This document provides an introduction to the Common Core Georgia Performance Standards (CCGPS) Teaching Guides for mathematics for kindergarten through 5th grade. It discusses the focus of the CCGPS on problem solving, reasoning, representation, connections, and communication. It also summarizes research that informed the development of the standards, emphasizing the importance of focus, coherence, and conceptual understanding over procedural skills. The document explains that the standards define what students should understand and be able to do but do not prescribe specific teaching methods or supports.
This document summarizes research on monitoring language learning for visually impaired students in an inclusive classroom setting. It discusses several strategies used in the research:
1. Assessing students' beliefs about language learning to understand their expectations and goals.
2. Identifying teachers' beliefs which influence their teaching style as either "transmission" or "interpretation".
3. Using checklists to observe how well classroom tasks meet criteria and could be improved.
4. Applying statistical tests like McNemar to analyze changes in student responses over time.
5. Observing the whole class using a schedule to focus on students and language learning aspects. The goal was to effectively monitor the inclusive classroom and support language development for
The document discusses the mastery approach to teaching mathematics commonly followed in high-performing East and Southeast Asian countries. It outlines key principles of the mastery approach, including high expectations for all students, keeping most students progressing at the same pace, and using precise questioning and regular assessment to identify and support students needing intervention. The 2014 UK national curriculum reflects this mastery approach, aiming for most students to achieve mastery of mathematics. Teachers require in-depth subject and pedagogical knowledge to effectively implement this approach.
This document provides guidance for teachers on effective instructional practices for teaching mathematics to students with learning disabilities or difficulties learning mathematics. It identifies seven effective practices supported by research: 1) using explicit instruction regularly, 2) teaching with multiple instructional examples, 3) having students verbalize decisions and solutions, 4) teaching step-by-step problem solving strategies, 5) using visual representations, 6) providing students with opportunities for guided practice, and 7) conducting frequent reviews of content. The document summarizes evidence from a meta-analysis and the National Mathematics Advisory Panel report supporting the use of these practices.
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...Thiyagu K
The concept of blended learning has been with us for some time and really builds on the good practice of blending teaching and learning styles for the benefit of the learner. This is as true when e-learning and online learning are added to the mix, as it would be for integration of practical work. The potential of new technologies can be maximised when you see how best to blend e-learning with existing programmes to the benefit of learners. The main aim of the study is to find out the B.Ed., Trainees’ perceptions towards Blended Learning in Teaching and learning of Mathematics. Survey method is employed for this study. The investigator has chosen 150 mathematics optional B.Ed., trainees for his study. Finally the investigator concludes; (a) 16% of B.Ed., Mathematics trainees have low level, 67.3 % of average level and 16.7% of them have high level of perception towards b-learning. The mean of the perception towards blended learning is 148.46 and standard deviation is 15.92. It is inferred that more number of B.Ed., Trainees have moderate level of perception towards blended learning. (b) There is no significant difference in perception towards blended learning among the B.Ed., Trainees with respect to their gender.
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with students’ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
Effect of Problem-Based Learning on Senior Secondary School Students’ Achieve...IOSR Journals
This study examined the effect of problem-based learning (PBL) on senior secondary school students' achievement in trigonometry in Northern Educational Zone of Cross River State, Nigeria. 365 students from 4 schools were assigned to experimental and control groups, with the experimental group taught using PBL and the control group taught using conventional methods. Students completed a pre-test and post-test on trigonometry achievement. The results showed that the experimental group performed significantly better than the control group, and that male and female students benefited equally from PBL. There was no significant interaction between teaching method and gender. The study concluded that PBL can improve students' trigonometry achievement compared to conventional teaching methods.
Mr.M.THIRUNAVUKKARASU
Ph.D. Research Scholar
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023.
Email: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Assistant Professor
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023
Email: edutechsenthil@gmail.com
This document summarizes research on monitoring language learning for visually impaired students in an inclusive classroom setting. It discusses several strategies used in the research:
1. Assessing students' beliefs about language learning to understand their expectations and goals.
2. Identifying teachers' beliefs which influence their teaching style as either "transmission" or "interpretation".
3. Using checklists to observe how well classroom tasks meet criteria and could be improved.
4. Applying statistical tests like McNemar to analyze changes in student responses over time.
5. Observing the whole class using a schedule to focus on students and language learning aspects. The goal was to effectively monitor the inclusive classroom and support language development for
The document discusses the mastery approach to teaching mathematics commonly followed in high-performing East and Southeast Asian countries. It outlines key principles of the mastery approach, including high expectations for all students, keeping most students progressing at the same pace, and using precise questioning and regular assessment to identify and support students needing intervention. The 2014 UK national curriculum reflects this mastery approach, aiming for most students to achieve mastery of mathematics. Teachers require in-depth subject and pedagogical knowledge to effectively implement this approach.
This document provides guidance for teachers on effective instructional practices for teaching mathematics to students with learning disabilities or difficulties learning mathematics. It identifies seven effective practices supported by research: 1) using explicit instruction regularly, 2) teaching with multiple instructional examples, 3) having students verbalize decisions and solutions, 4) teaching step-by-step problem solving strategies, 5) using visual representations, 6) providing students with opportunities for guided practice, and 7) conducting frequent reviews of content. The document summarizes evidence from a meta-analysis and the National Mathematics Advisory Panel report supporting the use of these practices.
B.ED., TRAINEES’ PERCEPTIONS TOWARDS BLENDED LEARNING IN TEACHING AND LEARNIN...Thiyagu K
The concept of blended learning has been with us for some time and really builds on the good practice of blending teaching and learning styles for the benefit of the learner. This is as true when e-learning and online learning are added to the mix, as it would be for integration of practical work. The potential of new technologies can be maximised when you see how best to blend e-learning with existing programmes to the benefit of learners. The main aim of the study is to find out the B.Ed., Trainees’ perceptions towards Blended Learning in Teaching and learning of Mathematics. Survey method is employed for this study. The investigator has chosen 150 mathematics optional B.Ed., trainees for his study. Finally the investigator concludes; (a) 16% of B.Ed., Mathematics trainees have low level, 67.3 % of average level and 16.7% of them have high level of perception towards b-learning. The mean of the perception towards blended learning is 148.46 and standard deviation is 15.92. It is inferred that more number of B.Ed., Trainees have moderate level of perception towards blended learning. (b) There is no significant difference in perception towards blended learning among the B.Ed., Trainees with respect to their gender.
