This course provides prospective teachers with an advanced overview of teaching secondary mathematics and computer science. It explores the role of content, pedagogy, curriculum, and technology in student learning. Building on concepts from Knowing and Learning, students will apply theory in classroom settings, design and implement formative assessments, and evaluate student outcomes. The course emphasizes the dynamic interaction between teachers, students, and content,fostering deep conceptual understanding and effective teaching practices.
The Role of Teacher Expectations in STEM Achievement - Teachers’ expectations play a powerful role in shaping how students perceive themselves in STEM fields. When educators express confidence in their students’ potential, it can boost engagement and foster success. Conversely, low expectations—often unintentional—can limit students’ progress, particularly for those from underrepresented backgrounds. This research project gave me the opportunity to explore how teachers’ words, attitudes, and teaching styles influence student confidence and success in STEM.
As part of my field experience at Gainesville High School, I implemented three different types of formative assessment to learn more about students' mathematical thinking. Each formative assessment had a specific purpose for informing mathematics instruction. Each week, I had the opportunity to take time at the end of class to incorporate these assessments with the students. After each lesson, I designed an activity that was both relevant to the content and engaging for the students. Based on their level of engagement and performance, I would refine the assessments after each class. These fun and interactive moments helped build stronger connections with the students and gave me deeper insight into effective classroom management. Through this process, I also saw the value of formative assessments in providing meaningful feedback about the class as a whole and in monitoring students’ academic progress.
