Common core algebra training
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The document outlines seven shifts in mathematics instruction aligned with Common Core standards: 1) From same instruction to differentiated instruction; 2) From individual to collaborative work; 3) From teacher-centered to student-reasoning based authority; 4) From demonstrating "how to" to communicating expectations; 5) From isolated to connected content; 6) From correct answers to explanations and understanding; 7) From easy tasks to engaging students in productive struggle. The document also provides references for further reading on mathematics coaching related to the classroom shifts.
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Running Head: LEADERSHIP AND COLLABORATION IN TEACHING 1
LEADERSHIP AND COLLABORATION IN TEACHING
Name
Institutional affiliation
Date
LEADERSHIP AND COLLABORATION IN TEACHING 2
Students with disabilities need special attention when it comes to learning. Inclusive
learning has been adopted by many teachers across the world. This is where they would prefer
students with disabilities to learn in general classrooms alongside with non-disabled students.
Special education teachers should serve as leaders who assists general education teachers in
learning the needs of the students with disabilities. (Mulholland & O'Connor 2016). And how they
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The teachers have an opportunity to demonstrate collaborative leadership and make sure
that students are satisfied from their mode of teaching. Team teaching is important in inclusive
learning. It helps special needs children have social interactions with their peers hence gaining
positivity. There have been collaboration models that teachers are using in order to be successful
in their activities and satisfying the needs of the students.
The learning center collaboration model is important as different teachers gather in a room
where students are arranged into groups. Special needs students help in giving instructions to other
teachers on how to handle the mild disabled students. The other model is the alternative
collaboration setting where special education teachers may work with paraeducators and ensure
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because they are interacting with other students under good guidance from different teachers and
paraeducators.
Teachers should adopt ways to come up with a safe and inclusive environment to students
with disabilities. They should encourage all students to be one’s keeper even outside classrooms.
This way, students who are fast learners will help students with mild disabilities to solve
LEADERSHIP AND COLLABORATION IN TEACHING 3
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doing this, teachers will help in creating an environment which is culturally responsive with good
social interactions and better learning activities.
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A study on “changing students attitude towards learning mathematics”
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Mastery learning models ppt
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
Study Of Studies
This document summarizes research on incorporating reading strategies into math instruction. It discusses studies that found reading abilities impact student performance on math word problems and that teaching reading strategies can help students comprehend and solve problems. The document also notes challenges in communicating the importance of content area reading to math teachers and that simply exposing pre-service teachers to related research may not translate to strategy implementation in the classroom. The researcher intends to identify specific strategies and collaborate with a literacy coach to start applying reading instruction in their own math teaching.
PatChapter1-5Thesis.docx
This document provides background information and context for a research study about the relationship between learning styles and mathematics academic performance among 10th grade students. It introduces the motivation and purpose of the study, which is to determine how students' learning style preferences may affect their performance in mathematics. The document outlines the specific research questions, assumptions, significance of the study, scope and limitations. Key terms are also defined. The study aims to provide insights that can help teachers, students, administrators and others improve the teaching and learning of mathematics.
Put Understanding First.pdf
- The document discusses the need for high school curriculum and instruction to focus on meaning making and transfer of learning rather than just content coverage and acquisition of facts.
- It presents three categories of goals for learning: acquisition, meaning making, and transfer. High schools currently focus too much on acquisition at the expense of meaning and transfer.
- Examples are provided of how to restructure instructional sequences, lessons, and assessments to better support all three goals by incorporating more activities focused on meaning making and transfer before, during, and after content acquisition.
Running Head INTERVENTION .docx
Running Head: INTERVENTION 1
INTERVENTION
Name
Institutional affiliation
Date
INTERVENTION 2
Struggling students in mathematics need some intervention strategies to help them develop
positive attitude towards math and improve their performance. Tutors however need to connect
with their students. Establishing a good relationship with your students will enable them open up
on the areas they are facing problems. (Morin & Raver 2017). I have continued to work with my
mentor teacher in creating an intervention plan for the 15 students who had struggles in solving
math problems in clinical field experience B.
We have identified different levels of intervention strategies. They will help students in
understanding the context, apply them in solving multi-step math problems. The strategies will
also guide me in content delivery. In clinical field B we had looked at two intervention strategies;
monitoring the students progress and giving feedback them feedback in order to motivate them to
continue with the spirit of working hard. (Rubie-Davies & Rosenthal 2015). I have given the
students the assignments that they are supposed to tackle so that I can observe their progress. For
this lesson I have identified other three intervention strategies that will help students in tackling
multi-step mathematical problems.
