Strengths And Weaknesses Of Student Thinking

Education always plays an important role in enabling people to enter society knowledgably and with good skills. People keep learning from cradle to grave in order to horn their skills of thinking creatively as one of the key factors for success. They are conventionally trained by their school professors even from preschool period. However, the most reasonable time to learn is the high school stage when students' brains are significantly developing ('Thinking skills' 2003). This essay, therefore, will argue the idea that schools should be active in teaching students creative thinking skills because of the good educational background itself and the skills acquired will be

After reading “On Becoming a Better Student” by Donna Farhi Schuster, I started to think about some of the idea she mentioned. I have always been a curious person. I have always wanted to learn more about what I was interested in, but that stopped in high school. Expressing interest in something in high school was not something I did often. I was so overwhelmed with busy work in school that I was exhausted by the time I had time to actually sit down and research something I was interested in.

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

A few students raise their hands. I wanted to further draw out students’ responses, so I used a vocabulary term we previously learned. I said, “Remember we learned about switch something.” After several students shouted out switch partners, I used the term partners to further describe the two numbers at the bottom. I used this opportunity to see what students understood about the partners while asking the students what the partners did. One student raised their hand and talked about a different set of switch partners and explained that you add them together. I realized they did not say they add up to the total, so I built on that response and said, “These partners down here, they are going to give us...” I paused and had students fill in the response with, “The big

Student achievement for children is dependent upon the mental processes that are developed and nurtured through educators, culture, and society. Society plays a major role in cognitive human growth and development. It is important for educators to understand that children need opportunities to develop and expand their cognitive abilities. Vygotsky’s theory about mental tools suggest that every child has the ability to develop skills that will enable them to think in complex ways.

Bridge to Prior Knowledge: Recite the numbers 0-10 from number chart as a class. Than have each student count independently on the number chart or tell you how many counting manipulatives they have.

For this assignment, I have chosen to study the second-grade data. By reviewing this data, I will be able to better determine where to focus my instruction as well as understand where students are at when it comes to learning math. Based on the data provided, I have decided that I will focus my instruction on two specific areas. The first area I will focus my instruction on is Number Identification. The data tells me that eight out of the seventy-four students may not understand how to successfully identify numbers. In my opinion, all students in second grade should be able to identify numbers. I will help students become successful in identifying numbers during small group instruction. This way students are provided with individual

The first two chapters of this book set the background for student development and how theory has evolved over the years. As time passed and college student demographics changed, new ideas and views were developed to understand the ever changing student body. Theorists realized that the college experience was different between demographic groups. Being able to develop student affairs practices and activities that can reach the different student groups is probably the biggest challenge a student affairs professional will tackle. It is said that student development is most achieved by involvement by the students. This means that these activities must be designed to accommodate students from all walks of life.

Furthermore, someone will learn simple addition by visualizing a math problem with everyday objects. The language barrier from a presenter to the audience

In my opinion, coming to the decision of whether or not to fast-track grade 12 courses was a relatively effortless decision. Based on my interpretation of the data, taking grade 12 Chemistry and Computer Science would be way more beneficial in the long run. I wouldn’t need to spread myself thin during grade 12, and I could give the grade 12 courses priority in grade 11. To me this all made perfect sense, however, I understand how someone else might come to the opposite conclusion. While I tended to pay attention towards the idea of having an easier grade 12 year, somebody else may not have been able to get over the thought of having absolutely no friends in their class. One also could have ignored the same things I focused

In today’s current school systems, the question of whether or not schools are correctly teaching students the right curriculum is coming up for debate. In the Article,"Teaching Critical Thinking by Marcia Clemmitt, she goes into extensive research of the U.S. Department of Education’s crisis of standardized testing. Most learning activities include standardized testing which lacks many students to express creative and critical thinking. Critical thinking is defined as the examination and evaluation of ideas, events and arguments in their contexts which introduces students to interrogate assumptions and identifying biases (Clemmitt)Pure critical thinking involves investigating a text more than just memorizing, but to apply theirself in other ways of techniques, meaning schools should stimulate more analytical methods of teaching. This would not only free students from a sheltered test culture,but will allow students to think in a deeper,more passionate way than before.

Multiplicative thinking is imperative to a child’s understanding of important mathematical concepts and is seen as the ‘big idea’ in number that links multiple key ideas and strategies (Vergnaud, as cited in Siemon, 2011). Commonly, children have a procedural based view of multiplicative thinking which can hinder progress, as opposed to a more conceptual view which is a far better learning framework (Hurst & Hurrell, 2016). If teachers are to maximise a child’s learning, they must acknowledge this and help children maintain a conceptual understanding of multiplicative thinking and emphasise this much more so than procedural rules. Several key ideas and strategies underpin the success of multiplicative thinking and a greater conceptual understanding.

Keeping in view the importance of group work I applied the strategy in my comprising of 16 students to teach them ‘Conversion of Hexadecimal into Binary Number System and Conversion of Binary Number System into Hexadecimal Number System’. The objective of my lesson was to make students know how to convert an Octal Number into Binary Number System on the board and its practical implementation. To achieve these objectives I started my lesson with a question answer session to revise their previous concepts. After the recap session I divided my class into groups of 4 students each and said them to identify Hexadecimal and Binary digits. Then through exposition I explained the current topic how to convert a hexadecimal number into binary on the board. For more detail explanation I solved three related examples on the board interactively. In these examples I involved students to help me in solving these examples. This was their learning towards the application of current topics properties. Later I assigned the conversion task to the groups. Each group did its work and it was the responsibility of the group leader to make sure participation of each member of the group. The groups prepared their presentation and to give everyone an equal chance presentation was divided into parts. I kept on observing the groups and encourage the participation of reluctant students during discussion time. Then every group got a five minutes time to

When defining the term “critical thinking” it can seem overwhelming and daunting, especially for young learners. In laments terms, you are teaching your student how to think for him or herself when it comes to problem solving. Instead of giving the student the answer, you give them the tools to discover the answer him/herself. Critical thinking is an important component of any classroom. No matter the age group, these skills stay with a child for the rest of his or her life. As a teacher, it is important to understand what critical thinking pertains to and how to structure part of your lesson plan around developing critical thinking skills.