1. The task for this Case Analysis Project: 'Ms. Hewitt wants her students to be able to retain and recall information about stories they are discussing in their classroom. The students will spend time going over the story together as a read-aloud assignment, but then will need to create a timeline of events using images, text, and other media.
2. Leeds Teaching Hospitals NHS Trust; Helen Murphy. 25 Schraders M, Ruiz-Palmero L, Kalay E. These tools should allow diagnostic laboratories to expand their testing portfolios flexibly.

I also completed my 6-week placement at Bridgeview Elementary with a Title 1 Reading teacher. We worked with small groups of students, providing interventions for students in grades K-5. All students in kindergarten through third grade are given a DIBELS assessment at the beginning of the school year.

On this page you’ll get a formal synopsis of me – educational history, transcripts, and so forth. But for a lot more detailed & rich information, check out the tabs above. I think you’ll like what you see!

TEACHING PHILOSOPHY (a work always in progress)

Enthusiasm about math is infectious. Students learn from both discovery and direct learning. I try to constantly show my students that I care about their learning. I always try to teach to just a little higher level than my students think they can accomplish, but give them the tools and infinite encouragement to reach that level. I know, not just believe, that having clear and consistent expectations for students works.

DOCUMENTATION

Transcriptsms. Schrader's Teaching Portfolio Allocation

MIT (undergrad) Transcript [PDF]
UCLA (grad) Transcript [PDF]
Massachusetts Teaching Certification [forthcoming]
Letters of Recommendation to get my job at Packer: D. Kaiser [PDF], N. Wise [PDF], S. Traweek [PDF]
Recommendation from former Packer department head and CSTI mentor: A. Williams [PDF]

EXAMPLES OF STUDENT WORK

I want to respect the privacy of my students, so I don’t feel comfortable scanning in documents, but here are some projects they have done/worked on.

1. My Multivariable Calculus class does a project in the 4th quarter — on a topic of their choice. In 2009, one of my students worked on creating a harmonograph which draws damped Lissajous Curves. He then explained the theory behind the harmonograph, and wy the parametric equations being drawn took the form that they did. A video of the Harmonograph is below.

2. For our Algebra II classes in 2007/8, the other Algebra II teacher and I created a “video project” which was used to promote student communication in mathematics. Each student signed up for a topic and created a video “teaching” the topic (with an example) to the rest of the students in Algebra II. They were put up on a blog called Logarithms, Rational Functions, and Trigonometry! Oh My! Feel free to click on the name to visit it, or to visit the post mortem (analysis) on my blog here.

EXAMPLES OF MY WORK

I teach most of my classes using SmartBoard, sometimes alongside worksheets I create.

1.You can read my paean to Smartboard here. But you probably just want to see samples.

2. In 2008/9, when studying quadratic regressions, my Algebra II class collected some data from pendulums of various lengths and analyzed them. The original idea for the “lab” is here, and a blow-by-blow for the lab, our thought processes, and our conclusion, is here.

3. In 2008/9, in Algebra II, I made a series of packets to teach linear and quadratic inequalities. The topic list is here. The packets are:

Transcriptsms. Schrader's Teaching Portfolio Strategies

Packet I: Linear and Quadratic Inequalities on the Number Line (PDF)
……….Additional Homework on Quadratic Inequalities (PDF)
Packet II: Linear and Quadratic Inequalities on the Coordinate Plane (PDF)
Packet III: Systems of Inequalities (Linear and Linear-Quadratic) (PDF)
……….Additional Homework on Systems of Inequalities (PDF)
……….Pop Quiz on Inequalities and Quadratics (PDF)

Transcriptsms. Schrader's Teaching Portfolio Organizer

The task for this Case Analysis Project: 'Ms. Hewitt wants her students to be able toretain and recall information about stories they are discussing in their classroom. The students will spend time going over the story together as a read-aloud assignment, but then will need to create a timeline of events using images, text, and other media. Ms. Hewitt knows that there are programs that can help students to build these timelines, but isn't sure where to look.Students will need to show what happened to the main character in the beginning, middle, and end of the story, as well as convey the major lessons or morals presented by the story. Ms. Hewitt would also like the students topresent their timelines andrecall the storyto their parents the night of the parent-teacher meeting. Ms. Hewitt wonders what technology tools would satisfy her needs.'