M4thodology K-2 Session General Session on Assessment
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The document discusses the Bolles methodology for teaching mathematics. It mentions concepts like constructivism, problem solving, computational fluency, differentiated instruction, number sense, assessment, small group work, multiple strategies, journal writing, multiple intelligences, lesson structure, scope and sequence, pacing, anchor tasks, conceptual understanding, questioning techniques, and alignment with Common Core standards. It also includes quotes from Singapore's Ministry of Education about mathematics building intellectual competence. Sample math word problems and steps for solving them are provided.
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M4thodology Assessment
The document discusses the Bolles methodology for teaching mathematics. It focuses on using a constructivist approach with differentiated instruction, number sense, and multiple strategies. It emphasizes assessment, small group work, journal writing, and incorporating multiple intelligences. The document provides examples of mathematics lessons and assessments based on the Singapore mathematics curriculum and common core state standards. It shows the Newman procedure for solving word problems step-by-step and compares test items to assess student understanding.
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Coquitlam.burnaby.sept2012
This document summarizes a presentation about quality teaching in inclusive classrooms. The presentation focuses on frameworks like universal design for learning and backwards design that support effective teaching for all students. It discusses approaches like assessment for learning, open-ended strategies, gradual release of responsibility, cooperative learning, literature circles, and inquiry-based learning. Specific strategies are described, such as using learning intentions, descriptive feedback, and information circles. The presentation aims to help teachers implement more inclusive practices and plan ways to try new strategies.
M4thodology Generalization and Algebra
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Understanding Learning by Design -M. Noakes
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Parvinder Kumar.pptx
The document discusses transforming assessment practices in schools according to the objectives of the National Education Policy 2020, which aims to move beyond rote learning and instead focus on holistic student development and 21st century skills. It outlines several proposed changes to assessment, including aligning assessments with learning outcomes, using various formative assessment tools like observations and portfolios, and creating learner profiles to track student progress. The goal is to implement continuous, competency-based assessment that supports each student's learning.
Parvinder Kumar.pptx
The document discusses transforming assessment practices in India to align with objectives of the National Education Policy 2020, which aims to move beyond rote learning and promote holistic student development. It outlines several proposed changes to assessment, including aligning learning outcomes, pedagogy, and assessment tools with cognitive and socio-emotional aspects of learning. The document also discusses developing valid assessment tools at different stages, continuous updating based on student needs, and a focus on teacher competency and capacity building.
Quesnel Admin - Intermediate Literacy
This document outlines an administrative perspective on literacy in intermediate grades. It discusses the importance of effective instructional practices and teacher collaboration to improve student learning. It also provides an overview of the process for conducting classroom reviews to support teachers in meeting the diverse needs of all students.
Moanalua Complex - Hawaii
This document outlines a professional development seminar on Singapore Math presented by Dr. Yeap Ban Har from the Marshall Cavendish Institute in Singapore. The seminar focuses on issues of pacing, differentiated instruction, assessment through problem solving. It is equivalent to a course on differentiated instruction and enrichment/remediation in primary mathematics. Slides and additional information are available online.
Teaching and Learning Strategies
Another good find on explicit teaching strategies. There's a whole Early Childhood Education section. Also downloaded for free from SDERA
SD36 Surrey - Inquiry teams Oct.2010
The document provides an agenda and information for a professional development meeting on developing readers and student learning teams for the 2010-2011 school year. It discusses establishing inquiry groups to craft meaningful questions about student learning and developing action plans to address these questions through formative assessment and collaboration. Budget and release time options are also outlined to support the collaborative inquiry work.
Connect with Maths: Advocating for the mathematically highly capable
Advocating for mathematically highly capable students (Primary years) presented by Linda Parish
Contrary to popular belief students who are mathematically highly capable or gifted are not a ‘privileged’ group, they are simply children who learn differently and therefore may require a different type of teacher support. This session explores some of the unique learning needs of mathematically highly capable students, and suggests some important ways teachers may be able to support this learning in the regular mathematics classroom.
The associated webinar and resources can be found at the Connect with Maths Engaging All Students community - http://connectwith.engaging.aamt.edu.au
Connect with Maths~ supporting the teaching of mathematics ONLINE
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M4thodology K-2 Session General Session on Assessment
- 1. BollesM4thodology generalsession| jacksonville, florida |18 June 2013 Yeap Ban Har yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com constructivist approach problem solving computational fluency theoretical underpinnings differentiated instruction number sense assessment small group work multiple strategies journal writing multiple intelligences lesson structure common core state standards scope and sequence pacing anchor task conceptual understanding textbook questioning technique |assessment
- 2. | Ministry of Education, Singapore (1991, 2000, 2006, 2012)
- 3. Mathematics is “an excellent vehicle for the development and improvement of a person’s intellectual competence”. |Ministry of Education, Singapore (2006) thinkingschool learningnations
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- 7. Are the groups equal? How many groups? How many stars in each groups?
- 8. Can you see how we can put 12 stars into groups of 4’s? Can you see how we can put 12 stars into groups of 2’s?
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- 14. A box holds 4 cupcakes. How many boxes are needed to hold 15 cupcakes? Newman Procedure • Read • Comprehend • Know Strategy • Transform • Compute • Interpret I want to divide. 15 ÷ 4 = 3 remainder 3 At least, 4 boxes are needed to hold the cupcakes.