SUBJECTS
|
BROWSE
|
CAREER CENTER
|
POPULAR
|
JOIN
|
LOGIN
Business Skills
|
Soft Skills
|
Basic Literacy
|
Certifications
About
|
Help
|
Privacy
|
Terms
|
Email
Search
Test your basic knowledge |
Teaching Though Problem Solving
Start Test
Study First
Subject
:
teaching
Instructions:
Answer 34 questions in 15 minutes.
If you are not ready to take this test, you can
study here
.
Match each statement with the correct term.
Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.
This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Math needs to be conceptional - not procedural Math understanding the student brings to the problem
When selecting appropriate tasks consider...
Conceptual Mathematics
Modification
Flexible grouping
2. Allow for maximum student interpretation. Answers will vary. Eg. Planning a party and have X amount of money to spend.
How a problem is defined for learning mathematics
Open ended problems
Tiered Lesson
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
3. 1.Teacher activates Students prior knowledge. Think the estimate Raisins problem. 2. Make sure student understands the problem (KWL) 3. Establish clear expectations on how they will work (together - or alone) what the end product needs to be. Eg. Thi
Value of teaching through problem solving (2)
formative assessment
Before phase
Barriers and solutions to learning for students with disabilities
4. It must begin where the students are -The problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn (students are Doing the activity) -It must require justifications and explanations for answers and m
How a problem is defined for learning mathematics
Problem-Solving Strategies
formative assessment
drill
5. Before phase - During phase - After phase
Three phase Lesson Plan
Why the 'teaching for problem-solving' approach is not successful in supporting student learning and retention of math concepts
drill
Summative assessment
6. Teacher chooses problem - based on 'just right fit'. Teacher does problem herself - gives proper support to student - making sure problem is challenging.
Planning a problem based lesson..eg.
Why writing is important
After phase
Multiple Entry Points
7. Students should be encouraged to solve in multiple ways - as this provides multiply entry points for students. This provides rich learning opportunities for math talk. Provides an easy way to tier assignments. Eg. A or B or C or D
Problems with multiple solutions
Summative assessment
Modification
Problem-Solving Strategies
8. Repetitive - Non-problem based exercises designed to improve skills in an area (multiplication facts - + --)
Why the 'teaching for problem-solving' approach is not successful in supporting student learning and retention of math concepts
Planning a problem based lesson..eg.
Conceptual Mathematics
drill
9. 1. Determine the mathematics and goals (state/county) 2. Consider your students' needs 3. Select - design - or adapt a task (task has to accomplish the content goals (step 1) 4. Design lesson assessments. What you want students to know and how they w
4 step problem solving process
After phase
10 steps to planning a problem based lesson plan
Three phase Lesson Plan
10. 5. Builds students confidence..Math power. 6. Fun for students 7. Allows for extensions and elaborations
Three phase Lesson Plan
Barriers and solutions to learning for students with disabilities
Summative assessment
Value of teaching through problem solving (2)
11. Student gives rationale for the way they solved the problem. Using pictures - numbers or words. Draw - solve - write it down. Think of the students explanation of how many buses needed for the school trip ;-) This helps teacher to understand students
Value of teaching through problem solving
Problem-Solving Strategies
formative assessment
Justify
12. 1. Understanding the problem 2. Devising a plan 3. Carrying out the plan 4. Looking back
Diversity in today's classroom includes..
Before phase
4 step problem solving process
formative assessment
13. 1. STAR (Search problem for information -Translate into words or pictures - Answer the problem - Review your solution) 2. Reinforce key words/vocabulary. Create a word or symbol wall 3. Use friendly numbers. Round up from $6.13 to $6.00 4. Vary the t
Barriers and solutions to learning for students with disabilities
After phase
Summative assessment
After phase (steps)
14. Problem-based tasks or activities are the vehicle by which the desired curriculum is developed. The learning is an outcome of the problem-solving process.
drill
What it means to teach mathematics through problem solving
Flexible grouping
Examples of Problem-Based Tasks
15. ELL - Special Needs - Gifted - Learning Disabilities - Cultural background. These are all things teachers must be aware of when presenting problems to students.
