WELCOME
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A Letter to My Students:
As your teacher…
-I am committed to helping you find personal success in our course and in other aspects of school life...to becoming that best that you can be.
-I believe that everyone can learn (Mathematics) to the highest degree, and that this is made possible when teachers, students and parents work together to creating specific conditions where ‘things’ begin to ‘click into place’ for each person.
-I understand that learning is not just about the content of our subject: it’s the process (how we get there) that matters most. We need to focus on building strong relationships and drawing upon our curiosity (e.g., questioning, determining interests and following them) to helping us engage with the content of our course. Blending these elements—relationships, curiosity, and content—will help to setting each one of us up to being life-long learners.
-I will challenge you to work on and make clear your commitments to yourself and to others. When we set high expectations and hold ourselves accountable to meeting them, we will experience high achievement.
I am very much looking forward to our ‘journey’ into learning together this year.
Sincerely Yours,
Mr. C. Stewart
As your teacher…
-I am committed to helping you find personal success in our course and in other aspects of school life...to becoming that best that you can be.
-I believe that everyone can learn (Mathematics) to the highest degree, and that this is made possible when teachers, students and parents work together to creating specific conditions where ‘things’ begin to ‘click into place’ for each person.
-I understand that learning is not just about the content of our subject: it’s the process (how we get there) that matters most. We need to focus on building strong relationships and drawing upon our curiosity (e.g., questioning, determining interests and following them) to helping us engage with the content of our course. Blending these elements—relationships, curiosity, and content—will help to setting each one of us up to being life-long learners.
-I will challenge you to work on and make clear your commitments to yourself and to others. When we set high expectations and hold ourselves accountable to meeting them, we will experience high achievement.
I am very much looking forward to our ‘journey’ into learning together this year.
Sincerely Yours,
Mr. C. Stewart
A. Course Description
"This course broadens students’ understanding of mathematics as it relates to managing data. Students will apply methods for organizing and analyzing large amounts of information; solve problems involving probability and statistics; and carry out a culminating investigation that integrates statistical concepts and skills. Students will also refine their use of the mathematical processes necessary for success in senior mathematics. Students planning to enter university programs in business, the social sciences, and the humanities will find this course of particular interest" (p111, The Ontario Curriculum: Grades 11 and 12-Mathematics, Revised 2007).
Use the table below to keep up to date on the goals of what you're learning, information on assignments to help demonstrate your learning over the course of the semester, and other important information--e.g., practice and resources.
An expanded view of the calendar spreadsheet is available. |
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C. Course Outline
In this section you'll notice...
The outline provides details regarding the following items:
- a document view of the course outline (below)
- an option to download the course outline (below)
The outline provides details regarding the following items:
- a course description
- typical progression for areas of study (i.e., units)
- term and final reporting breakdowns
- course expectations
- teacher, student, and parent agreement form
mdm_4u_course_outline_2015_sem2_cstewart.pdf | |
File Size: | 286 kb |
File Type: |
D. Surveys
1-All About Me!
All About Me! URL: http://goo.gl/forms/jn4onHGgvT
2-What do I do when...?
What do I do when...? URL: http://goo.gl/forms/fROhrKRQYw
Reference:
Juliani, A. (2015). Inquiry and innovation in the classroom: Using 20% time, genius hour, and PBL to drive student success. New York, New York: Taylor & Francis. |
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E. Learning Objects
Learning objects are activities (e.g., practice, assignments, blog posts, readings, interactive videos, etc.) that serve to help students meet the expectations of the curriculum they are studying.
These activities are tied to the goals of student learning and to criteria of how students have learned, are learning, and can learn moving forward. These descriptions can be found in the course webpage, Course Calendar (button, right). Where possible, expectations for student learning will be documented in the Course Calendar and in other parts of this website (e.g., Learning Objects webpage) on an ongoing basis. From time to time, the Course Calendar learning objects assigned may be linked to the "Learning Objects" webpage for this course (button, right). Primarily, students will be able to go to this page to view and/or download documents that can support their learning. Students are encouraged to check their Course Calendar on a daily basis (before visiting the Learning Objects webpage) to help them prioritize how they will go about working through the various, assigned activities. Notes on Learning Objects: Objects labelled REQ are required learning activities. Those labelled SUPP are supplemental: they can be used to review, replace, and/or extend your learning. In some cases, a SUPP activity might be able to be used as a substitute for the REQ activity. Students are encouraged to explore this possibility by consulting with their teacher. |
G. Homework
When homework is used appropriately, it has the ability to improve student achievement (NCTM, article posted in sidebar).
Details Regarding Homework Assignments in this Course Although not assigned each evening, students should expect to receive some homework that focuses on helping them prepare for next-day, classroom activities--e.g., practising a skill, studying for a task, watching an instructional video, preparing project-based work, etc.--and long-term projects. Initially with their teacher's guidance, students should set and monitor their progress in achieving goals that relate to growing their independence in directing their own studies. For example, if a student determines that they are having some difficulty with a concept, they actively choose to schedule a Math Help session, watch some instructional videos, and/or complete some additional problems. Extra Help in Mathematics Students who are seeking additional assistance, can do so...
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