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. A change to the problem or task itself. Eg. simplifying the wording
How a problem is defined for learning mathematics
Modification
Value of teaching through problem solving (2)
Problems with multiple solutions
2. Think IK topped out of math in elementary school - and went to middle school for more intense training
Conceptual Mathematics
When selecting appropriate tasks consider...
Flexible grouping
Value of teaching through problem solving
3. Allow for maximum student interpretation. Answers will vary. Eg. Planning a party and have X amount of money to spend.
Conceptual Mathematics
Flexible grouping
Open ended problems
Multiple Entry Points
4. 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)
The importance of talk time
drill
Conceptual Mathematics
practice
5. 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
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
Before phase
When selecting appropriate tasks consider...
Why writing is important
6. Before phase - During phase - After phase
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
Three phase Lesson Plan
Multiple Entry Points
After phase (steps)
7. 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
Open ended problems
After phase
Before phase
drill
8. Math needs to be conceptional - not procedural Math understanding the student brings to the problem
Barriers and solutions to learning for students with disabilities
Value of teaching through problem solving (2)
When selecting appropriate tasks consider...
Why the 'teaching for problem-solving' approach is not successful in supporting student learning and retention of math concepts
9. 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
practice
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
The importance of talk time
Tiered Lesson
10. Teacher chooses problem - based on 'just right fit'. Teacher does problem herself - gives proper support to student - making sure problem is challenging.
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.
What it means to teach mathematics through problem solving
Value of teaching through problem solving (2)
11. 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
Examples of Problem-Based Tasks
drill
Flexible grouping
12. 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
What it means to teach mathematics through problem solving
Conceptual Mathematics
Why writing is important
practice
13. 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
Accommodation
Open ended problems
Problem-Solving Strategies
14. 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.
Justify
What it means to teach mathematics through problem solving
Multiple Entry Points
Problem-Solving Strategies
15. Repetitive - Non-problem based exercises designed to improve skills in an area (multiplication facts - + --)
formative assessment
drill
Three phase Lesson Plan
Planning a problem based lesson..eg.
16. 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
Value of teaching through problem solving (2)
10 steps to planning a problem based lesson plan
Barriers and solutions to learning for students with disabilities
Justify
17. 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
18. Cumulative evaluations that generate a single score. Eg. End of unit test - occurs at end of an instructional unit & document student learning
Summative assessment
After phase (steps)
The importance of talk time
Why writing is important
19. 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
Modification
Why the 'teaching for problem-solving' approach is not successful in supporting student learning and retention of math concepts
Barriers and solutions to learning for students with disabilities
Why writing is important
20. 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.
Examples of Problem-Based Tasks
Diversity in today's classroom includes..
During phase
Conceptual Mathematics
21. 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
22. 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
Justify
Examples of Problem-Based Tasks
After phase (steps)
formative assessment
23. Assessment used throughout teaching of a lesson and/or unit to gauge students' understanding and inform and guide teaching
Three phase Lesson Plan
Flexible grouping
Conceptual Mathematics
formative assessment
24. 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
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
Flexible grouping
Problems with multiple solutions
When selecting appropriate tasks consider...
25. 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!
Diversity in today's classroom includes..
1. Teaching for Problem Solving 2. Teaching About Problem Solving 3. Teaching Through Problem Solving
After phase
Three phase Lesson Plan
26. Providing a different environment or circumstance made with a particular student in mind. EG. changing lighting in a room - allow to work alone
Value of teaching through problem solving (2)
Three phase Lesson Plan
Accommodation
Conceptual Mathematics
27. 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.
10 steps to planning a problem based lesson plan
What it means to teach mathematics through problem solving
Accommodation
During phase
28. 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
4 step problem solving process
Value of teaching through problem solving
During phase
Value of teaching through problem solving (2)
29. Different problem based tasks or experiences spread over numerous class periods - each addressing the SAME ideas
After phase (steps)
practice
Barriers and solutions to learning for students with disabilities
Conceptual Mathematics
30. 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
During phase
Why writing is important
Problem-Solving Strategies
Summative assessment
31. 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
Barriers and solutions to learning for students with disabilities
Diversity in today's classroom includes..
After phase (steps)
Multiple Entry Points
32. 1. Understanding the problem 2. Devising a plan 3. Carrying out the plan 4. Looking back
4 step problem solving process
Modification
10 steps to planning a problem based lesson plan
formative assessment
33. 1. Conceptual Mathematics - 2. Algorithms and Processes
10 steps to planning a problem based lesson plan
Examples of Problem-Based Tasks
The importance of talk time
Summative assessment
34. 5. Builds students confidence..Math power. 6. Fun for students 7. Allows for extensions and elaborations
Modification
After phase (steps)
Value of teaching through problem solving (2)
How a problem is defined for learning mathematics