Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
Date of this Version
2019
Document Type
Portfolio
Citation
Namkung, Jessica. "Peer Review of Teaching Benchmark Portfolio – SPED 414: Instructional Methods for Teaching Mathematics to Students with Mathematics Learning Disabilities" (2019). UNL Faculty Portfolios, 133. https://digitalcommons.unl.edu/prtunl/133/
Abstract
The primary purposes of the benchmark portfolio were to systematically document revisions made to the course, SPED 414: Instructional Methods for Teaching Mathematics to Students with Mathematics Learning Disabilities (SPED 414), to refine and explore more effective ways to teaching the course, and to build better connections and in-depth, higher level in-class activities and discussions. Specifically, I focused on reorganizing the course content, incorporating more hands-on activities (e.g., small and large group discussions, real-life examples), implementing “Keep, Stop, Start” mid-evaluation, and conducting a pre- and post-assessment on the main course objectives. Both qualitative and quantitative analyses based on course evaluations, student improvement on the lesson plan assignment prior to and after the peer review and revision process, and student improvement on the pre- and post-assessment indicated that the changes I have made were effective and well-received by the students.