Congruent
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The document discusses congruent shapes and how to determine if two shapes are congruent. It defines congruent as "same size, same shape" and provides examples of congruent pairs of classroom items. Students are asked to visualize what makes shapes congruent, list congruent classroom items, and identify congruent shapes in the classroom. The document emphasizes that for shapes to be congruent, they must be the same size and shape when laid over each other.
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The document contains a series of critical thinking questions and prompts for students at different levels. It includes questions about numbers, shapes, percentages, and other math topics. For each question, it provides additional prompts to help students think more deeply about the concepts and show their work. The questions progress from foundational to more intermediate and advanced levels.
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The document contains a series of critical thinking questions and prompts for students at different levels. It includes questions about numbers, shapes, percentages, and other math topics. For each question, it provides additional prompts to help students think more deeply about the concepts and show their work. The questions progress from foundational to more intermediate and advanced levels.
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Word problems are math problems presented in a written scenario that requires solving. They are used in real-life situations and on standardized tests like the CMT. Word problems are scored on a 0-3 rubric based on whether the answer is correct, the problem is solved in an organized manner, and the result makes sense. A score of 3 means the problem was answered correctly and completely with all work shown organized, while a 0 means the answer was incorrect with no supporting work.
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Power point presentation only need 2 slides with speaker notes and.docx
Power point presentation only need 2 slides with speaker notes and worked cited as well with references
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3.3 What Is Critical Writing?
The Role of the Author's Voice
Words mean more than what is set down on paper. It takes the human voice to infuse them with deeper meaning.
Maya Angelou (2009, p. 95)
Critical writing, like critical reading, depends upon your cognitive processes performing myriad tasks with remarkable speed. The main task, simply stated, is to communicate from the inside out by having the mind convert its internal thoughts to external expression (Johnston, 2005). Needless to say, critical writing is just as challenging a skill as critical reading. It requires your language processing "muscles" to be "flexed" regularly, so they are ready to do some "heavy lifting" to place words in clear, logical, persuasive order—just like you need to keep real muscles strong to be able to move and lift objects as needed. It takes practice, and the more you do it, the better you get.
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The following depicts in words what the writing process involves in terms of the brain-mind connection:
When you write you are
recording,
expressing,
articulating,
communicating your
thoughts
feelings
experiences
ideas in
symbolic representation by consistently using
lines scratched on paper or
symbols digitally relayed from a keyboard to a screen
that have the same meaning each time they are viewed by the human eye and
translated by the brain's neuro-receptors and
interpreted, and either
immediately relayed to the recipient or
stored by the working memory for
retrieval and
expression
at the appropriate time. (Johnston, 2005)
Critical Writing and Your Learning Patterns
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This document discusses adopting a problem-solving approach to teaching mathematics at the secondary level. It explores the features of problems and establishing a framework for developing problem-solving skills in students. Some key points made include:
- Thinking-based curriculum addresses issues like students performing algorithms without understanding and inability to apply concepts to new problems.
- True problems have no memorized solutions and multiple approaches rather than contextualized algorithms.
- Benefits of problem-solving include developing higher-order thinking, expressing understanding, and creating a multidimensional classroom.
- Lessons should expose students to problems and develop habits of mind like simplifying problems, systematically organizing information, looking for patterns, and finding general rules.
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2Knowing Yourself as a LearnerWessel Du plooyHemera.docx
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a Learner
Wessel Du plooy/Hemera/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Describe the thoughts, actions, and feelings associated with each Learning Pattern.
• Analyze your use of Sequence.
• Analyze your use of Precision.
• Analyze your use of Technical Reasoning.
• Analyze your use of Confluence.
• Explain the terms Dynamic learner, Bridge learner, and Strong-Willed learner.
• Describe your Learning Patterns within the context of a personal learning profile.
• Identify the role of metacognition and self-regulation in intentional learning.
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
Section 2.1Understanding Learning Patterns
2.1 Understanding Learning Patterns
Have you ever noticed how your approach to a task differs from that of someone attempting
the same thing? Perhaps you are setting up a new device, interpreting an e-mail from your
boss, or struggling with how to resolve a problem between coworkers. You might watch
how someone else approaches these challenges and think to yourself, “That’s not how I
would do that.”
If you are aware of these differences,
you are not alone. In the 1930s cog-
nitive scientists recognized that the
different ways people undertake iden-
tical tasks, such as solving nonmath-
ematical or verbal puzzles, provided
insights into how they learn. In one
study, participants completed more
than 300 such puzzles to better under-
stand how each learned (Philip, 1936).
More than 80 years later, instead of
completing puzzles to understand
how you learn, you can take the Learn-
ing Connections Inventory (LCI). This
survey instrument was 6 years in the
making and field-tested with over
9,000 children and adults. It takes the
mystery out of how you learn and pro-
vides you with a set of terms to accu-
rately and thoroughly describe your learning processes. The information gleaned explains
what you may have always felt about yourself as a learner but may not have had the words to
describe.
