Syllabi for Analytic Geometry and Math IV
|
|
What is Ms. Giwa trying to accomplish?
I am trying to have my students experience academic success, develop and/or maintain cultural competence and develop a critical consciousness through which they challenge the status quo of the current social order.
- Academic Achievement - “…academic achievement and educational attainment will open doors in [my] students' life trajectories, so [I] will work to ensure that my students earn increased access to spaces in the world that have been historically denied to them."
- Cultural Competence - “First, students must understand their own cultural identity, and grow to love and appreciate who they are and where they come from. …that deep love for one's own roots can eventually lead to 'spillover love,' where unconditional love for self becomes unconditional love for others."
- Critical Consciousness - "Socrates tells us 'The unexamined life is not worth living.' Freire tells us this examination must be critical, in that it considers power, power structures, and power dynamics in their social, cultural and historical contexts and trajectories."
Classroom Expectations
- Be Punctual, for being early is on time, being on time is late and being late is unacceptable.
- Be Polite, for everyone you meet is fighting a hard battle.
- Be Prepared, for it prevents poor performance.
- Be Productive, for successful people make wise decisions.
Standards based grading rubric
4 You have totally mastered the skill, meaning you have demonstrated a full understanding of the concepts involved, have clearly showed all steps of your reasoning, have used notation correctly, wrote exemplary and clear prose, and have made no algebraic errors.
3.5 You have totally mastered the skill, but you might have made a small notational error, or very small (non-fatal) You have a firm grasp of the skill, meaning you have demonstrated a full or almost understanding of the concepts involved, but you possibly didn’t show steps of reasoning, didn’t use notation totally consistently, could have written clearer prose, and /or made a slight (but non-fatal) algebraic error.
2 You have demonstrated some conceptual understanding of the skill. You possibly have some confused reason, did not completely answer the question, did not use consistent notation, wrote muddle prose, and/or made more than one (non-fatal) algebraic errors.
1 You have demonstrated a weak or no conceptual understand. You possibly have confused reasoning, poor prose, and/or made one or more serious (fatal) algebraic errors.
0 You left the problem blank.
3.5 You have totally mastered the skill, but you might have made a small notational error, or very small (non-fatal) You have a firm grasp of the skill, meaning you have demonstrated a full or almost understanding of the concepts involved, but you possibly didn’t show steps of reasoning, didn’t use notation totally consistently, could have written clearer prose, and /or made a slight (but non-fatal) algebraic error.
2 You have demonstrated some conceptual understanding of the skill. You possibly have some confused reason, did not completely answer the question, did not use consistent notation, wrote muddle prose, and/or made more than one (non-fatal) algebraic errors.
1 You have demonstrated a weak or no conceptual understand. You possibly have confused reasoning, poor prose, and/or made one or more serious (fatal) algebraic errors.
0 You left the problem blank.