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with students’ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
Effect of Problem-Based Learning on Senior Secondary School Students’ Achieve...IOSR Journals
This study examined the effect of problem-based learning (PBL) on senior secondary school students' achievement in trigonometry in Northern Educational Zone of Cross River State, Nigeria. 365 students from 4 schools were assigned to experimental and control groups, with the experimental group taught using PBL and the control group taught using conventional methods. Students completed a pre-test and post-test on trigonometry achievement. The results showed that the experimental group performed significantly better than the control group, and that male and female students benefited equally from PBL. There was no significant interaction between teaching method and gender. The study concluded that PBL can improve students' trigonometry achievement compared to conventional teaching methods.
Mr.M.THIRUNAVUKKARASU
Ph.D. Research Scholar
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023.
Email: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Assistant Professor
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023
Email: edutechsenthil@gmail.com
This document summarizes a research paper that studied the effectiveness of the concept attainment model of teaching on student achievement in Hindi. It describes how 300 students were randomly assigned to experimental and control groups. The experimental group was taught using the concept attainment model, while the control group was taught using traditional methods. An achievement test in Hindi was used as a pretest and posttest. The results showed that students in the experimental group performed significantly better than those in the control group, supporting the effectiveness of the concept attainment teaching model.
Chalk and Talk Versus Classroom Flipping: Results of a Case Studyiosrjce
Economics instructors making use of ‘chalk and talk’ traditional method are experimenting with
intellectually stimulating teaching techniques in sync with visual, auditory and kinesthetic (VAK) and other
student learning styles thereby reorienting instruction to individual cognitive processes. It is hoped that there
would be more student engagement, interaction and success. Recent text books in economics provide scope for
trying out cutting edge techniques such as embedding more VAK components in instruction enabling ‘classroom
flipping’ instruction such that there is more critical thinking and hands-on ‘home-work’ done in class time,
more discussion and more independent learning, increasing the role of multimedia, case studies, and a
preoccupation with learning. The instructor is able to ascertain candidly and in real time what learning style is
securing desired learning outcomes with the student or what is not. A study of post-hoc data of student
outcomes of microeconomics courses that used classroom flipping showed student appreciation of teacher
efforts, but no significant improvement in results. There was not enough evidence to reject the hypothesis of
identical scores (P-value = 0.294493) for all four microeconomics classes, two of which had only ‘talk and
chalk’ and two others were fitted with computer assisted instruction to allow ‘classroom flipping.’ Overall,
larger sample sizes and more clinical precision in isolating the students’ course results could bring out
definitive if not different results, and perhaps better academic outcomes too, decreasing the gap between what is
taught and what is learnt.
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
Problems such as impracticability and ineffectiveness are encountered in practice in-service training for teachers in Turkey.Although several suggestions have been proposed, the problems still remain. This study illustrates a new way for the development of in-service training, with high school teachers’ opinions, which is in-service trainings enhanced with adult learning characteristics. The participants were determined randomly and administered a 25-item Likert type survey. Results of the survey evaluated statistically by applying t-test and ANOVA. It is found that there is statistically significant difference between teachers in terms of gender, age, seniority and subject field variables. On the basis of the whole paper, teachers are enthusiastic to take part in in-service trainings enhanced with adult learning features rather than traditional ones. At the end of the paper, it is recommended that while preparing in-service training, demographic differences among teachers should be taken into account.
This document discusses a study that explored the effects of using a Strategic Intervention Material (SIM) on student performance and learning approaches in chemistry. The SIM was designed to target chemical bonding, identified as one of the least mastered skills. Students were given a pre-test and post-test to measure chemistry achievement. Results showed that SIM improved student performance and helped surface learners perform similarly to deep learners. Students also responded positively to the SIM in a survey. The study aimed to determine if SIM could help different learning approaches and boost overall chemistry scores.
This document discusses research analyzing the possibilities of transfer of training from pre-service secondary teacher education to regular teaching careers. It finds that achievement scores during teacher training have a direct effect on later teaching performance. When problem solving ability is accounted for, the correlation between achievement scores and teaching competency remains high, indicating achievement directly impacts later teaching ability. Additionally, rankings of achievement, problem solving ability, and teaching competency for teacher trainees are found to have high concordance, showing they measure similar constructs. The research concludes achievement during teacher training facilitates positive transfer to professional teaching roles.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Effects of teachers’ qualifications on performance in further mathematics amo...Alexander Decker
This study examined the effects of teachers' qualifications on the performance of secondary school students in Further Mathematics in Kaduna State, Nigeria. Data was collected from 160 Further Mathematics students across 12 schools using a teacher assessment test and student achievement test. The results of an ANOVA test revealed a significant difference in student performance based on their teachers' qualifications. The study aims to identify the competency level required by teachers to positively influence student performance and suggest ways to improve student performance in Further Mathematics across schools in the state.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
1) Students in southeastern Colorado were struggling academically, particularly in math. The state partnered with EdisonLearning to implement their Learning Force intervention program in 26 districts.
2) Over 1,000 low-performing students received Learning Force, which includes Reading Force and Math Force modules. These students showed significant gains on standardized tests after one year.
3) Specifically, students in the Math Force program increased their median growth by 16 points compared to non-participants whose scores declined by 8 points. The program was then expanded to more districts due to this success.
This document provides an overview of responsiveness to intervention (RTI), an education model that promotes early identification of students at risk for learning difficulties. It describes RTI as a multi-tiered system of instruction where students receive increasingly intensive instruction based on their response to prior interventions. Students who do not make adequate progress are given more specialized instruction and support. The goal of RTI is to provide students with the instruction and assistance needed to succeed in general education before potentially being referred for special education services. Research on RTI suggests it can improve learning outcomes for all students when implemented correctly.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
This document discusses Response to Intervention (RTI) implementation in Pennsylvania schools. It covers three main points:
1. The connection between supplementary aids and services (SAS) and RTI, explaining that RTI organizes assessment, instruction, and interventions to provide support to students at all tier levels.