The first intervention strategy for struggling students is providing students with rich ideas
during math lesson. This will help students to fully understand the context and get knowledge on
how to handle math procedures. The second strategy is providing step by step instructions to help
the struggling students know how to tackle problems in each step. Clear instructions are important
since they make math language easier. Last, practicing basic facts. I will guide them on how to
handle arithmetic daily during their free time to get used to math problems. (Morin & Raver 2017).
This will increase their confidence and speed hence overall performance improvement. I will use
these strategies even in my future professional practice to motivate my students to getting higher
grades.
INTERVENTION 3
However, I need materials and procedures for better implementation of the intervention
strategies. I will need various mathematical textbooks in order to learn different ideas on helping
struggling students. In the second strategy of providing clear instructions to students, I will need
visual aids like projectors. This will help me in ...
Not Just Gifted on Thursdays: Increasing Differentiation through Collaborativ...
This document provides information about co-teaching strategies that can be used to increase differentiation in the classroom. It defines co-teaching as two or more teachers sharing responsibility for planning, instruction, and assessment. The document outlines seven co-teaching strategies (one teach/one observe, one teach/one assist, station teaching, parallel teaching, supplemental teaching, alternative teaching, and team teaching) and provides examples and advantages of each. It also discusses benefits of co-teaching for students including increased engagement and individual attention.
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
References
Cozby, P. C., & Bates, S. C. (2015). Methods In behavioral research (12th ed.). Boston, MA:
McGraw-Hill Higher Education.
Lecorchick III, D., Maynard, J., Morin, M., Nichols, S., Peterson, B. & Ruesch, E. Y. (2018). School-based mentoring: high school students mentor elementary students. Journal of STEM
Mahon, G. A. (2010). Statistical Evaluation of Mutagenicity Test Data. Cambridge University Press.
McDonald, M. (2002). Systematic Assessment of Learning Outcomes: Developing Multiple-choice Exams. Jones & Bartlett Learning.
Nelson, G. & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities; 5(6) 523-539.
Rosenfeld, L. B., Richman, J. M. & Bowen, G. L. (1998). Supportive communication and school outcomes for academically “at risk” and other ow income middle school students. Journal of Communication Education; 47: 309-322.
Sutherland, K. S. & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders; 15(2) 103-118.
Running head: SHORTENED TITLE UP TO 50 CHARACTERS
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SHORTENED TITLE UP TO 50 CHARACTERS
2
Add Title Here, up to 12 Words, on One to Two Lines
Author Name(s), First M. Last, Omit Titles and Degrees
Statement of the problem
The issue to be studied is determining whether or not the tutoring program is effective. There are 60 eighth grade students currently enlisted as tutors for sixth grade students; each tutor has to meet passing grade requirements and show efficiency in being a positive role model for these younger classmen. They have to demonstrate skills in organization, completing work within a timely manner, appropriate social skills, good study habits, etc. Researchers would like to see how effective this program has been for the younger students and see if they improve in grades and how these study habits are affected by the tutoring program.
STEM Program
This study conducted is based on students with disabilities who has entered the STEM program to enhance his and her learning. The disability is based on a learning disability in math. The article has presented how important tutoring younger children with the older grade has not only helped the tutors but the tutees self-esteem, it helps the teachers alleviate the stress of teaching. This article has shown how the younger student’s grades has improved due to the older grade children’s tutoring skills.
“At risk” and low-income students
This study was based on the performance of the middle school to high school students that are at risk for academic failure due to being low-income. The researcher includes how social communication and support can help to improve sociability. Data collected is based on low-income “at risk” students who had not much social support or communication. The study found that childre ...
Effectiveness of classroom practices to achievement in mathematics
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
Roya vafaiyan
This study investigated the effects of using a mastery learning approach (MLA) to teach physics to secondary school students compared to a regular teaching method (RTM). The study found that MLA improved student motivation to learn physics more than RTM and that motivation levels were equal between boys and girls when using MLA. MLA involves dividing content into units, formatively assessing students on each unit, and providing additional instruction or enrichment for students who have or have not yet mastered the content. The study was conducted over 3 weeks with 161 students in experimental and control groups and found that MLA enhanced student motivation to learn physics more than RTM.
Investigation of students’ motivation towards learning secondary
This study investigated the effects of using a mastery learning approach (MLA) on secondary school students' motivation to learn physics. The study used a quasi-experimental method to compare the motivation of students taught physics through MLA versus a regular teaching method (RTM). The results indicated that MLA enhanced students' motivation to learn physics more than RTM and that motivation levels did not differ by gender. MLA involves dividing content into units, formatively assessing students, and providing additional instruction or enrichment activities depending on mastery. The study aimed to improve on low national physics exam scores in recent years.