Your Scale Scores
To understand the impact your Patterns have on you as a learner, you need to look first at the
four scale scores that make up your LCI results. Each will be a number from 7 to 35. Notice
that each score falls into a range of Use First, Use as Needed, and Avoid (see Figure 2.1).
• If you use one or more Patterns within the Use First range (25 to 35), you naturally
turn to them to begin your learning experience. You feel their energy, understand
how to employ them, and enjoy the sense of accomplishment each provides.
• If you use one or more Patterns in the Use as Needed range (18 to 24), you don’t
feel the same urgency to use them as you do a Pattern that falls in the Use First
range. Use as Needed Patterns are available all the time. Think of your car idling at
a stop si.
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This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of thinking skills. It details the original taxonomy developed in 1956 and the revised version from 2001. The revisions updated the taxonomy to better reflect 21st century work. The taxonomy categorizes thinking into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It encourages teachers to scaffold lessons to help students develop higher-order thinking skills. The document provides examples of how to incorporate each level of thinking into classroom lessons and assessments.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and learning objectives according to the taxonomy.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate skills within that domain. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves organizing, comparing, interpreting and stating main ideas. Applying involves solving problems by applying knowledge in different situations. Analyzing examines information and identifies relationships and conclusions. Evaluating involves making judgements and defending opinions. Creating involves compiling information in new ways and proposing alternative solutions. The document provides guidance on using the taxonomy to develop questions at different levels.
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- Mind maps are visual tools that use images, words, and colors to depict relationships between concepts in a nonlinear, tree-like structure radiating from a central concept.
- Effective mind maps follow basic rules - using plain paper in landscape orientation, placing a central image, and adding keywords along curved branches.
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You are employed by the local government and you have been assigned to work with a team in educating the health care consumers of your community about Medicare or Medicaid. You and your team have been tasked with creating a multimedia tool that will be made available at any local government office with this information.
· Focus on a level of government (Federal, State or local) and the role and function it had in the process of implementing the policy.
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The Role of the Author's Voice
Words mean more than what is set down on paper. It takes the human voice to infuse them with deeper meaning.
Maya Angelou (2009, p. 95)
Critical writing, like critical reading, depends upon your cognitive processes performing myriad tasks with remarkable speed. The main task, simply stated, is to communicate from the inside out by having the mind convert its internal thoughts to external expression (Johnston, 2005). Needless to say, critical writing is just as challenging a skill as critical reading. It requires your language processing "muscles" to be "flexed" regularly, so they are ready to do some "heavy lifting" to place words in clear, logical, persuasive order—just like you need to keep real muscles strong to be able to move and lift objects as needed. It takes practice, and the more you do it, the better you get.
For the college student, critical writing takes many forms (short answers, paragraph responses, postings, essays, research papers). Regardless of the required format, gathering your thoughts from inside your mind and presenting them for public view can be the most challenging and, in some cases, the most agonizing of human acts.
The following depicts in words what the writing process involves in terms of the brain-mind connection:
When you write you are
recording,
expressing,
articulating,
communicating your
thoughts
feelings
experiences
ideas in
symbolic representation by consistently using
lines scratched on paper or
symbols digitally relayed from a keyboard to a screen
that have the same meaning each time they are viewed by the human eye and
translated by the brain's neuro-receptors and
interpreted, and either
immediately relayed to the recipient or
stored by the working memory for
retrieval and
expression
at the appropriate time. (Johnston, 2005)
Critical Writing and Your Learning Patterns
Just as in the case of critical reading, critical writing also involves the intentional use of your Learning Patterns. Remember Diana? The artist and poet in Chapter 2 who was commissioned to write a book pairing her poetry and art (S25, P28, TR16, C25)? While she was thrilled with the opportunity, and ultimately produced a beautiful publication, the process for her was both stressful and rewarding. Her Patterns of Use First Precision and Sequence set off alarms in her head. How to begin? How to get her paintings into a.
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This document discusses adopting a problem-solving approach to teaching mathematics at the secondary level. It explores the features of problems and establishing a framework for developing problem-solving skills in students. Some key points made include:
- Thinking-based curriculum addresses issues like students performing algorithms without understanding and inability to apply concepts to new problems.
- True problems have no memorized solutions and multiple approaches rather than contextualized algorithms.
- Benefits of problem-solving include developing higher-order thinking, expressing understanding, and creating a multidimensional classroom.
- Lessons should expose students to problems and develop habits of mind like simplifying problems, systematically organizing information, looking for patterns, and finding general rules.
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2Knowing Yourself as a LearnerWessel Du plooyHemera.docx
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Learning Outcomes
After reading this chapter, you should be able to
• Describe the thoughts, actions, and feelings associated with each Learning Pattern.
