Zoe Souliotis-Foley, Director
Course Syllabus Template
3 Credit Courses; 36 Hours; 2 Credit Courses = 24 hours; 1 Credit Courses = 12 hours
Summer 2015: July 6, 2015 – August 17, 2015
Please complete a full course syllabus using this format, saved in Microsoft Word. This syllabus will be uploaded to the ASPDP website.
Title of Course:Common Core in Math: Instructional Shifts for Effective Implementation, Grades 6-8Course Code:
Registration Close Date: ______
Course Location:Online course, accessible at
Instructor’s Name:Sophia Thwaites
Instructor’s Telephone #: 1800 728 0032 / E-mail:
Course Begins:July 6, 2015 / Course Ends: August 17, 2015 / Total Hours:36
Educational Partner Fee: $174.00 / Materials Fee (if applicable): N/A
In one sentence what is the focus of this course? This course describes and models the three instructional shifts associated with the CCSS in Mathematics (CCSS-M) for effective teacher implementation.
What will teachers know and be able to do as a result of taking this course? (50 words or less) Educators will become fully versed in the CCSS-M for grades 6-8. Using the three instructional shifts and mathematical practices, educators will develop lesson plans, design instruction, and implement practical strategies for working with diverse learners. Formative assessment and ways to communicate the CCSS to families will also be discussed.
This course will meet on the following dates: (Please list day of the week and all dates this course will be offered in mm/dd/yyyy format; do not provide a range): 7 days a week; 24/7
This course will meet at the following times: Start time: 24/7______End time: 24/7______
The maximum number of students this class can permit:999______
Target Grade Level(s) 6-8______Content Area(s): Math
Specific Content Area(s): (Identify one to two specific content areas) □ Arts □Academic Intervention □Accountability □ ELL □English Language Arts □Guidance □Health/Physical Ed. □Intervention X Mathematics □Mentoring □Methodology □Multicultural Ed. □Science □Secretaries □Social Studies □Special Education □Technology in the Content Area
Course Information
Course Description
1. In two paragraphs describe your course including the course objectives, key activities or texts, assessment plan, Common Core Standards (where relevant) and key Danielson Components addressed. The description should indicate the research base and/or best pedagogical practices addressed.
In this course, educators will explore The Common Core State Standards for Mathematics (CCSS-M) in grades 6-8 to understand the purpose for the Standards, the foundations of the Standards, what students are expected to understand, know, and be able to do, and how this will impact teachers’ approach to instruction. The course will address the combination of content standards and Mathematical Practice standards, the three shifts in emphasis and organization, how these shifts will impact classroom practice, and ways to address the needs of diverse student populations. Through readings, classroom videos, and other activities, participants will gain a foundational understanding of The Standards and their application. Participants will become informed educators who can implement the standards with fidelity in their school or district. This course includes multiple assessments including pre and post surveys, reflection questions at the end of each unit, a Mid-course project, and a Final Capstone Project.
The Danielson components that apply to this course are Domain 1: Planning and Preparation; 1c: Setting Instructional Outcomes. Helping all students meet the high expectations of the Common Core State Standards is a challenge that many teachers face. This course will provide teachers in grades 6-8 with suggested strategies and examples for ways to successfully implement the pedagogical shifts associated with the CCSS. Additionally, educators will learn instructional moves to support the use of formative assessment, integrate differentiation, and promote student engagement. This course also provides methods for helping all students meet the demands of the CCSS in Mathematics. The course will address the combination of content standards and Mathematical Practice standards, the three shifts in emphasis and organization, how these shifts will impact classroom practice, and ways to address the needs of diverse student populations. The KDS Theory of Action is the belief that through the combination of 50 hours of learning through Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary to change their practice. There are three principles that we believe support our course design: Research Based Principle 1: Professional development should be intensive, ongoing, and connected to practice: one study suggests 50 hours of instruction to make any kind of impact, so we design our courses to be approximately 50 hours, Research Based Principle 2:Modeling has been found to be highly effective in helping teachers understand a new practice, so we use authentic clips and classroom video footage of model lessons to demonstrate effective classroom practice, Research Based Principle 3: Teachers’ initial exposure to a concept should not be passive, but rather should engage teachers through varied approaches so they can participate actively in making sense of a new practice, so we use interactive activities, graphics, readings, discussions, and scenario-based activities to support the educator as active learner.
Integration of Danielson Framework
2. Identify and explain how your course will deepen participant understanding of one to two componentsin Danielson’s Framework for Teaching. (Include Domain # and Component letter e.g. 1E).
Integration of Standards
Domain 1: Planning and Preparation
1c: Setting Instructional Outcomes
Helping all students meet the high expectations of the Common Core State Standards is a challenge that many teachers face. This course will provide teachers in grades 6-8 with suggested strategies and examples for ways to successfully implement the pedagogical shifts associated with the CCSS. Additionally, educators will learn instructional moves to support the use of formative assessment, integrate differentiation, and promote student engagement.
