-MATHEMATICS EDUCATOR-
WILLIAM J. STREMPLE
SHOWCASE OF MATHEMATICS AND POSTSECONDARY EDUCATION
Listed below are my many accomplishments that have been incorporated into teaching mathematics. I chose to organize this showcase according to the items that have directly influenced my teaching and classroom. I have become particularly interested in the following concepts: creating resources for mathematics, researching assessment and instruction in mathematics, and addressing the adult as a learner. These areas have made a positive impact on the teaching and learning that occurs in my classroom.
Clicking on the images will open up each of the artifacts in a new window.
Online Resources for Mathematics
WebQuest
Solving Equations
Photo by William Stremple
This WebQuest was created using WIX, as part of my research study, How Do Learning Outcomes Vary When Instructional Design is Altered? Students are asked to complete a set of tasks in order to learn about different subtopics of Solving Equations. I tried to include multiple instructional strategies to differentiate this activity for all students. Students are assessed by creating a solution to one problem of their choice.
Consumer Math
Photo by William Stremple
I created this hyrbid course for a unit I teach entitled, Consumer Math. I tested out several different Learning Management Systems (LMS) before deciding on Haiku LMS. With Haiku LMS, I was able to expand my classroom time to provide students with instruction and feedback while outside of class. Students are led through a series of activities in and outside of class to help them understand the concepts of this unit. Students are assessed on their problem solving skills in the final project.
Stremple's Tech Tools
Photo by William Stremple
On this site, tons of mathematical resources are gathered for the benefit of those that struggle with or enjoy mathematics. There are tons of resources for students and teachers to improve their math skills or classrooms, respectively. There are plenty of fun and engaging math games for students to play. For teachers, each tool and game is equipped with an evaluation based on certain criteria; Type(s) of learning activities, National Council for Teachers of Mathematics (NCTM) standards, type of representation, role technology plays, social context, and more.
Math 8 Course Website
Photo by William Stremple
I created this site for the course I am currently teaching, Math 8. This was inspired by what I learned while enrolled in CEP 820. I worked to include several of the items that parents and students ask about most often; homework assignments, notes, games. In addition to these requests, I decided to include instructional videos for students and parents to access for help. Another aspect of this course website that intrigued students and parents is the dropbox feature. Through this, students can access and turn in homework online.
Math 8 Unit Plan
From homeloancalculator.ninja
This Google Doc was created with Wiggins and MgTighe's principles of Understanding by Design (UbD) in mind. The principles of UbD were used to create objective- and assessment-driven plans for each unit of study throughout the school year. By planning lessons and units in this backwards manner, I was able to focus more on what my students will learn and how I will know learning occured. Once these items have been decided, I can begin tailoring the lessons to these two factors. By lesson planning with "the end in mind," learning outcomes and student mastery are placed at the forefront of teaching and learning, forming a learner-centered environment.
CluEquations
Photo by William Stremple
Algebra I Course Website
Photo by William Stremple
I created this site for a course I am currently teaching, Algebra I. It is a work in progress, but my idea is that Algebra I students can use this site to independently learn and master the topics and concepts involved in this course. I plan on including various forms of assessments and practice that includes a system for students to receive feedback on what they have been learning. This would allow students to learn at their own pace and truely differentiate learning in the classroom.
This scavenger hunt was designed to not only help students learn how to solve equations, but to also incorporate history and geography. The scavenger hunt takes students all over the world and they "find" ancient artifacts on their way to discovering an end treasure.
Mathematical Research of Instruction and Assessment
From www.newstimes.com
Comparing Testing Outcomes and Student Perceptions of Computer- and Paper-Based Assessments
This study conducted a comparison of testing outcomes and student perceptions of a computer- and paper-based final examination from a Math 8 course. In Virginia, the end-of-the-year standardized tests are administered as a computer-based examination, and the students taking my course have histrorically scored poorly. This prompted my interest in this area of education. Some students were given the paper-based version, while others were given the computer-based version and the results were compared.
From tommarch.com
How Do Learning Outcomes Vary When Instructional Design is Altered?
This study conducted a comparison of learning outcomes when the instructional design of a class is changed. Out of five classes, three were chosen to participate in resource-based instruction, a WebQuest, and two were chosen to be instructed in a traditional manner. The unit taught was entitled Solving Multi-Step Equations. With positive student outcomes as a result of this study, this WebQuest has been included in my yearly lesson plans with alterations to accomodate each years' students.
Improving Instruction Using Representations in Algebra
Photo by William Stremple
This study explored the effects of using representations when teaching algebraic topics with elementary students. Different versions of a hands-on bulletin board were created for students to learn about and practice algebraic concepts. The level of difficulty depended on the grade level, as this board was designed for two different grades: fourth and first. Students were monitored when using the board and their learning outcomes were positive. The results of this study reflect highly on the use of representations to improve instructional outcomes when teaching algebra to elementary students.
Addressing the Adult Learner
PBL Course Syllabus
From classroom2pt0.wikispaces.com
This document is an example of a syllabus written for a postsecondary course. One of the most important instructional strategies I have been exposed to at MSU, is Problem-Based Learning, or PBL. In this course, students are expected to learn about, compose and implement a PBL lesson/unit in a classroom setting.
PBL Workshop
Photo by William Stremple
This is an example of a PD workshop I led at my current school. It was presented to the Mathematics Department in an effort to expand the teaching practices of educators at my middle school. In this workshop, educators learn about, construct, and implement a PBL lesson/unit in thier own classrooms. A followup reflection was completed by several teachers, who commented positively on student outcomes and engagement in their PBL lesson/unit.
Examining Non-Traditional Teacher Education Students
From blog.chegg.com
The purpose of this research paper is to examine the findings on non-traditional teacher education students. We will look at the characteristics and attributes, as well as the most influential cultural, social, and contextual factors of these adult learners. Also, we delve into the motivation and approaches to learning that are most effective for this population of learners. Finally, any questions or concerns that would be productive for ongoing research or practice with these learners will be discussed.