2. Identifying robust instructional strategies and interventions, emphasizing the importance of effective core instruction and using data to inform classroom practices.
3. Applying lessons learned about successful RTI implementation, such as the need for continuous professional development, a focus on instructional quality, and cross-role collaboration to close the "what-how" gap.
The document provides an introduction to the Common Core Georgia Performance Standards for mathematics. It discusses how the standards focus on applying mathematical concepts in authentic problems, problem solving, reasoning and representation. It emphasizes concentrating early learning on numbers, measurement and geometry with less emphasis on data analysis and algebra. The standards aim to present mathematics concepts clearly and specifically to improve focus and coherence.
The document provides an introduction to the Common Core Georgia Performance Standards for Mathematics. It discusses the focus of the Georgia mathematics curriculum on developing conceptual understanding through problem solving, representation, reasoning and communication. It emphasizes applying math concepts in authentic contexts. The standards are designed to increase coherence and focus from grade to grade to improve math achievement. They define what students should understand and be able to do at each grade level.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
This document provides an overview of outcome-based education (OBE). It discusses that OBE is a student-centered approach that focuses on empirically measuring student performance outcomes rather than inputs like resources. While OBE does not specify teaching styles, it generally promotes constructivist methods over direct instruction. Assessment is based on whether students demonstrate required skills and content mastery. Implementation of OBE varies by country and agency, with some adopting it for all students and others facing criticism from parents and teachers.
The document summarizes the findings of a school's self-evaluation of literacy teaching and learning. Key findings include:
- Students' written work needs improvement, with many errors in spelling, punctuation, grammar, and use of subject-specific vocabulary.
- Teachers agreed to focus more on developing literacy skills across all subjects.
- While comprehension strategies are used in many classes, literacy strategies and group work need more emphasis overall.
- Technology is underused as a teaching and learning tool.
The evaluation identified strengths in reading scores and subject results, but areas for development in writing standards, teaching approaches, and use of resources like technology.
This document summarizes a research paper that studied the effectiveness of the concept attainment model of teaching on student achievement in Hindi. It describes how 300 students were randomly assigned to experimental and control groups. The experimental group was taught using the concept attainment model, while the control group was taught using traditional methods. An achievement test in Hindi was used as a pretest and posttest. The results showed that students in the experimental group performed significantly better than those in the control group, supporting the effectiveness of the concept attainment teaching model.
Chalk and Talk Versus Classroom Flipping: Results of a Case Studyiosrjce
Economics instructors making use of ‘chalk and talk’ traditional method are experimenting with
intellectually stimulating teaching techniques in sync with visual, auditory and kinesthetic (VAK) and other
student learning styles thereby reorienting instruction to individual cognitive processes. It is hoped that there
would be more student engagement, interaction and success. Recent text books in economics provide scope for
trying out cutting edge techniques such as embedding more VAK components in instruction enabling ‘classroom
flipping’ instruction such that there is more critical thinking and hands-on ‘home-work’ done in class time,
more discussion and more independent learning, increasing the role of multimedia, case studies, and a
preoccupation with learning. The instructor is able to ascertain candidly and in real time what learning style is
securing desired learning outcomes with the student or what is not. A study of post-hoc data of student
outcomes of microeconomics courses that used classroom flipping showed student appreciation of teacher
efforts, but no significant improvement in results. There was not enough evidence to reject the hypothesis of
identical scores (P-value = 0.294493) for all four microeconomics classes, two of which had only ‘talk and
chalk’ and two others were fitted with computer assisted instruction to allow ‘classroom flipping.’ Overall,
larger sample sizes and more clinical precision in isolating the students’ course results could bring out
definitive if not different results, and perhaps better academic outcomes too, decreasing the gap between what is
taught and what is learnt.
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
Problems such as impracticability and ineffectiveness are encountered in practice in-service training for teachers in Turkey.Although several suggestions have been proposed, the problems still remain. This study illustrates a new way for the development of in-service training, with high school teachers’ opinions, which is in-service trainings enhanced with adult learning characteristics. The participants were determined randomly and administered a 25-item Likert type survey. Results of the survey evaluated statistically by applying t-test and ANOVA. It is found that there is statistically significant difference between teachers in terms of gender, age, seniority and subject field variables. On the basis of the whole paper, teachers are enthusiastic to take part in in-service trainings enhanced with adult learning features rather than traditional ones. At the end of the paper, it is recommended that while preparing in-service training, demographic differences among teachers should be taken into account.
This document discusses a study that explored the effects of using a Strategic Intervention Material (SIM) on student performance and learning approaches in chemistry. The SIM was designed to target chemical bonding, identified as one of the least mastered skills. Students were given a pre-test and post-test to measure chemistry achievement. Results showed that SIM improved student performance and helped surface learners perform similarly to deep learners. Students also responded positively to the SIM in a survey. The study aimed to determine if SIM could help different learning approaches and boost overall chemistry scores.
This document discusses research analyzing the possibilities of transfer of training from pre-service secondary teacher education to regular teaching careers. It finds that achievement scores during teacher training have a direct effect on later teaching performance. When problem solving ability is accounted for, the correlation between achievement scores and teaching competency remains high, indicating achievement directly impacts later teaching ability. Additionally, rankings of achievement, problem solving ability, and teaching competency for teacher trainees are found to have high concordance, showing they measure similar constructs. The research concludes achievement during teacher training facilitates positive transfer to professional teaching roles.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Effects of teachers’ qualifications on performance in further mathematics amo...Alexander Decker
This study examined the effects of teachers' qualifications on the performance of secondary school students in Further Mathematics in Kaduna State, Nigeria. Data was collected from 160 Further Mathematics students across 12 schools using a teacher assessment test and student achievement test. The results of an ANOVA test revealed a significant difference in student performance based on their teachers' qualifications. The study aims to identify the competency level required by teachers to positively influence student performance and suggest ways to improve student performance in Further Mathematics across schools in the state.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
The research examined the effectiveness of activities collaborative group poster strategy and on academic achievement of senior secondary school students on genetics concept in Dawakin-kudu Educational Zone Kano State, Nigeria. The study has three research objectives guided by three research questions and three hypotheses.
1) Students in southeastern Colorado were struggling academically, particularly in math. The state partnered with EdisonLearning to implement their Learning Force intervention program in 26 districts.