3. In bullet form, list the applicable NYC, NYS, and/or Common Core Standards in course content area (Literacy, Math, Science, Social Studies, Applied Learning, the Blueprint for Teaching and Learning in the Arts, National Educational Technology Standards)
A Framework for Teaching 1c: Setting Instructional Outcomes
•Common Core State Standards in Mathematics
This course also provides methods for helping all students meet the demands of the CCSS in Mathematics. The course will address the combination of content standards and Mathematical Practice standards, the three shifts in emphasis and organization, how these shifts will impact classroom practice, and ways to address the needs of diverse student populations.
Pedagogical Approach
4. Describe the pedagogical approach that will be used in the course and how you will address the needs of diverse adult learners. What specific method(s) of instruction will you use?
The learning experience we offer to adult learners includes:
Instruction (40%)- 20 hours / Coaching (20%)
- 10 hours / Practice (40%)
- 20 hours
- Video Instruction
- Video modeling and classroom demonstrations
- Professional Readings
- Video Coaching
- Expert feedback on Learner Reflections
- Discussion and collaboration with peers
- Feedback on application projects facilitated by online coaches
- Resources for Facilitation
- Interactive activities
- Application scenarios (checks for understanding)
- Mid-course project (3 grad)
- Final capstone project (3 grad)
- Application Toolkit (resources for classroom use)
KDS courses are composed of rigorous academic work based on content-rich and high quality components that engage learners. These interactive components include videos, interviews, readings, interactive activities, downloadable resources, and assessments that meet accreditation standards for 3-graduate credit. Course components are varied and meet the needs of diverse adult learners. KDS differentiates instruction for learners in multiple ways, includinglearning design and supports, KDS coaching services and the KDS Professional Learning Platform (PLP).
At KDS, we design courses of study based on the systemic needs identified within a system of schools to meet teachers where they are and move them through strategic learning progression over time. We design our courses under five core domains, including the Common Core, Diverse Learners, Teacher and Leadership Induction, Using Data and Personalized Learning. For each core domain, we provide courses that range from building foundational knowledge to enriching content expertise and practice. Within each domain course offerings include a range of theoretical approaches led by educational authors and experts in the field.
Another way KDS differentiates learning is in how we address learning styles by providing multi-modal learning experiences. To support course engagement, courses are taken asynchronously, therefore allowing educators to learn during a time that is conducive with their teaching schedule and within an optimal learning time for the individual. KDS courses also provide a collection of activities and materials to support different learning styles. In each course, there are units of study that each contain learning through video, readings, interactive activities, checks for understanding, reflection prompts, discussion forums, application materials and resources for bridging learning to practice. In addition, searchable transcripts of the videos are provided for the learner to review and annotate to support their learning of the content.
To further differentiate learning, KDS courses are configured and accredited in a way that speaks to differentiated professional pursuits including coursesthat can be completed for state certification, master's degree programs and career advancement for teachers and administrators at every stage of their career.
KDS Online Coaches also support learners to meet differentiated needs. Throughout each KDS course, participants are engaged with an online coach who provides individualized feedback to every learner throughout the course. The coach will respond to key reflections in each unit, prompt and respond to discussion postings, evaluate mid-course and final capstone projects and provide qualitative feedback to the learner to support extension of their learning. In addition, KDS works with systems of schools to design resources for facilitation that can be used for the in-person component of the blended learning professional development. All materials are customized to take into account the identified needs and goals.
The KDS Professional Learning Platform (PLP) provides participants with the opportunity to extend their learning during the course and continue their learning after a course has ended. The PLP allows educators to connect, collaborate, converse and share instructional strategies across districts and states. Facilitated discussion forums provide learners with an additional opportunity to share their reaction to new learning, identify new strategies, share struggles and address challenges, and exchange ideas and resources. PLP allows learners to identify and connect with recognized experts within your system of schools on an on-going basis.
Structural components of Courses
Units: Each KDS course is typically made up of a series of 6-10 Units that function much like chapters of a text. Each Unit starts with an overview and expected learning outcomes. The first Unit is usually a course introduction that provides an overview of the course content and the learner experience. Each Unit ends with a short Quiz, or Check for Understanding.
Segments: Each unit is composed of several distinct segments that deliver content in a variety of interactive ways. A segment can contain a video clip, a reading, or an activity that require participation from the learner. Typically, a reflection question follows each segment.
Reflection Question: A reflection question occurs at the end of each segment and provides an opportunity for the learner to connect what they have just learned to their own practice. Responses to reflections can be reviewed by the online coach, for courses that include them.
Discussion Prompts: A Discussion Prompt involves a question that the learner may respond to and share via discussion board. These questions are intended to allow learners to share reflections on their practice and what they have learned from the course. Learners are encouraged to read and respond to other posts as part of an online community around the course.
