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Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
Our conversations about shared aims in teacher education led us to develop an interdisciplinary methods course—the second in a two-course sequence —for teacher candidates in our social studies and ELA teacher education programs. We have two overarching goals: (1) to expand dialogues about learning, teaching, and their inherent dilemmas (Grossman, Wineburg, &Woolworth, 2001); and (2) to help candidates adapt the theoretical and practical foundations from their initial domain-specific methods courses to specific instructional activities in their fields. To select those instructional activities, we drew from the growing base of scholarship on high-leverage teaching practices, which allow novice teachers to better understand how students learn, reveal the complexities of disciplinary thought and activity,are warranted by research, and can be enacted across curricular contexts
Introduction to Teaching Math to Adult Students in Basic EducationRachel Gamarra
Teaching math to adults is different from teaching math to children. Volunteers in adult education programs will learn how to manage the challenges, implement new ideas, and find resources for their math challenged students. NOTE: Original formatting may have been altered during the upload process.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Who is Benjamin Bloom?
• American Educational Psychologist
• Created Bloom’s Taxonomy in 1956 to promote Higher Order Thinking
in education
• Contributed towards research in Mastery Learning
- pupils are taught at their level of proficiency
- Pupils are assessed
- Pupils given more opportunities to ‘master’ the learning or given
more challenging tasks
- Focus on process not content
3. What is Bloom’s Taxonomy?
• Taxonomy: Classification
• Bloom’s classifies ways of thinking
from lower order to more difficult,
higher order skills
• These terms were updated in the 1990s
14. How do we use it in the classroom?
• As part of Active Learning
• As part of play
• As part of Guided Reading
• Differentiation
• All Curricular Areas for feedback linked to Learning Intentions and
Success Criteria (Mid-lesson and plenary)
• Encouraging young people to think, question, reflect and work
together
• Teachers planning questioning before lessons and for Assessment
20. How does it link to the curriculum?
• Used to inform the Experiences and Outcomes in Curriculum for
Excellence
• STEM
• Critical Thinking and Problem Solving
• Skills for learning, life and work
• Debating Skills
• Digital Learning
https://www.youtube.com/watch?v=fqgTBwElPzU
21. How does it link to the curriculum?
Mastery of basic skills of literacy and numeracy
Ability to work with others
Ability to cope with change
Well developed verbal skills
Decision-making and problem solving skills
Higher Order Thinking Skills encourage:
23. ‘It is important that all learners are given
appropriate opportunities to develop
their thinking skills. These skills can be
developed across a range of contexts
including through more practical or
applied learning opportunities’
Curriculum for Excellence: Building the Curriculum 4: skills for learning, skills
for life and skills for work, Page 8
25. How can this be used at home?
• Discussing stories being read
• Reflecting on the school day
• Questioning through play instead of directing play
• Use of Digital Technology
Editor's Notes
Emphasise that Higher order Thinking Moves Away from rite learning.
Lower Order Thinking at bottom of pyramid, progressively moving to Higher Order Thinking. Revised Terminology.
Remember facts about the information.
Explain the ideas in the information.
Use the information in a new way.
Break down the information to understand it better.
Say what I think about the information and back up opinion.
Use information to build new ideas.
Watch Video from 2.40 – 4.10
Only some of these will apply to Primary aged pupils as sourced from further education document.
