Reference no: EM133243793

Assignment - Students Responsibilities Questions

1. What responsibility do teachers have to teach their students the ethical use of technology and how can they encourage its appropriate use at home? How does this relate to the Professional Dispositions of Learners?

2. How would you go about introducing to the students in your future classroom a new or incoming student who uses assistive technology such as a talking calculator? Provide three concepts you would emphasize.

3. If constructivism aims to provide context for learning, how can teachers provide context for very young students who do not have a framework for learning? Provide an example.

4. By middle school, and sometimes even earlier, there will be students who enter the classroom with a preconceived bias that they "aren't good at math." As an educator, how can you break down this barrier? How can technology or another tool help with this?

5. What does it mean to "teach through problem-solving"? What are some strategies you might use in your classroom to teach through problem-solving?

6. What are the benefits of planning open-ended questions during math instruction to encourage students to provide rationales for their answers? How would asking "yes" or "no" questions hinder a student's ability to problem solve in the future? Provide two examples of open-ended questions about a specific math topic.

7. Students can sometimes become frustrated when asked to explain how they arrived at the correct answer of a math problem. How can you, as the educator, explain the importance of mathematical discourse and effectively encourage it in your future classroom?

8. How can elementary educators use manipulatives in the classroom to explain math processes to very young students? Provide an example.

9. How does the integration of STEM (science, technology, engineering, and mathematics) lessons and activities develop the skills of problems solving and critical thinking? Provide an example of one integrated STEM activity and how it promotes higher-order thinking.

10. Could the same math differentiation strategies be effective for students who are performing below grade level as well as those performing above grade level? Why or why not?

11. Students with IEPs often need additional support. What is the difference between making an accommodation and making a modification to address such a student's needs? Provide examples related to math instruction.

12. Describe one formative and one summative assessment that can be used in the mathematics classroom. Explain the information the educator will gain from both types of assessments and describe the ways in which the learned information will be utilized to inform future instruction.

13. What are the benefits of observational assessments? How can you incorporate observational assessments into your daily lessons?

14. Provide an example of a real-world math problem and explain how you would implement this problem in your classroom.

15. What are the benefits of cross-curricular planning? Provide an example of how you might integrate multiple content areas into one lesson for a middle school grade. Describe how you could elicit support from teachers of other subjects on your grade-level team.