2) Over 1,000 low-performing students received Learning Force, which includes Reading Force and Math Force modules. These students showed significant gains on standardized tests after one year.
3) Specifically, students in the Math Force program increased their median growth by 16 points compared to non-participants whose scores declined by 8 points. The program was then expanded to more districts due to this success.
This document provides an overview of responsiveness to intervention (RTI), an education model that promotes early identification of students at risk for learning difficulties. It describes RTI as a multi-tiered system of instruction where students receive increasingly intensive instruction based on their response to prior interventions. Students who do not make adequate progress are given more specialized instruction and support. The goal of RTI is to provide students with the instruction and assistance needed to succeed in general education before potentially being referred for special education services. Research on RTI suggests it can improve learning outcomes for all students when implemented correctly.
The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if α=0,05 then there is an increased of student's mathematical literacy ability. The results of the analysis on the stages of the evaluation shows the learning materials with metacognitive approach guidance can provide better against an increase in student learning. The ability of the early mathematical literacy against students is very less because of learning during this time students have not been directed with the ability of mathematical literacy. After the students get learning by using learning materials through metacognitive approach guidance, the ability of mathematical literacy students’ level 3 and level 4 underwent significant improvement.
This document discusses Response to Intervention (RTI) implementation in Pennsylvania schools. It covers three main points:
1. The connection between supplementary aids and services (SAS) and RTI, explaining that RTI organizes assessment, instruction, and interventions to provide support to students at all tier levels.
2. Identifying robust instructional strategies and interventions, emphasizing the importance of effective core instruction and using data to inform classroom practices.
3. Applying lessons learned about successful RTI implementation, such as the need for continuous professional development, a focus on instructional quality, and cross-role collaboration to close the "what-how" gap.
The document provides an introduction to the Common Core Georgia Performance Standards for mathematics. It discusses how the standards focus on applying mathematical concepts in authentic problems, problem solving, reasoning and representation. It emphasizes concentrating early learning on numbers, measurement and geometry with less emphasis on data analysis and algebra. The standards aim to present mathematics concepts clearly and specifically to improve focus and coherence.
The document provides an introduction to the Common Core Georgia Performance Standards for Mathematics. It discusses the focus of the Georgia mathematics curriculum on developing conceptual understanding through problem solving, representation, reasoning and communication. It emphasizes applying math concepts in authentic contexts. The standards are designed to increase coherence and focus from grade to grade to improve math achievement. They define what students should understand and be able to do at each grade level.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
Handout 3 SSE case study school (self-evaluation report: literacy)Martin Brown
This school self-evaluation report summarizes the findings of a review of literacy teaching and learning across subjects in 1st year students from September 2013 to May 2016. Key findings include: 1) Students' standardized reading test scores are slightly above national averages; 2) Written work needs improvement in areas like spelling, punctuation and vocabulary; 3) Most teachers use comprehension strategies but few use editing checklists; 4) Students enjoy pair/group work but teachers and students report different experiences of it. Priorities for improvement center on increasing literacy expectations across subjects and developing comprehension and group work strategies school-wide.
This document provides an overview of outcome-based education (OBE). It discusses that OBE is a student-centered approach that focuses on empirically measuring student performance outcomes rather than inputs like resources. While OBE does not specify teaching styles, it generally promotes constructivist methods over direct instruction. Assessment is based on whether students demonstrate required skills and content mastery. Implementation of OBE varies by country and agency, with some adopting it for all students and others facing criticism from parents and teachers.
The document summarizes the findings of a school's self-evaluation of literacy teaching and learning. Key findings include:
- Students' written work needs improvement, with many errors in spelling, punctuation, grammar, and use of subject-specific vocabulary.
- Teachers agreed to focus more on developing literacy skills across all subjects.
- While comprehension strategies are used in many classes, literacy strategies and group work need more emphasis overall.
- Technology is underused as a teaching and learning tool.
The evaluation identified strengths in reading scores and subject results, but areas for development in writing standards, teaching approaches, and use of resources like technology.
The document provides an introduction and overview of the Common Core State Standards for Mathematics. It discusses the need for mathematics standards and curriculum in the US to become more focused and coherent in order to improve student achievement. The introduction emphasizes concentrating early mathematics learning on number, measurement, and geometry and developing conceptual understanding of key ideas. It also outlines how the standards are organized and are intended to define what students should understand and be able to do in their mathematics education.
Outcome based education focuses on measuring student progress based on learning outcomes rather than comparative success to peers. Grading is based on mastery of predefined criteria rather than test or assignment scores. This approach individualizes learning by allowing weaker students to achieve success based on their skills while challenging highly capable students. Lessons are designed to teach material based on a student's grasp of concepts. The benefits include a more student-centered approach and focus on direct correlations between skills and understanding of topics.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
This study aims to determine the effects of collaborative learning techniques on mathematics achievement among Grade 10 students at San Vicente National High School. Specifically, it seeks to identify students' demographic profiles, examine the connection between collaborative learning and math achievement, compare effects across demographic groups, and understand how collaborative learning strategies impact student achievement in mathematics. The study aims to provide insights on improving math instructional methods to boost student performance.
Language Literature Instructional Assessment.pptxMrGallyVerdigar
1. The document introduces Mr. Gally D. Verdigar and discusses his experience teaching at St. Louise de Marillac College of Bogo.
2. It then discusses the need for varied assessments to develop 21st century skills in students. Due to the pandemic, most schools have utilized flexible learning experiences (FLEx) and online modalities for distance learning.
3. Mr. Verdigar reflects that while these modalities allow continued instruction, assessing student learning remotely is challenging. Teachers must find ways to improve assessment tools to validate learning in the new online environment.
Newly hired junior high school teachers at Magsaysay Integrated School experienced challenges implementing the spiral progression approach of the K-12 curriculum. While repetition strengthens learning, students lost motivation from repeating topics. The study aimed to understand teachers' experiences with competency articulation, content mastery, teaching strategies, and materials during their first year. It sought to identify problems and interventions to address concerns surrounding the curriculum's implementation. Insights could help new teachers and inform administrative support to improve understanding and avoid superficial coverage of concepts.