Investigation of students’ motivation towards learning secondary
This study investigated the effects of using a mastery learning approach (MLA) to teach physics to secondary school students compared to a regular teaching method (RTM). The study found that MLA improved student motivation to learn physics more than RTM and that motivation levels were equal between boys and girls when using MLA. MLA involves dividing content into units, formatively assessing students on each unit, and providing additional instruction or enrichment for students who have or have not yet mastered the content. The study was conducted over 3 weeks with 161 students in experimental and control groups and found that MLA enhanced student motivation to learn physics more than RTM.
The application of reciprocal teaching on the subject of straight line equati...
This document summarizes a study on applying reciprocal teaching to teach straight line equations in secondary school mathematics. The study found that:
1) Students who learned using reciprocal teaching had better learning outcomes than those taught through conventional methods.
2) Reciprocal teaching was an effective model for teaching straight line equations. Both students and teachers responded positively to this approach.
3) Reciprocal teaching helped students communicate knowledge through discussion, ask questions, and summarize what they learned. It trained them to be more independent learners.
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
This document summarizes a study that explored the changing beliefs of students in the BS Mathematics program at De La Salle Lipa in the Philippines. The study found that most students did not initially choose the BS Mathematics program and had negative beliefs about mathematics due to difficulty and lack of awareness of the program. Through qualitative interviews, students reported that their views changed over time due to the supportive learning environment and experiences provided by the school and teachers. They gained more interest in mathematics and adapted to the program. The findings suggest that providing an encouraging learning environment can help promote positive achievement and reception of mathematics among students.Similar to Common core algebra training (20)
151119 rewriting leadership strategy the brilliance of black children in mat...
151119 rewriting leadership strategy the brilliance of black children in mat...
Impact of Teachers’ Identification of Written Mathematical Points on Students...
Impact of Teachers’ Identification of Written Mathematical Points on Students...
Mathematics Education at Upper Secondary School, College and University Trans...
Mathematics Education at Upper Secondary School, College and University Trans...
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...
Running Head LEADERSHIP AND COLLABORATION IN TEACHING .docx
Running Head LEADERSHIP AND COLLABORATION IN TEACHING .docx
A study on “changing students attitude towards learning mathematics”
A study on “changing students attitude towards learning mathematics”
Not Just Gifted on Thursdays: Increasing Differentiation through Collaborativ...
Not Just Gifted on Thursdays: Increasing Differentiation through Collaborativ...
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
ReferencesCozby, P. C., & Bates, S. C. (2015). Methods In be.docx
Effectiveness of classroom practices to achievement in mathematics
Effectiveness of classroom practices to achievement in mathematics
Investigation of students’ motivation towards learning secondary
Investigation of students’ motivation towards learning secondary
Investigation of students’ motivation towards learning secondary
Investigation of students’ motivation towards learning secondary
The application of reciprocal teaching on the subject of straight line equati...
The application of reciprocal teaching on the subject of straight line equati...
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...
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Thank you for the testing materials and instructions. I will carefully follow the directions to administer the tests and return all documents by the deadline. Please let me know if you need anything else.
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- 1. Common Core Algebra Training PUHSD Algebra Teachers and PUHSD Partner Districts Algebra and Geometry Teachers
- 2. Shift 1: From same instruction towards differentiated instruction.
- 3. Shift 2: From students working individually toward community of learners.
- 4. Shift 3: From mathematical authority coming from the teacher or textbook towards mathematical authority coming from sound student reasoning.
- 5. Shift 3: From mathematical authority coming from the teacher or textbook towards mathematical authority coming from sound student reasoning.
- 6. Shift 4: From teacher demonstrating “how to” towards teacher communicating expectation for learning.
- 7. Shift 4: From teacher demonstrating “how to” towards teacher communicating expectation for learning.
- 8. Shift 5: From content taught in isolation towards content connected to prior knowledge.
- 9. Shift 5: From content taught in isolation towards content connected to prior knowledge.
- 11. Shift 6: From focus on correct answers towards focus on explanation and understanding.
- 13. Shift 7: From mathematics made easy for students towards engaging students in productive struggle.
- 14. Shift 7: From mathematics made easy for students towards engaging students in productive struggle.
- 27. Want to learn more about the classroom shifts? Bay-Williams, J. M., McGatha, M., Kobett, B. M. and Wray, J. A. (2014). Mathematics coaching: Resources and tools for coaches and leaders, K-12. Boston, MA: Pearson Education.