• Analyze your use of Sequence.
• Analyze your use of Precision.
• Analyze your use of Technical Reasoning.
• Analyze your use of Confluence.
• Explain the terms Dynamic learner, Bridge learner, and Strong-Willed learner.
• Describe your Learning Patterns within the context of a personal learning profile.
• Identify the role of metacognition and self-regulation in intentional learning.
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
Section 2.1Understanding Learning Patterns
2.1 Understanding Learning Patterns
Have you ever noticed how your approach to a task differs from that of someone attempting
the same thing? Perhaps you are setting up a new device, interpreting an e-mail from your
boss, or struggling with how to resolve a problem between coworkers. You might watch
how someone else approaches these challenges and think to yourself, “That’s not how I
would do that.”
If you are aware of these differences,
you are not alone. In the 1930s cog-
nitive scientists recognized that the
different ways people undertake iden-
tical tasks, such as solving nonmath-
ematical or verbal puzzles, provided
insights into how they learn. In one
study, participants completed more
than 300 such puzzles to better under-
stand how each learned (Philip, 1936).
More than 80 years later, instead of
completing puzzles to understand
how you learn, you can take the Learn-
ing Connections Inventory (LCI). This
survey instrument was 6 years in the
making and field-tested with over
9,000 children and adults. It takes the
mystery out of how you learn and pro-
vides you with a set of terms to accu-
rately and thoroughly describe your learning processes. The information gleaned explains
what you may have always felt about yourself as a learner but may not have had the words to
describe.
Your Scale Scores
To understand the impact your Patterns have on you as a learner, you need to look first at the
four scale scores that make up your LCI results. Each will be a number from 7 to 35. Notice
that each score falls into a range of Use First, Use as Needed, and Avoid (see Figure 2.1).
• If you use one or more Patterns within the Use First range (25 to 35), you naturally
turn to them to begin your learning experience. You feel their energy, understand
how to employ them, and enjoy the sense of accomplishment each provides.
• If you use one or more Patterns in the Use as Needed range (18 to 24), you don’t
feel the same urgency to use them as you do a Pattern that falls in the Use First
range. Use as Needed Patterns are available all the time. Think of your car idling at
a stop si.
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This document provides an overview of Bloom's Taxonomy, a framework for categorizing levels of thinking skills. It details the original taxonomy developed in 1956 and the revised version from 2001. The revisions updated the taxonomy to better reflect 21st century work. The taxonomy categorizes thinking into six levels - remembering, understanding, applying, analyzing, evaluating, and creating. It encourages teachers to scaffold lessons to help students develop higher-order thinking skills. The document provides examples of how to incorporate each level of thinking into classroom lessons and assessments.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and learning objectives according to the taxonomy.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate skills within that domain. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves organizing, comparing, interpreting and stating main ideas. Applying involves solving problems by applying knowledge in different situations. Analyzing examines information and identifies relationships and conclusions. Evaluating involves making judgements and defending opinions. Creating involves compiling information in new ways and proposing alternative solutions. The document provides guidance on using the taxonomy to develop questions at different levels.
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Congruent
- 1. Learning Target: You will determine congruence of two-dimensional shapes. Focus Question: How do you know if two shapes are congruent?
- 2. What do you see?
- 3. Questioning What question(s) could you ask yourself to help you understand if two shapes are congruent? Are the shapes the same size and shape?
- 4. Thinking Strategies: Can you visualize and summarize what it means for two shapes to be congruent? Basically, congruent means “same size, same shape.”
- 5. Making Connections List 10 pairs of items in our class that are congruent to each other
- 6. What do you see?
- 7. Questioning What question(s) could you ask yourself to help you understand if two shapes are similar? Are the shapes the same? If so, they are similar
- 8. Thinking Strategies: Can you visualize and summarize what it means for two shapes to be similar? Basically, similar means “same shape, but could be different sizes”
- 9. Reflection Look at your list of congruent items. What shapes are the congruent items? Why are they the same size? What would you have to do to two similar shaped items to make them congruent.
- 10. Making Connections Do you see any congruent shapes in our classroom?
- 11. Did You Know? Congruent: Why such a funny word that basically means "equal"? Probably because they would only be "equal" if laid on top of each other. Anyway it comes from Latin congruere, "to agree". So the shapes "agree"
- 12. Investigating Congruent Shapes In this investigation: 2. Each student will receive a card with a two-dimensional shape on it. 3. Your task is to find a student who has a card with a two-dimensional shape that is congruent to the shape on your card. 4. Be ready to explain why you think your shapes are congruent and (if not) why they aren’t congruent. card We will do this 3 times.
- 13. Reflection Identify a thinking strategy (visualizing, inferring, summarizing, connections, schema, questioning,…) that helps you understand what makes two shapes congruent and explain how this strategy helps you understand.