Moodle

• This course is intended as an invitation to anyone who, while not interested in developing a technical facility in calculation, is interested in gaining an appreciation of the methods and scope of mathematics. The emphasis will be on topics not usually covered in a general algebra - trigonometry sequence. The approach will be conceptual, rather than computational.
  

• This course covers various topics outside the usual algebra-calculus sequence. This course is intended to help students gain an appreciation for the methods and scope of mathematics in everyday life. Possible topics include graph theory (Euler paths, Hamiltonian circuits, minimal-cost spanning trees, the travelling salesperson problem), discrete probability and counting, and coding (check digits, Postnet,Soundex, error correcting codes, binary numbers, basic cryptography, etc.).
  

The purpose of the course is to broaden and strengthen the student's high school mathematics background and to prepare for the study of calculus. Topics will include algebra and functions including exponential, logarithmic and trigonometric functions.

Topics in this course will include applications of integrals to volumes of revolution, differentiation and integration of logarithmic, exponential, and inverse trigonometric functions, indeterminate forms, techniques of integration, improper integrals, sequences and series, Taylor's Theorem, parametric equations, and polar coordinates. A computer symbolic algebra component is included.

Westchester Area Math Circle

This course will consider the ethical impact of contemporary technology with an emphasis on the impact of computing (e.g., how modern-day information technologies affect our privacy, the ethical implications of decisions being made by artificial intelligence, etc.). It is hard to overstate the importance of giving some critical thought to such matters: just about every facet of our lives has been affected by rapid advances in technology, and without some critical engagement with this fact we risk having our lives run by technology rather than using technology to improve our lives. Our working thesis will be that technology is morally neutral—it is a tool that can be used well or poorly. And part of using technology well is understanding what a particular piece of technology promotes and discourages. To use a simple example, texting and twitter promote rapid and concise communication, and often wit, but discourage the sort of in-depth conversations upon which healthy friendships and democracies are built.

We will start with an overview of some of the major theories of moral normativity: egoism, utilitarianism, deontology, and virtue ethics. You will be expected to analyze course topics in light of these theories. Ultimately, the goal is for you to develop your own philosophically coherent positions on the important ethical issues of the day having to do with technology. Topics to be discussed include: ethics and social media, reproductive and human enhancement technologies, technology in education, information technologies, artificial intelligence, and technology and the environment.

This course builds on the work of EDU 5507, Introduction to Methods and Strategies for Teaching Computer Science to K-12 Students. Now that the teacher candidate has a grounding in the history of CS in education, and experience with the core teaching strategies and practices for teaching CS to K-12 students, this course is designed to allow the teacher candidate to develop learning activities that are more complex, and that focus on the more advanced concepts of CS, such as variables, loops, and algorithms. Through the work of this course, teachers and teacher candidates will engage deeply in the advanced elements of core CS principles (Algorithms and programming, Computing systems, Data and analysis, Impacts of computing, and Networks and the internet) and will learn to design learning environments and learning experiences that promote deep understanding of these principles in their students.

COURSE DESCRIPTION

This course will explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the middle childhood and adolescence levels. Students will become familiar with the ways in which middle and high schools function, both within their buildings and within their broader communities. Essentially we will be trying to answer a very complicated question: How can teachers behave in the classroom to make it more likely that their students will learn? In fact, that will be the essay question for your final exam.

ESSENTIAL QUESTIONS

This course is designed around these essential questions:

1. How can we design and orchestrate learning activities for adolescents that foster and promote deep learning?
2. What does it mean to orchestrate levels of Complexity and abstraction?
3. How can we create and maintain autonomy supportive learning environments for adolescents?

This is a course that incorporates philosophical and practical elements of middle school education. Throughout the semester, we will focus on the sociological and academic factors that have resulted in the creation of a distinct middle school learning environment. We will develop strategies for motivation, instruction, assessment and classroom management in a middle school environment; we will learn how to create a successful guidance structures and explore ways of facilitating collaboration and communication among students, teachers, staff and parents. Essentially, we will try to answer the following essential question: How can we, as middle school teachers support our students as they work to meet their physical, social, emotional, and intellectual development needs?

COURSE DESCRIPTION

This course will explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the middle childhood and adolescence levels. Students will become familiar with the ways in which middle and high schools function, both within their buildings and within their broader communities. Essentially we will be trying to answer a very complicated question: How can teachers behave in the classroom to make it more likely that their students will learn? In fact, that will be the essay question for your final exam.

ESSENTIAL QUESTIONS

This course is designed around these essential questions:

1. How can we design and orchestrate learning activities for adolescents that foster and promote deep learning?
2. What does it mean to orchestrate levels of abstraction?
3. How can we create and maintain autonomy supportive learning environments for adolescents?

This is a course that incorporates philosophical and practical elements of middle school education. Throughout the semester, we will focus on the sociological and academic factors that have resulted in the creation of a distinct middle school learning environment. We will develop strategies for motivation, instruction, assessment and classroom management in a middle school environment; we will learn how to create a successful guidance structures and explore ways of facilitating collaboration and communication among students, teachers, staff and parents. Essentially, we will try to answer the following essential question: How can we, as middle school teachers support our students as they work to meet their physical, social, emotional, and intellectual development needs?

This course will explore curriculum approaches, teaching and assessment strategies, classroom management, and other critical issues in teaching at the middle childhood and adolescence levels. Students will become familiar with the ways in which middle and high schools function, both within their buildings and within their broader communities. Essentially we will be trying to answer a very complicated question: How can teachers behave in the classroom to make it more likely that their students will learn? In fact, that will be the essay question for your final exam.

This is a course that incorporates philosophical and practical elements of middle school education. Throughout the semester, we will focus on the sociological and academic factors that have resulted in the creation of a distinct middle school learning environment. We will develop strategies for motivation, instruction, assessment and classroom management in a middle school environment; we will learn how to create a successful guidance structures and explore ways of facilitating collaboration and communication among students, teachers, staff and parents. Essentially, we will try to answer the following essential question: How can we, as middle school teachers support our students as they work to meet their physical, social, emotional, and intellectual development needs?

From the Course Description:

This course will prepare students to use technology to acquire and teach new content knowledge about
important topics in their respective program content area. We will examine best practices for teaching with technology, and the student will learn to appropriately use classroom hardware, the Internet, media, software tools, and mobile apps to deepen knowledge of a significant topic, and plan for classroom instruction building on that knowledge.  

A place for us to work together on this Essential Question:

How do living things pass on "how to live" to their offspring?

This will be a place for us to explore the ideas about Evolution -- Charles Darwin's theory of Natural Selection, the changes to species over time, and the various types of evidence that scientists have collected in support of these ideas.