Warning
: Invalid argument supplied for foreach() in
/var/www/html/basicversity.com/show_quiz.php
on line
183
16. It assumes that all students have the necessary prior knowledge to understand the explanations;presents only one way to do the problem - while communicating that there is only one way to solve the problem;puts students into a passive learner role;pro
Warning
: Invalid argument supplied for foreach() in
/var/www/html/basicversity.com/show_quiz.php
on line
183
17. Teacher determines the learning goals for all students - but the level of difficulty of the task is adapted up or down to meet the range of the learners. Is not just about content - but can include the amount of assistance provided - structure of les
Three phase Lesson Plan
Tiered Lesson
During phase
drill
18. Promoting mathematics as a conceptual tool - not limited to procedural thinking - also promoting the educational reform necessary to help students see math as a creative way of thinking
Conceptual Mathematics
Diversity in today's classroom includes..
Three phase Lesson Plan
Barriers and solutions to learning for students with disabilities
19. Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching
formative assessment
Justify
Open ended problems
Summative assessment
20. Providing a different environment or circumstance made with a particular student in mind. EG. changing lighting in a room - allow to work alone
Accommodation
During phase
Open ended problems
Justify
21. Think IK topped out of math in elementary school - and went to middle school for more intense training
practice
Flexible grouping
Value of teaching through problem solving
Problem-Solving Strategies
22. Most overlooked phase due to time - and some teachers don't see the value - but don't miss this phase as it is the phase that brings things back around allowing S to get meaning out of the 1st two phases!
When selecting appropriate tasks consider...
Open ended problems
After phase
Examples of Problem-Based Tasks
23. Different problem based tasks or experiences spread over numerous class periods - each addressing the SAME ideas
Accommodation
Examples of Problem-Based Tasks
practice
Barriers and solutions to learning for students with disabilities
24. A change to the problem or task itself. Eg. simplifying the wording
Modification
Summative assessment
Conceptual Mathematics
Three phase Lesson Plan
25. Cumulative evaluations that generate a single score. Eg. End of unit test - occurs at end of an instructional unit & document student learning
practice
Value of teaching through problem solving (2)
Summative assessment
Modification
26. Students can approach from different angles - and can determine the simplest way to do the problem. Eg. Read a story and write a problem about the story.
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
Multiple Entry Points
After phase
4 step problem solving process
27. 1. Teacher facilitates discussion only. Students do most of the talking. Talk time! 2. Include students at ALL levels 3. Call on shy ones - after giving them a chance to prepare to foster a community of learners 4. Encourage students to ask questions
Flexible grouping
When selecting appropriate tasks consider...
After phase (steps)
Before phase
28. 1. Rehearsal time for the shy student 2. Prepares student to actually talk about his solution when the time comes 3. Used for assessment by teachers of the students work 4. Helps students to solidify their thoughts
The importance of talk time
Justify
What it means to teach mathematics through problem solving
Why writing is important
29. Toughest phase for the Teacher. Think Vogisty (ZPD). 1. Teacher has to let go and let the S do the work! Math write time! 2. Listen actively as this is the assessment piece...walk around 3. Provide appropriate hints to funnel towards right answer 4.
Open ended problems
During phase
Value of teaching through problem solving (2)
When selecting appropriate tasks consider...
30. Students get to hear how others solved the problem - and hear diverse solutions to the problem. This also develops their social skills (socialization is important in learning)
How a problem is defined for learning mathematics
formative assessment
The importance of talk time
Diversity in today's classroom includes..
31. 1. S role is more demanding. They get to use various methods to solve problems in diverse ways 2. Allows an entry point for a WIDE range of S - so all S can be successful. Teacher gives problem and S decides how to solve it 3. S must be able to apply
Value of teaching through problem solving
How a problem is defined for learning mathematics
Before phase
Modification
32. Research identifies 3 ways that problem solving might be incorporated into mathematics instruction. What are they?
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
Tiered Lesson
Before phase
How a problem is defined for learning mathematics
33. 1. Draw a picture or create a model 2. Look for a pattern 3. Guess and check 4. Make a table of a chart 5. Try a simpler form of the problem 6. Make an organized list 7. Write an equation 8. Working backwards
Tiered Lesson
Planning a problem based lesson..eg.
Problem-Solving Strategies
Examples of Problem-Based Tasks
34. 1. Conceptual Mathematics - 2. Algorithms and Processes
Tiered Lesson
Examples of Problem-Based Tasks
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
When selecting appropriate tasks consider...