Station 1
How can we encourage diverse families to be involved in their children’s education?
-recognize and address families needs
-build strong relationships with families
-share responsibility with families
A teacher asked the following questions:
"Do you agree? Disagree? Why or why not?"
"Does anyone have the same answer but a different way to explain it?"
"Can you convince the rest of us that that makes sense?"
Which of the following was most likely the teacher's rationale for asking these questions?
A. Help students to connect mathematical ideas and applications
B. Help students to rely more on themselves to determine if something is mathematically correct
C. Help students to work together to make sense of math
D. Help students to learn to reason mathematically
C
What is the definition of Abstract on the Concrete to Abstract Continuum?
Students are challenged to use symbols to represent quantity, functions, operations etc.
When looking for new software to use in the classroom what should we focus on first?
How will the software relate to the learning objectives
How can we make sure students are given opportunities to problem solve during class?
-Don’t give students answers just because they are struggling (work with students through the productive struggle stage)
-Students should be doing most of the work during lessons (if we are going over examples the entire time, students will not have time/the opportunity to build their problem solving skills)
What advice can we give to parents about how to best help their children at home with math?
Encourage the student to be a problem solver and help the student pose questions that would help them think more deeply about the problems
A teacher asked the following questions:
"What ideas that we have learned before were useful in solving this problem?"
"Have we ever solved a problem like this before?"
"What uses of mathematics did you find on TV or YouTube last night?"
Which of the following was most likely the teacher's rationale for asking these questions?
A. Help students to connect mathematical ideas and applications
B. Help students to rely more on themselves to determine if something is mathematically correct
C. Help students to work together to make sense of math
D. Help students to learn to reason mathematically
A
What is the definition of Concrete on the Concrete to Abstract Continuum?
Students need to see, touch, taste, and smell an object in order to get a complete understanding of what it is.
What should we consider when trying to decide what manipulatives to use in a lesson?
-How will the manipulatives assist the students in learning the objectives?
-What would it look like, with manipulatives and without, if students met the objective?
Why should we ask process questions when students are problem solving?
-helps the students explain how they got their answer
-students learn from hearing how other students solve problems/listening to the strategies they use
What is the first thing to consider when planning a field trip?
How will the field trip relate to the curriculum/standards
What does productive struggle provide help with?
Provides help with the thinking process/problem solving process, not just trying to get to the right answer
What is the definition of Semi-Abstract on the Concrete to Abstract Continuum?
Students draw a picture to represent thinking, the pictures are less manipulative than objects and help students "see" the math.
What is a benefit of conducting small group lessons with students of similar abilities? (Flexible ability grouping)
Teachers can focus on skills that each group may need more assistance with
Why are “Math Talks” beneficial?
-gets students to explain their reasoning mathematically using math vocab words
-gets students to hear how others explain their thinking
How should a teacher respond when students share strategies they learned at home that are different from what they are learning in school?
-have the student share the strategy with the teacher or the class
-make sure the student knows that this is great because now they have another strategy to use
Which of these questions should teachers ask when planning a lesson?
Ask, "What is it my students should be able to do at the end of this lesson?"
Consult the Common Core Mathematics Standards.
Focus on the mathematics, rather than just the activity or manipulatives.
Plan goals that will take no longer than a day for students to accomplish.
A, B, & C
What is the definition of Semi-Concrete on the Concrete to Abstract Continuum?
Students can begin to represent one object for another, this is employed in mathematics classrooms when students are asked to use manipulatives.
What should Performance Assessments include?
-Feedback should be given to students
-Based on real life scenarios
-Multiple strategies should be allowed
-Students should be using problem solving strategies/communication with their peers
What does “assessment for learning” mean/what does it look like in a classroom?
-assessing students while they are learning
-can include observations made by the teacher and feedback given
-it is meant to help students improve their performance with topics/skills they are working on
What ways can we promote diversity in our classrooms?
Which of these would best foster diversity?
-playing music from different cultures in class
-having snacks from different cultures
-inviting families to share their customs with the class or encouraging students to share their customs/traditions with students in the class
Best that would foster diversity - inviting families to share their customs with the class or encouraging students to share their customs/traditions with students in the class
How can we prompt reasoning problem solving in students?
-use tasks that can have multiple representations/ multiple ways to start a problem
-create problems that help students build on the information they already know
-encourage students to use multiple different strategies to solve problems
How are computer based manipulatives beneficial?
-When they are designed and implemented well they can help students visualize concepts
-Students can use them at home and show parents
How can we make sure assessments are culturally sensitive?
-There should be no stereotypes in the problems
-Content should be relevant to people from different backgrounds
What is bias in an assessment?
A student has an unfair advantage or disadvantage on assessment questions