Questions On Cooperative Learning Strategies

For example, teachers make sure the practice assessments they give out to their students mirror the format of the state assessments. Especially in third grade, where students are taking the test for the first time and have some troubles with filling out bubble sheets and following directions. Across classrooms, teaching practices are aligned to the curriculum and reflect and express set of beliefs about how students learn best through student work products and discussions. In a math lesson, some students worked with the teacher in the front of the room answering a series of tiered questions using large visual representations and some worked with their tables as well. This helps keep students not only engaged but, working together as a team.

This is one unit in a yearlong 6th grade math course. In this unit, the students will learn about expressions and equations. Students will learn how letters stand for numbers, and be able to read, write, and evaluate expressions in which these letters take the place of numbers. In this unit, students will learn how to identify parts of an expression using various new terms. They will learn to solve both one- and two-step equations. Students will be able to distinguish between dependent and independent variables. They will be able to identify the dependent and independent variables of equations and in turn, be able to graph them. Various activities to be completed inside and outside of the classroom will be used to show

Another idea to improve mathematics performance in elementary level is to encourage the student to link the existing knowledge and the new knowledge effectively while working math problems/examples. A worked example is “a step-by-step demonstration of how to perform a problem” (Clark, Nguyen, & Sweller, 2006, p. 190). This will prepare the students for similar problems in the future as they bridge the connection between the problems and the examples. In many cases, students are encouraged to link the informal ideas with the formal mathematics ideas that are presented by the teacher to be able to solve problems. When students examine their own ideas, they are encouraged to build functional understanding through interaction in the classroom. When students share among themselves on differences and similarities in arithmetic procedures, they construct the relationship between themselves hence making it the foundation for achieving better grades in mathematics. Teachers can also encourage students to learn concepts and skills by solving problems (Mitchell et al 2000). Students do perform successfully after they acquire good conceptual understanding because they develop skills and procedures, which are necessary for their better performance. However, slow learning students should engage in more practice

This allows the student to become increasingly engaged and motivated in the class. Peter is engaged during peer discussion and classroom discussion. Peter is not a ‘leader’ among the group; however, he did participate to complete a multiplication problem in front of the class. During this volunteer time, Peter was aided by his peer, Michael to further his understanding of repeated addition. It has also been discovered throughout the school year that Peter is a hands on learner; the manipulatives present in the lesson keep Peter more engaged and increase his learning outcomes. Peter was able to complete the multiplication problem 10x3 on the board using the area model format; this displays that Peter understands the method of breaking numbers into equal groups.

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

It teaches the student to actively choose alternative strategies when something does not make sense” (powerpoint from class). this give the student student the ability to try and work out the problem aloud without people correcting them or on the spot answering. In this lesson it is also hands on so they can physically move things to try and work out the solution with their

Brittany Martins, Alexis Silva, Julia Schwarz, Amy Quill, and Victoria Drew will be co-teaching this lesson together. At the beginning of the lesson, all of the co-teachers will work together to explain the objectives of the lesson, and the expectations of the students. During the Ask, Imagine, Plan, Create, and Improve portions of the lesson, each of the co-teachers will be designated to overseeing and assisting a single group.

In the Algebra 1 classroom, multiple best practices are applied and demonstrated. Algebra 1 teacher, Ms. Simpson, displayed the practice of teaching to students’ different learning styles by incorporating tangible, hands on activities, like interactive notes, creating combo meals for word problems, and using “the sea of zeros” to explain positive and negative integers. Classroom management was also displayed through the use of bell work, which keeps students busy and motivated.

For my middle level observation, I had the honor to observe at Huntington Middle School under Mrs.Rivera in sixth grade hub class and Math. I was very fortunate to have had this opportunity, as I have observed things that I have mixed emotions about. In this paper, I will discuss the different ways Mrs.Rivera taught, and the different components that made up her math classroom.

In the article, Engaging All Students in Mathematical Discussion, it discusses four effective strategies in engaging children to think, discuss, and have a deeper understanding of mathematics. According to the article, the strategies are very important because there are moments where the student does not fully understand the lesson of the day or week because they are not fully engaged. The reason the students are not fully engaging is because the teacher teaching the lesson is not assigning a thinking level and/or listening role. The thinking level and listening roles are referred to as “taxonomies”, as in Bloom’s Taxonomy. In the taxonomies chart, it explains the purpose and how a teacher should be asking questions during the lesson or after.

The warm up for today consisted of students practicing math facts in their math journals using manipulatives (colored tiled). Students were working on combinations of addition and subtraction facts for a target number, which was different for each child and is based on their math fact proficiency. For example, one student might be working on facts for the number 9 while another student could be working on facts for 15. This section of the lesson was extremely differentiated because each student could be on a different number, however, it was rather monotonous. All students were doing was writing math facts, that they could remember, over and over again in their notebook. Some students used to tiles to think of new combinations to get to their

Teachers can use think-pair-share for effectively quizzing in the classroom what was learned from the objective. Research says that Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, this strategy provides an opportunity for all students to share their thinking with at least one other student which, in turn, increases their sense of involvement in

The teacher asks a question, students are paired together and partners share answers with each other. This allows all students to have frequent opportunities to share ideas, receive feedback and take part in the lesson.

In Mrs. Lucchesi’s class, planning is dependent on each student’s needs. Math lessons are planned according to a curriculum workbook.Each day a lesson is planned for the day that teachers must follow. A student in second grade is required seventy minutes of math each day according to the curriculum. Teachers must follow Common Core standards so most of the planning is revolved around that. In the beginning of the school year, students are given an on-demand writing assignment for forty-five minutes that is ungraded. From this assignment, Mrs. Lucchesi can determine common struggles between the students and what

I intentionally employ a mix of instructional strategies in the classroom in order to give my students a variety of opportunities in which to engage themselves and each other with new content. Most class periods provide chances for students to work individually, as partners and/or in groups and units include a variety of problem-solving tasks to help students understand how the skills are used. Although the students seem to