Assessments: Each KDS course is composed of a variety of assessments to monitor progress through the course. All courses include a pre and post assessment and Checks for Understanding are made up of 3-5 often scenario-based questions and follow each unit. Courses include both a Mid-course project and a Final Capstone Project. These are often practice based and learners are encouraged to upload the results of their work.
Application Toolkit:
The Application Toolkit includes a collection of instructional tools and resources related to the content that can be adapted and used within an educator’s classroom.
Video Components
Video footage is captured and edited by an experienced and specialized production team with years of experience filming educators and students in schools across the country. The varied video components are described in greater detail below.
Interviews:Focal interviews with experts and practitioners intercut with engaging b-roll, animation, text and graphics related to focal content. Interviews with experts allow learners deep insight into the thinking of national renowned leaders of the education field. Interviews with practitioners share and reflect on the instruction and practice of the learner’s colleagues in districts across the country.
Teachers/Experts in Action: High quality video segments that provide vivid exemplars of focal practice and strategies. Can be intercut with interview narration or animated graphics to reinforce key points, identify relevant content or reflect on focal practice. These segments can include classroom instruction, team meetings and other school-based events. Video options include:
- Classroom Instruction:Footage is captured from an actual classroom lesson around key topic area or strategy. Can be intercut with VO from teacher interview, and/or graphics and animations that reinforce key elements.
- Leadership Practice:Footage is captured of school administrator in action, through various events in his/her role, including staff or parent meetings, coaching sessions, observations, etc. Can be intercut with VO from administrator interview or animated graphics to reinforce key points or relevant content.
- Model Lessons:Expert or model teacher leads a classroom lesson. Can be intercut with VO commentary and/or graphics & animation to reinforce content.
- Observation Cycles:Principal, Coach or Expert conducts complete observation cycle with classroom teacher or specialist. This typically involves a pre-lesson planning meeting, the focal classroom lesson, and a post-lesson debrief to reflection on instruction.
- Mini-workshops:More traditional PD sessions that include active participation and commentary from the Expert/Facilitator as well workshop participants.
- Meetings: Teachers and school leaders in collaborative planning meetings related to the content being taught, e.g. a grade-level meeting or a department meeting.
Video Reflections/Debrief: Small group discussion and analysis of previously recorded & edited segments. Expert moderator facilitates shared observations with one or more teachers to reflect on the focal practice or strategies. Segment intercuts between footage of the analysis and discussion with actual footage of focal video strategy. VO descriptions from the discussion can provide commentary on the action.
Educator Roundtable: A small group discussion of a timely and relevant topic of interest to educators. Assembled participants can include an author/expert, teachers, school leaders, parents and other stakeholders. Participants share insights and observations, provide advice or guidance and future direction.
Participant Application
5. All courses must show how participants will link their learning to their own classrooms. Describe how your course will do this.
Participants who complete this course will link learning to their classrooms, and will bring the following back to their classrooms and/ or teaching practice:
•Participants set learning goals that will inform classroom instruction
•Understand the organization of the CCSS-M, specifically how to make sense of the domains and priority focus areas across grades K-8 to appreciate the full range of conceptual understanding and skills that students need to learn in a specific grade
•Explore how the combination of content and mathematical practice standards within a lesson provides greater rigor for students’ learning and builds conceptual understanding
•Identify and provide evidence of the mathematics shifts in classroom instruction
•Explore how the integration of content and mathematical practice standards support the CCSS mathematics shifts and conceptual understanding of the content standards
•Reflect on the connections between CCSS Mathematical Practice and content standards
Identify and provide evidence of the Mathematical Practices in classroom instruction
•Recognize instructional strategies designed to foster the combination of content and practice standards in a CCSS Mathematics classroom
•Reflect on the connections between CCSS Mathematical Practice and content standards
•The ability to communicate the academic demands of The CCSS to students and families
•Develop formative assessments
•Analyze data gleaned from formative assessment
•Reflect on instructional strategies and lesson planning that promotes rigor and depth of student learning and conceptual understanding for ALL students
•Develop a formative assessment designed to check for students’ mathematical understanding
•Align standards of mathematical practices and content standards with objectives of a lesson
•Define cognitive demand and analyze a mathematics task for cognitive level
•Reflect on instructional strategies and lesson planning that promotes rigor and depth of student learning and conceptual understanding
Assessmentand Feedback
6. Explain what assignments and assessments participants will be responsible for, and how their work will be evaluated throughout the course. How will formative and summative feedback be provided? Include examples of evidence you will collect that demonstrate how participant learnings will directly impact their students’ learning (e.g., projects, collections of student work, presentations, etc.). Please note: A midterm and a final (projects, journals, papers) must be administered as per the “P” In-Service Course Guidelines.