Usama Ahmed al Zoubi is a mathematics teacher seeking a challenging teaching position. He has over 15 years of experience teaching mathematics to middle and high school students in Jordan and Dubai. Al Zoubi holds a Bachelor's degree in Applied Mathematics and has received additional training in classroom management and common core standards. He utilizes effective teaching methods and online tools to plan and execute lessons that meet curriculum standards and student needs.
Possessing extensive knowledge of contemporary students teaching methods and having immense subject knowledge, enthusiasm and charisma, as well as a genuine interest in educating others. I am in the process of looking for challenging teaching positions with a well-organized school where I will be able to interpret this teaching experience into successful students
The document is a Teacher's Instruction Manual for the Grade 12 Information and Communication Technology subject. It provides guidance to teachers on implementing a student-centered, competency-based curriculum. Specifically, it outlines 15 learning activities, each focused on developing a key competency level. For each activity, it provides the learning outcomes, suggested teaching approach, instructions for student learning, and sometimes reading materials. It emphasizes exploring concepts and having students take an active role in constructing their own understanding, such as by working in small groups on assignments. The goal is for students to develop both subject knowledge and general skills through these activities.
This document summarizes findings from Ofsted about mathematics achievement, teaching, curriculum, and leadership in UK schools. Key points include:
1) Attainment has risen at GCSE and A-level, but the percentage of pupils meeting standards falls at each key stage and low attainers are not catching up.
2) Teaching quality varies widely both between and within schools, and focuses too much on skills and tests rather than conceptual understanding.
3) Curriculums are inconsistent between schools and classes, and early GCSE entry drives short-term teaching rather than developing understanding.
4) Stronger school leadership monitors teaching and uses data for intervention, but policies need customizing for mathematics.
This document provides information from an Ofsted conference on improving mathematics education. It summarizes Ofsted's findings on achievement, teaching, curriculum, leadership and recommendations. Achievement is rising but conceptual understanding and problem solving are lacking. Teaching quality varies within schools. Curriculums focus too much on exams. Leadership needs to use data better to improve teaching and learning. Schools should increase problem solving, develop teacher expertise, and sharpen monitoring to focus on mathematics.
Effects of Formative Assessment on Mathematics Test Anxiety and Performance o...iosrjce
The study of mathematics is compulsory in secondary schools in Nigeria because ofthe vital role it
plays in the scientific and technological growth and development of the nation. A shortfall in the knowledge of
the students in mathematics means that the goal may not be realized, hence the need to improve instructional
practices for solving the problem of poor performance in the subject.This study investigated the effects of a
formative assessment on mathematics test anxiety and mathematics performance ofsecondary school students in
Jos, Nigeria, using a quasi-experimental design. A simple random sample of 110 Senior Secondary two (SS II)
students was selected for the study from a population of 2,326 SS II students. Amathematics test anxiety scale
and two forms of mathematics achievement test were used for data collection. Data were analyzed using
descriptive and inferential statistical techniques. The findings revealed that formative assessment reduced
anxiety level and improved mathematics performance of the students. It was recommended that secondary
school teachers should be trained and re-trained to update their knowledge in the use of formative assessment
for making the teaching and learning of mathematics more interesting and rewarding
The document outlines the indicators used in Georgia's 2013 College and Career Ready Performance Index (CCRPI) for elementary schools, middle schools, and high schools. It provides details on the content mastery, post-education readiness, and other indicators measured for each level. It also lists supplemental "Exceeding the Bar" indicators that schools can earn additional points for achieving.
This professional development plan outlines goals and actions to improve teacher understanding and implementation of Depth of Knowledge (DOK) levels in lesson planning, instruction, and assessment. The plan includes:
1) Training teachers on DOK levels and assessment; 2) Having teacher teams decompose standards to identify DOK levels; 3) Having teachers match identified DOK levels to standards when assessing orally, formatively, and summatively.
4) Observing teachers during instruction to show improvement across observations. 5) Having teacher teams analyze formative and summative assessments for DOK alignment to standards. 6) Revising assessments based on teacher examination and analysis of data to improve assessments and teacher confidence.
This document provides a template for schools to analyze data, identify training needs, justify needs using data, plan actions to address problems, measure results of training, and assign responsibilities. The template is intended as a tool to help schools, teachers, and parents plan rigorous and relevant professional development using data.
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring progress on an ongoing basis to ensure the plan's success in enhancing instruction.
This school improvement plan outlines goals, actions, timelines, and resources for the 2014-2015 school year. Key targets include organizing teacher training, offering new programs, and monitoring ongoing initiatives to improve instructional quality and student outcomes. The color coding indicates the status of each item, with green representing completed or ongoing work, yellow signifying items in progress, and red denoting goals that have not yet started.
This school improvement plan outlines goals, actions, and timelines to improve the school over the 2014-2015 school year. Key targets included offering new programs and organizing professional development for teachers, with an emphasis on using resources effectively and monitoring progress to maximize instructional impact.
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
The document outlines the agenda for EDU 323 Week 2, including discussing videos and examples of using header/footer. It prompts discussion on how education can use programs like Milo effectively and how technology can help students improve communication and collaboration skills. Students are instructed to post a reaction paper and reply to classmates' posts, and submit a header/footer example. The document looks ahead to Week 3, reminding students to plan, read an assigned book, find an article to share, and write a paper. It concludes by asking for any questions.
This document provides an agenda and overview for the first week of an education course. It outlines the following key tasks: 1) read the syllabus and calendar, view an introductory PowerPoint, and post a biographical paper; 2) respond to classmates' biographies and watch assigned videos by midnight Sunday; and 3) begin thinking about a content area focus such as reading, math, or social studies. It also previews that in the second week students will continue reacting to videos and planning for their content area, and will have an online meeting to learn formatting skills.
This document outlines the agenda for Week 4 of the EDU323 class. It discusses graphic organizers, including how they can streamline information, clarify concepts, engage students with different learning styles, increase retention, and develop organizational skills. Examples of different types of graphic organizers are provided, such as fact webs and chains of events. This week's assignments include replying to discussion posts, submitting an original graphic organizer, and posting a weekly reflection. The document looks ahead to next week's focus on parent involvement and making a newsletter.
