Reference
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College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Data Form—
1. Division: Humanities and Communications
2.
Course Discipline and Number: EDUC 3
3.
Course Title: Math Tutoring Techniques
4.
New
When will this course first be offered? Spring 05
Change to existing course (Indicate changes on "Summary of Curriculum Changes" form)
Delete existing course
When should this course become inactive? Select
Provide explanation and justification for addition/change/deletion:
The College is developing an academic program for teacher's aides to meet the
federal requirements of "No Child Left Behind".
5.
Is this course part of a CR Degree/Certificate Program?
No
Yes
If yes, specify program code: A.S., Paraprofessional Education
Required course
Restricted elective
6.
List any special materials, equipment, tools, etc. that students must purchase:
Submitted by: D.
Jackman_
Tel. Ext.4539
Submitting Division/Center Review Sydney Larson
Vice-President, Academic Affairs:
Approved by Curriculum Committee: No
Course Data Form
Draft: June 2003
Date: 11/4/03
Date: 11/4/03
Date: Inactivated by Curriculum Committee 9/28/07____
Yes
Date: 4/23/04
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SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
OLD
NEW
Catalog Description
Grading Standard
Select
Select
Units
Lecture Hours
Lab Hours
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
RepeatabilityMaximum Enrollments
Other
If any of the listed features have been modified in the new proposal, indicate the "old" (current) information and
proposed changes.
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College of the Redwoods
Course Data Form
DATE: 11/4/03
DISCIPLINE AND NUMBER: EDUC 3
FORMER DISCIPLINE AND NUMBER (If previously offered):
COURSE TITLE: Math Tutoring Techniques
TOTAL UNITS: 2
[Lecture Units: 2
Lab Units: 0]
TOTAL CONTACT HOURS: 36 [Lecture Hours: 36
Lab Hours: 0]
MAXIMUM CLASS SIZE: 40
Is this course repeatable for additional credit units: No
Yes
How many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION:
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
A study designed to prepare college students for tutoring math to elementary school
students. A variety of tutoring skills are explored including coaching, mentoring,
appropriate use of manipulative materials, and supporting metacognitive analysis
regarding basic computation and procedural skills necessary for a higher level of
conceptual understanding. Students will learn how to implement appropriate tutoring
techniques for small groups and individual children.
NOTE: (Optional lab class enables students to implement tutoring techniques in an
elementary classroom.)
PREREQUISITES:
No
Yes
Course: MATH 375/376 or equivalent
Rationale for Prerequisite? List representative skills without which the student would be highly unlikely to succeed .
To ensure that students have math skills exceeding the pre-algebra level of the children
they are to tutor.
COREQUISITES:
No
Yes
Rationale for Corequisite?
Course:
RECOMMENDED PREPARATION:
No
Yes
Course:
Rationale for Recommended Preparation? List those skills without which the student might be at a disadvantage .
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COURSE OBJECTIVES – EXPECTED STUDENT LEARNING OUTCOMES:
The course objectives should integrate with the assignments, course content, and methods of evaluation. State the objectives of
the course - that is, what students will have learned upon successfully completing this course. Objectives should use active verbs
for observable behaviors. They must establish that critical thinking is an integral part of the course. Formulate some of them in
terms of specific measurable student accomplishments, e.g., specific knowledge and/or skills that the student will have attained as
a result of her/his having completed this course. Please see last page for Verbs For Stating Behavioral Objectives examples.
Upon successful completion of this course, the students will be able to:
1 Synthesize readings and classroom observations to identify the skills required to be
an effective tutor.
2 Describe how to interact effectively with young children in a developmentally
appropriate manner
3 Explain techniques used to develop relationships with children
4 Examine ways to expand children’s conversations
5 Evaluate and select materials appropriate to the age and development of the children
served
6 Critique the methods of using manipulatives to develop a conceptual understanding of
mathematical procedures
7 With a classroom teacher assess children to set individual goals before and after
tutoring
8 Identify the skills required to facilitate the development of math competency including
numbers and operations, geometry and measurement, functions and patterns, and
statistics and probability
9 Provide activities to help children develop the competencies list in #8
10 Assist in creation of children’s math portfolios
11 Develop lesson plans for tutoring session that exemplify a balanced approach to
meeting stated needs of individual children
12 Describe the procedure to follow when there is suspicion of child abuse or neglect
13 Ascertain methods to demostrate a respect for each child’s culture and family values
14 Create materials to help parents support their children’s math competence
COURSE CONTENT/OUTLINE:
The course content is not a syllabus; rather, it should represent only those topics that all instructors of the course must cover.
Include a complete listing of the topics taught in this course. Arrange by major headings with subtopics. The course content
should integrate with the assignments, course objectives, and methods of evaluation .
LECTURE CONTENT:
Child assessemnt
Goal setting
Relationship building (with teachers and children)
Effective tutoring
Selection, development and evaluation of manipulative math materials
Math competency skills - numbers and operations, geometery and measurement,
functions and patterns, statistics and probablity
Activities to support learning of math concepts
Math portfolios - what, why and how?
Developing tutoring lesson plans with measureable objectives.
Tutoring support skills - mandated reporting, cultural competency, parent involvement
LAB CONTENT:
METHODS of EVALUATION:
These methods of evaluation should integrate with the course content, course objectives, and assignments. The evaluation must
clearly show that critical thinking skills are required. Statements in this section should clearly show the basis for grading. For
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example, “term paper shows topic coverage, basis of comparison, and critical analysis.”
Demonstrate use of child assessment tools.
Write lesson plans with overall goals and specific measureable objectives.
Develop a variety of math manipulative teaching tools with written instructions for their
use.
Create culturally appropriate activities for parents to use at home with their children.
Make a math portfolio template.
Research paper on math education.
Multiple choice tests.
Essay quizzes.
GRADING STANDARD:
Letter Grade Only
CR/NC Only
Grade-CR/NC Option
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
(Author, Title, and Date Fields are required):
This course will use an appropriate college-level text such as
Author Reys
et al
Author Smith Title
Title
Helping Children Learn Mathmatics, 7 th ed.
2004
Date
The Glass Wall: Why Mathematics Can Seem Difficult
Author
Title
Date
Author
Title
Date
Date
2002
Other Appropriate Readings:
PROPOSED TRANSFERABILTY:
UC
CSU
If CSU transferability is proposed, indicate whether
general elective credit or specific course equivalent
credit is proposed.
If specific course equivalent credit is proposed, give
course numbers and titles of at least two equivalent
courses at CSU.
BOTH
General elective credit
Specific course equivalent
1. SSU MATH 295,
2. CSUS, MATH 198
PROPOSED GENERAL EDUCATION:
Rationale for General Education certification:
CR
NONE
UC
CSU
(CSU Campus)
(CSU Campus)
NONE
College of the Redwoods General Education Applicability:
AREA
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
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Proposed Intersegmental General Education Transfer Curriculum (IGETC) Applicability
AREA
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Proposed California State University General Education Breadth (CSU GE) Applicability
AREA
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign Language)
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
E1 – Lifelong Understanding
E2 – Self-Development
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FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER
TECHNICAL INFORMATION
1. Department: Choose One:
16. CoRequisite Course:
2. Subject:
17. CoRequisite Noncourse:
Course No:
3. Credit Type: Choose One:
4. Min/Maximum Units:
18. Maximum Class Size:
to
variable units
19. Repeat/Retake: Choose One:
5. Course Level: Choose One:
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title:
23. VATEA Funded Course:
yes
no
9. Long Title:
24. Accounting Method: Choose One:
10. National ID
11. Local ID
25. Disability Status: Choose One:
(CIP):
26. Billing Method: T-Term
(TOPS):
12. Course Types:
 Level One Basic Skills: Choose One:
27. Billing Period: R-Reporting Term
28. Billing Credits:

