Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)


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Course portfolio developed as part of the UNL Peer Review of Teaching Project (peerreview.unl.edu)

Copyright (c) 2017 Amanda Thomas


This portfolio outlines four aspects of the peer review of teaching project, which focused on TEAC 308: Teaching Mathematics in the Elementary School. The first aspect was the explicit articulation of student learning objectives drawn from the National Council of Teachers of Mathematics Principles to Actions: Ensuring Mathematical Success for All (2014). During this project, the nine objectives were aligned with instructional opportunities and assignments with those objectives. In addition to defining these objectives, the portfolio describes analysis of three components: student progress toward developing and demonstrating productive beliefs about aspects of teaching and learning mathematics, student progress across three lesson plans assignments, and appropriateness of workload in the course. Findings and reflection across the four aspects of the project inform future changes to the course which will include a shift to portfolio-based assessment, additional and more purposeful emphasis on curriculum and assessment throughout the course, and continued systematic examination of students’ progress toward the newly articulated learning objectives.