Graphic organizers are visual displays that depict relationships between facts, terms, and ideas to improve learning outcomes. There are many types of graphic organizers suited to different types of information. Research shows graphic organizers effectively improve comprehension and vocabulary, especially when used after reading with teacher instruction on how to use them. Their effectiveness depends on factors like grade level, implementation point, and instructional context.
This document provides an agenda for an education course. It discusses Elliot Eisner's view that curriculum is unbalanced and how a balanced curriculum incorporating creative arts like art, music and poetry can help students learn in different ways. It describes an activity where students experience a rainforest through art, photos, sounds and food to enhance their understanding beyond just reading about it. Students are assigned a reaction paper and asked to respond to classmates' papers. The document outlines plans for the next week focusing on graphic organizers.
This document provides an agenda and discussion topics for an education technology course. It outlines assignments for the current week, which include replying to classmates and submitting header/footer examples. It also looks ahead to next week, noting an online meeting and assignments to read a book, find an article, and write a paper. The document aims to engage students in discussions about how technology can be used effectively in education to improve skills like communication and collaboration.
Funding agencies consider several factors when reviewing grant applications, including whether the proposed project: fits the goals of the board and system; has documented need and support from administration, community, and parents; is sustainable and replicable; can be completed on time; and does not compete with previously funded projects. Appropriate personnel and reporting requirements must also be in place.
This document provides guidance for writing successful grant proposals in 3 parts: planning, research, and the proposal. It outlines key questions to consider in each area, including needs, goals, objectives, activities, timelines, budgets, and evaluations. The guidance emphasizes aligning all aspects of the proposal, having a clear need supported by data, strong planning, measurable objectives, and specifically describing how funds would be used to meet goals. Overall, it advises thoroughly addressing common proposal components to clearly demonstrate the merits of a project to reviewers.
This document provides an organizational tool for grant writing. It includes fields to identify the title of the grant, its purpose, funding source, opening and closing dates, whether a letter of intent or matching funds are required, the amount of available funding, and any restrictions or additional details. The tool helps applicants keep key information in one place while applying for a grant.
This document provides an agenda and overview for the first week of an education course. It includes assignments to complete such as viewing PowerPoints, writing a paper, replying to classmates, watching videos, and submitting a reflection. Students are asked to select a content area of focus and review the schedule for next week which will include creating headers and footers and learning about watermarks. Contact information is provided for any questions.
This document provides an agenda and discussion questions for an education course. It discusses spending $6,000 from the technology committee budget at a middle school to promote student achievement. Guidelines are provided for creating a one-page newsletter with graphics and minimal text. The weekly tasks are outlined, including posting reaction papers, responding to classmates, and creating a newsletter. Students are reminded to proofread, be on time, check the course blog for resources, and contact the instructor if help is needed.
This document provides an agenda and discussion notes for an education course. It discusses creating a classroom environment where students feel free to experiment and critique each other's work. It also addresses how displaying art can influence its perception and using art to engage students' minds, bodies, and hearts. Upcoming assignments are outlined, including reaction papers and lesson presentations. The document ends with a dragonfly symbolism section and a trivia question about female dragonflies being called damselflies.
This social studies lesson plan for kindergarten students focuses on teaching why Thanksgiving is celebrated. Students will discuss what they already know about the first Thanksgiving celebrated by the Pilgrims and Native Americans. They will learn about where the Pilgrims came from, the food eaten, activities at the feast, and who celebrated with the Pilgrims. The class will trace the Pilgrims' journey to America on a map and learn about the hardships they faced and how the Native Americans helped them. Students will discuss the role of the Wampanoag Indians and why celebrating Thanksgiving was important to the Pilgrims. They will read a book about the first Thanksgiving and answer questions about its meaning. To conclude, students will make turkey magnet crafts.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
9. Georgia Department of Education
longstanding importance in mathematics education. The first of these are the NCTM process standards of problem
solving, reasoning and proof, communication, representation, and connections. The second are the strands of
mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning,
strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and
relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately),
and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled
with a belief in diligence and one’s own efficacy).
Students are expected to:
1. Make sense of problems and persevere in solving them.
In Kindergarten, students begin to build the understanding that doing mathematics involves solving problems and
discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to
solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems.
They may check their thinking by asking themselves, “Does this make sense?” or they may try another strategy.
2. Reason abstractly and quantitatively.
Younger students begin to recognize that a number represents a specific quantity. Then, they connect the quantity
to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the
meanings of the quantities.
3. Construct viable arguments and critique the reasoning of others.
Younger students construct arguments using concrete referents, such as objects, pictures, drawings, and actions.
They also begin to develop their mathematical communication skills as they participate in mathematical
discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to
others and respond to others’ thinking.
4. Model with mathematics.
In early grades, students experiment with representing problem situations in multiple ways including numbers,
words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating
equations, etc. Students need opportunities to connect the different representations and explain the connections.
They should be able to use all of these representations as needed.
5. Use appropriate tools strategically.
Younger students begin to consider the available tools (including estimation) when solving a mathematical
problem and decide when certain tools might be helpful. For instance, kindergarteners may decide that it might be
advantageous to use linking cubes to represent two quantities and then compare the two representations side‐by‐
side.
6. Attend to precision.
As kindergarteners begin to develop their mathematical communication skills, they try to use clear and precise
language in their discussions with others and in their own reasoning.
7. Look for and make use of structure.
Younger students begin to discern a pattern or structure. For instance, students recognize the pattern that exists in
the teen numbers; every teen number is written with a 1 (representing one ten) and ends with the digit that is first
stated. They also recognize that 3 + 2 = 5 and 2 + 3 = 5.
8. Look for and express regularity in repeated reasoning.
In the early grades, students notice repetitive actions in counting and computation, etc. For example, they may
notice that the next number in a counting sequence is one more. When counting by tens, the next number in the
sequence is “ten more” (or one more group of ten). In addition, students continually check their work by asking
themselves, “Does this make sense?”
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
August 19, 2011 • Page 9 of 51
All Rights Reserved
10. Georgia Department of Education
Counting and Cardinality K.CC
Know number names and the count sequence.
MCCK.CC.1 Count to 100 by ones and by tens.
MCCK.CC.2 Count forward beginning from a given number within the known sequence (instead of
having to begin at 1).
MCCK.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0‐20
(with 0 representing a count of no objects).
