Activity 4.1 (F)- Assessment Questions
1. Name and describe the components of high-quality math instruction.
High-quality math instruction involves:
a) A standard-based curriculum
· Content and skills important for student learning
b) An evidence-based instructional strategies
· Effective research-proven strategies for teaching children mathematical concepts and skills
c) Implementation with fidelity
· Curriculum implemented according to researchers or developers’ intentions
· Teacher training is necessary
· Adherence to instructional procedures
· Implementation required according to recommendations and time requirements
· Instructional procedures skillfully implemented
2. List all of the NCTM content standards and process standards and define the difference between the two.
Content Standards Process Standards
1) Number and Operations 1) Problem Solving
2) Algebra 2) Reasoning and Proof
3) Geometry 3) Communication
4) Measurement 4) Connections
5) Data Analysis and Probability 5) Representation
Content standards are standards that focus on knowledge to acquire; whereas, process standards are ways to learn and use knowledge.
3. View the video clip below and identify the evidence-based teaching strategy being implemented. Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.
In this video students were to find the area of a shape. Several evidence-based teaching strategies were being implemented. Peer tutoring was going on in which two students worked together on this activity and each took turns helping each other. There also was cooperative learning happening wherein students were working to solve a problem together. The teacher provided the students an opportunity to work in groups to solve a problem they just learned about, in other words providing independent practice. They used a hands-on visual aid drawing they could write on to help solve this problem. After the teacher gave ample time to solve it, she came to each group, checked for understanding and praised the students for breaking down the problem into simpler steps, aka numbering. These steps helped students understand the topic effectively by making them active participants in the problem solving process.
4. Of the effective classroom practices discussed in this module, select two.
a. Describe their importance for teaching math.
b. Discuss how you plan to use those practices in your own classroom.
Peer tutoring calls two students to work together on an activity. The students’ ability levels can be the same or vary. Research has proven that using peer tutoring promotes math learning. It gives each student involved an active role in their learning. Children receive positive reinforcement from this practice and it provides verbal interaction between students. Allowing this in the classroom provides the teacher more opportunities to check in and meet the needs of all students. I plan on using peer tutoring in my second grade classroom, specifically during more abstract concepts like making change in money, measurement activities, and complex word problems.
Another effective classroom practice discussed in the module was cooperative learning. Cooperative learning uses small heterogeneous groups (or groups of varying abilities) to increase mathematical learning. Students can discuss mathematical problems allowing understanding to start from the concrete level and progress to a more abstract level. Social skills improve through the use of this practice. Motivation, time on task, and self-esteem are also increased. I will use cooperative learning in class during my study guide and review days. Typically we have a two-day review period before a math test. I feel using cooperative learning will allow me to meet more individual needs. My higher mathematical learners will be able to reteach concepts taught earlier in the week to students who need extra support.
References
IRIS Center. (2010). Retrieved on April 15, 2011 from
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