Level Two Work Experience: Choose One:

Level Three:
29. Purpose: Choose One:
Placeholder for GE OR
30. Articulation No.
(CAN):
Choose One:
31. Articulation Seq.

(CAN):
Level Four: If GE : Choose One:
32. Transfer Status: Choose One:
13. Instructional Method: Choose One:
33. Equates to another course?
14. Lec TLUs:
Lab TLUs:
Contact Hours:
Contact Hours:
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite:
Particular Comments for Printed Catalog.
.
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(course
VERBS FOR STATING BEHAVIORAL OBJECTIVES
Knowledge—Remembering previously learned materials
cite, label, name, reproduce, define, list, quote, pronounce, identify, match, recite, state
Comprehension—ability to grasp the meaning of material
alter, discover, manage, relate, change, explain, rephrase, substitute, convert, give
examples, represent, summarize, depict, give main idea, restate, translate, describe,
illustrate, reword, vary, interpret, parraphrase
Application—ability to use learned material in new and concrete situations
apply, discover, manage, relate, classify, employ, predict, show, compute, evidence,
prepare, solve, demonstrate, manifest, present, utilize, direct
Analysis—ability to break down material into its component parts of that its organizational
structure may be understood.
ascertain, diagnose, distinguish, outline, analyze, diagram, divide, point out, associate,
differentiate, examine, reduce, conclude, discriminate, find, separate, designate, dissect, infer,
determine
Synthesis—ability to put parts together to form a new whole
combine, devise, originate, revise, compile, expand, plan, rewrite, compose, extend, pose,
synthesie, conseive, generalice, propose, theorize, create, integrate, project, write, design,
invent, rearrange, develop, modify
Evaluation—ability to judge the value of mateiral for a given purpose
appraise, conclude, critique, judge, assess, contrast, deduce, weigh, compare, criticize,
evaluate
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