Count to tell the number of objects.
MCCK.CC.4 Understand the relationship between numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
b. Understand that the last number name said tells the number of objects counted. The number
of objects is the same regardless of their arrangement or the order in which they were
counted.
c. Understand that each successive number name refers to a quantity that is one larger.
MCCK.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number
from 1–20, count out that many objects.
Compare numbers.
MCCK.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to
the number of objects in another group, e.g., by using matching and counting strategies.1
MCCK.CC.7 Compare two numbers between 1 and 10 presented as written numerals.
Operations and Algebraic Thinking K.OA
Understand addition as putting together and adding to, and understand subtraction as taking apart
and taking from.
MCCK.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings2,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
MCCK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem.
1
Include groups with up to ten objects.
2
Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are
mentioned in the standards.)
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
August 19, 2011 • Page 10 of 51
All Rights Reserved
13. Georgia Department of Education
Mathematics | Grade 1
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of
addition, subtraction, and strategies for addition and subtraction within 20; (2) developing
understanding of whole number relationships and place value, including grouping in tens and ones; (3)
developing understanding of linear measurement and measuring lengths as iterating length units; and
(4) reasoning about attributes of, and composing and decomposing geometric shapes.
(1) Students develop strategies for adding and subtracting whole numbers based on their prior
work with small numbers. They use a variety of models, including discrete objects and length‐
based models (e.g., cubes connected to form lengths), to model add‐to, take‐from, put‐
together, take‐apart, and compare situations to develop meaning for the operations of addition
and subtraction, and to develop strategies to solve arithmetic problems with these operations.
Students understand connections between counting and addition and subtraction (e.g., adding
two is the same as counting on two). They use properties of addition to add whole numbers and
to create and use increasingly sophisticated strategies based on these properties (e.g., “making
tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution
strategies, children build their understanding of the relationship between addition and
subtraction.
(2) Students develop, discuss, and use efficient, accurate, and generalizable methods to add within
100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop
understanding of and solve problems involving their relative sizes. They think of whole numbers
between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as
composed of a ten and some ones). Through activities that build number sense, they
understand the order of the counting numbers and their relative magnitudes.
(3) Students develop an understanding of the meaning and processes of measurement, including
underlying concepts such as iterating (the mental activity of building up the length of an object
with equal‐sized units) and the transitivity principle for indirect measurement.4
(4) Students compose and decompose plane or solid figures (e.g., put two triangles together to
make a quadrilateral) and build understanding of part‐whole relationships as well as the
properties of the original and composite shapes. As they combine shapes, they recognize them
from different perspectives and orientations, describe their geometric attributes, and determine
how they are alike and different, to develop the background for measurement and for initial
understandings of properties such as congruence and symmetry.
Professional Learning: 2011‐2012
Read, discuss, and understand the breadth and depth of the MCC Note areas in which what has
been taught in the past will remain the same, which concepts are taught more deeply, and which
concepts have been moved to another grade.
4
Students should apply the principle of transitivity of measurement to make indirect comparisons, but they need not use this
technical term.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
August 19, 2011 • Page 13 of 51
All Rights Reserved
14. Georgia Department of Education
See http://public.doe.k12.ga.us/ci_services.aspx?PageReq=CIServMath for resources to support
discussion and understanding of CCGPS Mathematical Content Standards and Mathematical Practice
Standards.
Implementation/Transition: 2012‐2013
1st ‐ Teach CCGPS. Also, teach the additional CCGPS which moves from 1st GPS to K CCGPS. This
standard has been embedded in this document with CCGPS Geometry to prevent gaps in learning:
MCCK. Geometry Identify and describe shapes (squares, circles, triangles, rectangles, hexagons,
cubes, cones, cylinders, and spheres.)
MCCK.G.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and next
to. (Not listed are the terms left and right, since CC suggests terms rather than providing a checklist
of terms. Please include the teaching of left and right as descriptors, as has been done under GPS.)
Note the following: Use money and time, including calendar time, as models and contexts for counting.
This will ensure that students are familiar with these contexts when they appear in the MCC Ordinal
numbers should also be incorporated into daily routines, for example, “Please line up your color tiles so
that red tiles make up the first group on the left, green tiles make the second group, and blue tiles make
the third group.”
Standards for Mathematical Practice
Mathematical Practices are listed with each grade’s mathematical content standards to reflect the need to connect
the mathematical practices to mathematical content in instruction.
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels
should seek to develop in their students. These practices rest on important “processes and proficiencies” with
longstanding importance in mathematics education. The first of these are the NCTM process standards of problem
solving, reasoning and proof, communication, representation, and connections. The second are the strands of
mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning,
strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and
relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately),
and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled
with a belief in diligence and one’s own efficacy).
Students are expected to:
1. Make sense of problems and persevere in solving them.
In first grade, students realize that doing mathematics involves solving problems and discussing how they solved
them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students
may use concrete objects or pictures to help them conceptualize and solve problems. They may check their
thinking by asking themselves, “Does this make sense?” They are willing to try other approaches.
2. Reason abstractly and quantitatively.
Younger students recognize that a number represents a specific quantity. They connect the quantity to written
symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of
the quantities.
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
August 19, 2011 • Page 14 of 51
All Rights Reserved
16. Georgia Department of Education
Understand and apply properties of operations and the relationship between addition and
subtraction.
MCC1.OA.3 Apply properties of operations as strategies to add and subtract.6
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To
add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)
MCC1.OA.4 Understand subtraction as an unknown‐addend problem. For example, subtract 10 – 8 by
finding the number that makes 10 when added to 8.
• Problems should be within 20.
Add and subtract within 20
MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition
and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but
easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations
MCC1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition
and subtraction are true or false. For example, which of the following equations are true and which
are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
• The equal sign describes a special relationship between two quantities. In the case of a true
equation, the quantities are the same.
MCC1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to
three whole numbers. For example, determine the unknown number that makes the equation true in
each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = ∆.
Number and Operations in Base Ten 1.NBT
Extend the counting sequence
MCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.
• Correctly count and represent the number of objects in a set using numerals.
6
Students need not use formal terms for these properties. Problems should be within 20.
