Homework+5-9

Tina Blaser Educ. 5100 – High Quality Mathematics Instructions  1. Name and describe the components of high-quality mathematics instruction.  High-quality mathematics instruction involves the combined implementation of:  · A high quality math instruction logo  · A standards-based curriculum–the content and skills believed to be important for students to learn  · Evidence-based instructional strategies–strategies proven through research to be effective for teaching students mathematical skills and concepts   2. Describe the Common Core State Standards for Mathematics. Be sure to include their purpose as well as their strengths.  The Common Core State Standards for Mathematics (CCSSM) are composed of Mathematical Practices and grade level standards and are aligned with college and work expectations, are clear understandable, and consistent, include rigorous content and application of knowledge through high-order skills, which build upon strengths and lessons of current state standards, are informed by other top performing countries, so that all students are prepared to succeed in our global economy, society and are evidence based.  The development of the CCSSM was a state-led initiative to create a common set of standards. The development of these standards was created by teachers, administrators, and experts and reflects the best models used in the US and internationally.  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. The evidence-based teaching strategy being used is cooperative learning. The teacher has given the students a mathematical problem and has broken them into groups of four to complete the problem. This provides the students the opportunity to practice a new mathematic skill by discussing and solving the problem. This allows the group to move from a concrete level of understanding to a more abstract level of understanding. Cooperative learning also helps students to develop social skill and improves self esteem. The teacher in the video encourages students to discuss the problem to form a solution, she uses manipulatives (the drawing of the room), and she assesses the students by asking them what the answer is and how they developed a solution.       4.) Of the effective classroom practices discussed in this module, select two. <span style="margin-left: 1.0in; mso-layout-grid-align: none; mso-list: l2 level2 lfo4; mso-pagination: none; tab-stops: 47.0pt 49.5pt; text-autospace: none; text-indent: -.25in;"> a. Describe their importance for teaching mathematics.    b. Discuss how you plan to use those practices in your own classroom.     1a. Presenting and Comparing multiple solutions helps students to develop flexibility (i.e., understanding that a problem may be solved accurately using different procedures and being able to use efficient procedures) and may support conceptual understanding of the procedure.    1b. As an English teacher I would use this practice in my classroom to provide different hints or strategies to identify sentence parts, parts of speech, or the writing process. I think this would work well with the introduction of ways to generate and organize ideas. 2a. Using manipulatives help students represent the mathematical idea they are trying to learn or the problem they are trying to solve. 2b. As an English teacher I may use something like 4 square or puzzle pieces to demonstrate sentence structure, the format of an essay, or how good writing skills can be a foundation for overall knowledge. Tina Blaser Educ. 5100 – Improving Writing Performance 1.) Struggling writers have difficulty with multiple elements of the writing process. Identify two examples of difficulties struggling writers may experience. For each example, explain which element of the writing process is likely to be impacted.

Struggling writers may encounter the following problems: · Have difficulty developing plans and staying focused on the topic which might impact the planning process of their writing. · Problems with grammar, punctuation and spelling which might impact the editing and revising process of their writing. 2.) Describe two ways that transcription and grammar skills can affect the quality of a student's writing assignment?  · Transcription is important in writing – it is the ability to take one’s thoughts and ideas and transfer them words on paper. Transcription skills are basic writing skills such as handwriting and spelling. I tell my students we speak differently than we write. If a student is incapable of understanding the basics in sentence structure it is difficult for them to write well. Concentrating on organization of thoughts, effective and efficient composition skills and basic format will assist students in becoming better writers. Modeling is the best way to show students how to create an essay.    · Grammer is necessary to communicate effectively through written words. Students must be able to understand the order in which words occur, the way words change according to their relationship with other words and how words form sentences. If a student is unable to understand any of the above an essay would be difficult to write. The best way to teach this is by explicit instruction. Modeling how to write a topic sentence and the supporting sentences. Then allowing students to write their own. I have used the 4-square method with much success. I then model how to revise compositions – ex. taking simple sentences and combining them into complex sentences. By doing a step by step modeling method and allowing students time to work on their essays in class, students grammars skills improve. 3.) Describe what you do at each step of the POW+TREE Strategy. <span style="margin-left: 1.0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level2 lfo7; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · ** P ** ick an idea or opinion – formulate an opinion and state it clearly <span style="margin-left: 1.0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level2 lfo7; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · ** O ** rganize and generate notes and ideas for each part of the tree:  <span style="margin-left: 1.0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level2 lfo7; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · ** T ** opic Sentence – Formulate a topic sentence expressing an opinion  <span style="margin-left: 1.0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level2 lfo7; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · ** R ** eason – Give at least three reasons to support the topic sentence <span style="margin-left: 1.0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level2 lfo7; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · ** E ** xplanation – Explain your reasons <span style="margin-left: 1.0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l4 level2 lfo7; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · ** E ** nding – Formulate a statement to summarize the topic sentence. · ** W ** rite and say more – Write a complete paragraph. Follow the plan developed using the TREE Strategy. · The last element of the writing process is to edit and revise. 4.) Give two reasons why teaching students a strategy such as POW+TREE would be beneficial, and offer an explanation for each reason. <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo8; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · For struggling writers who may have difficulty integrating the  <span style="line-height: 17.0pt; margin-left: .5in; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> elements of the writing process, the POW+TREE writing strategy simplifies the first three elements: planning, organizing, and writing, therefore making it easier for students to see what is needed in the writing process and have a clear picture of where they need to go.  <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">  <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo8; mso-pagination: none; text-autospace: none; text-indent: -.25in;"> · In order for strategy instruction to be successful, strategies need to be taught using a validated and effective instructional model. Just teaching the POW+TREE strategy in isolation, without using a research-validated instructional model, will not necessarily result in improved student performance. <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;"> <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: .25in;"> Teach POW+TREE using the six steps of SRSD: <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: .5in;"> Self-Regulated Strategy Development <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo8; mso-pagination: none; text-autospace: none; text-indent: 22.5pt;"> · Develop Background Knowledge <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo8; mso-pagination: none; text-autospace: none; text-indent: 22.5pt;"> · Discuss the Strategy <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo8; mso-pagination: none; text-autospace: none; text-indent: 22.5pt;"> · Model the Strategy <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo8; mso-pagination: none; text-autospace: none; text-indent: 22.5pt;"> · Promote Memorization <span style="line-height: 17.0pt; mso-layout-grid-align: none; mso-list: l3 level1 lfo8; mso-pagination: none; text-autospace: none; text-indent: 22.5pt;"> · Support the Students · Encourage Independent Practice