to adding a mini basketball hoop for “fun Fridays”.
The ideas are limitless- this assignment has no “wrong answers”. This is to find
different ways we can add excitement, while not doing a ton of lesson planning.

Materials Needed:

Please bring the curriculum you use in your math classroom (could just be a link to their
website) and a laptop.

Upon Completion:
Every attendee will receive a certificate of completion with the clock hours presented.
Learners who complete the ‘End of Professional Development’ survey will have a chance
at winning one of three 15$ Amazon gift cards.

Instructional Unit Template

Session 2: Strategies for Enhancing Student Engagement, Math talks, and
Relationship Building

ASSIGNMENT #1

Course Objective: Learners will identify engagement strategies that work well in their
math classrooms, and then they will examine new engagement strategies to apply to their
classrooms. Bloom’s Taxonomy Levels: Comprehension and Analysis

Assignment Description: List your top 5 strategies for enhancing student engagement.
Then, choose one or two strategies and list how you could use this in your daily classroom
life. Create a plan of how you will implement this, and then discuss it with group members.
Act out said top strategies with group members. List anything you would change / add / cut
out and modify your plan.

Instructions to learners: After completion of the PowerPoint, learners will create a

slideshow of their own for their top 5 strategies for enhancing student engagement that
they can potentially see in their classroom. Out of these 5, choose two that you will
implement and come up with a plan of how you can do this. Once done, present your
findings to your group members. Group members will give ideas on how you can modify or
adapt your plan. Then, as a whole group, we will discuss some of learners’ top 2 ideas.

Class Agenda:

• Intro to this section- discussion on engagement strategies that work or need

improvement in classroom
• Quick lecture on “20 engagement strategies that work in a math classroom”
• Take notes of 5 that you would use in your math classroom
• Read the two articles in the syllabus
• Break into groups and discuss your top 5 strategies
 • Assignment 1
• Intro into math talks – video
• Math talks resources and how to incorporate in the classroom (math talks
specifically for high school, math language in the classroom, getting students
talking math sense, etc.)
• Discussion with peers on math talks
• Relationship building strategies presentation
• Discussion with peers on relationship building
• Assignment 2

Assignment Rationale:

1. Adults need to know why they need to know: Learners will understand why they
need to know this because of their personal classroom environments. They will see
how these engagement strategies can be directly applied to their classroom and
students.
2. Adults need to learn experientially: Learners will be able to collaborate with their
peers while directly applying this assignment to their classroom. Students will be
able to personalize this assignment, while also getting peer feedback.
3. Adults approach learning as problem solving: Teachers are always looking for
ways to better their classrooms. That is problem solving, getting to a common goal
of students engaging, learning, and participating in class. With the help of this
assignment, the teacher/learner will problem solve new strategies for their
classrooms.
4. Adults learn best when they can implement the content: By the usage of
presenting to peers as well as an opportunity to adapt their slideshow, the teacher
will be able to implement the strategies they learned once school begins. They will
be able to have the slideshow they created on their personal laptops, which will be
available to them each day.
5. Adults need to connect new ideas with prior knowledge: Learners will get the
chance before beginning their assignment to acknowledge what strategies they
already use in their classrooms. They can build upon these strategies, discuss with
peers' which ones work or do not work as well, and find new strategies that they
would like to try. Prior knowledge is key in this exercise, as the teachers should
know what has worked or not worked in their classrooms already. They also know
their learning or teaching style and how that impacts what they bring to class.
 6. Adults are internally motivated: Learners are taking this course because they
want to learn more about how to enhance their math classrooms. They are
motivated to better themselves and their classrooms, which will come directly from
completing this assignment.

ASSIGNMENT #2

Course Objective: Learners will identify engagement strategies that work well in their
math classrooms, and then they will examine new engagement strategies to apply to their
classrooms. Bloom’s Taxonomy Levels: Comprehension and Analysis

Assignment Description:

Assignment 2: Pick a relationship building activity, worksheet, plan, etc. to incorporate into
your classroom. Write how you will incorporate this, what you will do, how often, etc. For
example: create your first day of teaching lesson plan. Incorporate a student ‘get to know
you’ sheet to get to know your students. Then, plan an ice breaker activity.

Instructions to learners: Think of an activity or worksheet you can add to your classroom
to better your connections with students. As educators, having a relationship with our
students can greatly impact how our students succeed. This can be anything you can add
to your classroom that will help you to get to know your students. On your computer,
create a document, power point, etc. of something you will add. My example is a ‘get to
know you sheet’ on the first day of school as well as an ice breaker activity. From there,
write how you will approach this activity, how often, and how it will benefit you and your
students. (You can think of more than one as well to use multiple times throughout the
year!)

Materials Needed: Laptop

Class Agenda:

• Intro to this section- discussion on engagement strategies that work or need

improvement in classroom
• Quick lecture on “20 engagement strategies that work in a math classroom”
• Take notes of 5 that you would use in your math classroom
• Read the two articles in the syllabus
• Break into groups and discuss your top 5 strategies
• Assignment 1
• Intro into math talks – video
 • Math talks resources and how to incorporate in the classroom (math talks
specifically for high school, math language in the classroom, getting students
talking math sense, etc.)
• Discussion with peers on math talks
• Relationship building strategies presentation
• Discussion with peers on relationship building
• Assignment 2

Assignment Rationale:

1. Adults need to know why they need to know: Learners will understand after this
activity why it is important to build relationships with students. This will give them
the opportunity to create something that they can use in their classroom on the first
day of school, or throughout the school year.
2. Adults need to learn experientially: This assignment helps students to visualize
themselves in the classroom building relationships with students. Students are
given the opportunity to listen to the slideshow I provide, talk with peers, and then
create some activity or worksheet of their own.
3. Adults approach learning as problem solving: This assignment goes hand in hand
with problem solving. This allows teachers to think about different ways they can
build relationships. Come school time, if this assignment does not go as planned,
they can problem solve ways of how to make it better.
4. Adults learn best when they can implement the content: This assignment is
designed to be implemented day one of the school year. Discussing with peers
about their assignment will help them to implement the activity they created even
better. This is an assignment designed to help teachers build relationships while
also creating unity in the classroom.
5. Adults need to connect new ideas with prior knowledge: This assignment can
use prior knowledge of what the teacher has done in the past or what they don’t like
as an ice breaker activity. The assignment can go many ways, so it is important for
the teacher to reflect on their past and create something that will benefit them and
their students.
6. Adults are internally motivated: Teachers love their jobs for many reasons, one
being because of their students. This assignment will motivate them to create new
connections with students and new strategies to bring to their classrooms.
Teachers are always looking for ways to connect with students, and this assignment
will help them stay motivated in that area.