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Understand place value
MCC1.NBT.2 Understand that the two digits of a two‐digit number represent amounts of tens and
ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,
eight, or nine tens (and 0 ones).
MCC1.NBT.3 Compare two two‐digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
• Use tools such as a sequential number line, number chart, manipulatives, pictorial
representation, etc.
• No use of ≠.
Use place value understanding and properties of operations to add and subtract.
MCC1.NBT.4 Add within 100, including adding a two‐digit number and a one‐digit number, and adding
a two‐digit number and a multiple of 10, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning used. Understand that in adding
two‐digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose
a ten.
• See Glossary, Computation strategy.
• Use real‐life situations and/or story problems to provide context.
• See Glossary, Addition and subtraction within 5, 10, 20, 100, or 1000.
MCC1.NBT.5 Given a two‐digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.
MCC1.NBT.6 Subtract multiples of 10 in the range 10‐90 from multiples of 10 in the range 10‐90
(positive or zero differences), using concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.
• Use real‐life situations and/or story problems to provide context.
Measurement and Data 1.MD
Measure lengths indirectly and by iterating length units
MCC1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a
third object.
MCC1.MD.2 Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length measurement of an
object is the number of same‐size length units that span it with no gaps or overlaps. Limit to contexts
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18. Georgia Department of Education
where the object being measured is spanned by a whole number of length units with no gaps or
overlaps.
Tell and write time.
MCC1.MD.3 Tell and write time in hours and half‐hours using analog and digital clocks.
• It is important for students to focus on understanding the hour hand. The use of a clock with
only an hour hand is helpful.
• Once students understand the hour hand, develop understanding of the minute hand and how it
relates to the hour hand.
• Conversation should include telling time with descriptions such as about, halfway, almost, and
the connection between an hour‐handed clock and a single number line to 12.
Represent and interpret data.
MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how many more or
less are in one category than in another.
Geometry 1.G
Reason with shapes and their attributes.
Transition Standard to be taught 2012‐2013
MCCK.G.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
(include left and right of)
MCC1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three‐sided) versus
non‐defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess
defining attributes.
• Manipulatives may be used to build shapes.
MCC1.G.2 Compose two‐dimensional shapes (rectangles, squares, trapezoids, triangles, half‐circles,
and quarter‐circles) or three‐dimensional shapes (cubes, right rectangular prisms, right circular cones,
and right circular cylinders) to create a composite shape, and compose new shapes from the
composite shape.7
MCC1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using
the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.
Describe the whole as two of, or four of the shares. Understand for these examples that decomposing
into more equal shares creates smaller shares.
7
Students do not need to learn formal names such as “right rectangular prism.”
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MCC2.NBT.2 Count within 1000; skip‐count by 5s, 10s, and 100s.
• Skip counting forward and backwards within 1000. Avoid sing‐song memorization. Skip counting
is a useful strategy for multiplication, but only if students understand what is happening when
they skip count. Develop understanding by using a number line or number chart when skip
counting.
MCC2.NBT.3 Read and write numbers to 1000 using base‐ten numerals, number names, and expanded
form.
• For example: 473 represented as 400 + 70 + 3, and units, 47 tens + 3, or 470 + 3. (in any
arrangement)
MCC2.NBT.4 Compare two three‐digit numbers based on meanings of the hundreds, tens, and ones
digits, using >, =, and < symbols to record the results of comparisons.
• No use of ≠.
Use place value understanding and properties of operations to add and subtract.
MCC2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
MCC2.NBT.6 Add up to four two‐digit numbers using strategies based on place value and properties of
operations.
MCC2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method. Understand that in adding or subtracting three‐digit numbers,
one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
MCC2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100
from a given number 100–900.
MCC2.NBT.9 Explain why addition and subtraction strategies work, using place value and the
properties of operations.10
Measurement and Data 2.MD
Measure and estimate lengths in standard units.
MCC2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.
10
Explanations may be supported by drawings or objects.
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MCC2.MD.2 Measure the length of an object twice, using length units of different lengths for the two
measurements;
• Students should develop and use personal benchmarks for frequently used units of measure.
(i.e. A centimeter is about the width of a pinky fingernail or pencil eraser.)
MCC2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters.
MCC2.MD.4 Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
Relate addition and subtraction to length.
MCC2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that
are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a
symbol for the unknown number to represent the problem.
MCC2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally
spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole‐number sums and
differences within 100 on a number line diagram.
MCC2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m.
and p.m.
• Develop understanding by representing the relationship between the minute hand and the hour
hand using a double number line.
MCC2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $
and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you
have?
• Relate to whole‐number place value and base‐ten understandings. For example, 23¢ = 2 dimes
and 3 pennies.
• Understand the relationship between quantity and value. For example 1 dime = 10¢. Help
students to understand that the relationship between coin size and value is inconsistent.
• Limit problems to the use of just dollar and cents symbols. There should be no decimal notation
for money at this point.
Represent and interpret data
MCC2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest
whole unit, or by making repeated measurements of the same object. Show the measurements by
making a line plot, where the horizontal scale is marked off in whole‐number units.
• See Glossary, Line plot.
MCC2.MD.10 Draw a picture graph and a bar graph (with single‐unit scale) to represent a data set
with up to four categories. Solve simple put‐together, take‐apart, and compare problems11 using
information presented in a bar graph.
11
See Glossary, Table 1
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Geometry 2.G
Reason with shapes and their attributes.
MCC2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or
a given number of equal faces.12 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
MCC2.G.2 Partition a rectangle into rows and columns of same‐size squares and count to find the total
number of them.
• Grid paper or color tiles may be used.
MCC2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares
using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three
thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape
Second Grade Glossary
Addition and subtraction within 5, 10, 20, 100, or 1000. Addition or subtraction of two whole numbers
with whole number answers, and with sum or minuend in the range 0‐5, 0‐10, 0‐20, or 0‐100,
respectively. Example: 8 + 2 = 10 is an addition within 10, 14 – 5 = 9 is a subtraction within 20, and 55 –
18 = 37 is a subtraction within 100.
Line plot. A method of visually displaying a distribution of data values where each data value is shown as
a dot or mark above a number line. Also known as a dot plot.
Strategies for addition. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between
addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
12
Sizes are compared directly or visually, not compared by measuring.
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