The similarity with portfolio is the collection of assessment result, the materials utilized and the reflection writing. This assessment methodology is utilized in the topic “Demonstration Teaching and Portfolio Making” in the Mathematics subject Seminar in Problem Solving. The students
Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhabit High-Level Mathematical Thinking and Reasoning. Journal for Research in Mathematics Education, 28, 524-549. Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D.A.
The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
Introduction Traditional measures of learning in theory and practice are important. There are as many ways to learn, as there are individuals. Learning is clearly a multi-faceted process and each one of us learns in different ways and at varying speeds. One person can learn by theory; another cannot. Learning helps every individual to achieve things necessary for the adequate performance of social roles.
However, in talking circle I realized there was literally no scope of avoiding class participation as every student would eventually share their thoughts in sequence that would promote equitable discussion and participation. Especially, using talking circle to introduce new math topics would be an effective way to enhance students’ number fluency and get them comfortable with explaining their thought process by using students' prior knowledge. Talking circles could also be helpful to review materials before an assessment by discussing questions and answers with students as a group. By exploring different perspective of talking circle the teachers can best implement the discussion format in their classroom to help minimize stratified talk and support mathematics learning for all
QUANTITATIVE REASONING By definition, Quantitative Reasoning (QR) is the ability to apply mathematical skills when solving real world problems that are happening in our daily lives. It is being able to read numerical data that is presented in tables, formulas and graphs. Quantitative Reasoning is often assumed to have the same meaning as Mathematics and indeed these two are complicatedly linked. Yet they have differences, one of which is that while QR is a skill, Mathematics is primarily a discipline. QR is designed to prepare students to be well-educated citizens and voters who will be able to know when they are being robbed/ miss leaded or the statements are not true, recognize and understand how they are connected to important social or political issues.
My role should be to evaluate the efficiency of students working in the study room and observe the methodologies incorporated into their study routines. Use and knowledge of computer applications, keyboard shortcuts, fluency, typing speed, organization, and various technology efficacies are all aspects of digital literacy that I will observe, analyze, and formulate an opinion on. Outdated computer applications or other computational elements that may be less in terms of performance is something I will also note in my observation. General computer skills, computer intellect, and
I will also invite her to my class and see a similar math lesson that they are taught to gain ideas and see from a different perspective. • Personal response and application: How has this assignment helped you? What lessons have been learned? How will you apply this to your role as an educational leader? The reflective statements may draw on previous experiences or future plans to use the information.
INTRODUCTION This paper will discusses experiences in the classrooms and how to approach teaching English as a second language. This paper will discuss lessons and my personal experiences in the classroom. Experience in the classroom has varied between beginners, intermediate and advanced classes. I will discuss various teaching approaches to teaching English as a second language and about how classroom management is important to utilize. This paper will discuss a summary of observers of my teaching.
I plan to be creative when it comes to math, and find ways where my students can construct their own learning and develop their own understanding behind the concepts of mathematics. I love the idea Tsuruda had of having students write reflections about their learning. I think this is a great way to gain insight on how his students learn, what they understand, and what they still need help on. I would like to use reflections in my math classroom one day because I believe it takes you into the student’s mind which will further help me as a teacher facilitate ways to build off the child’s knowledge in a way that is unique to their learning style. Overall, I believe constructivism is the best approach not only in math, but in every subject, because it focuses on the development of the whole child and creates life-long knowledge in an
She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for. The students also provided feedback when Ms. Kapeller would ask the class what the answers were to the problem they were working out with the blocks as well as thumb ups and downs to check for understanding. After the blocks, she used classroom objects as example of area and perimeter and she had the students find small rectangular