Frequent Confusions Flashcards
When there’s a procedure students are taught with respect to a specific learning task or activity.
3a When a procedure is used to maximize instructional time (passing out papers, taking roll, etc.) it’s 2c. A borderline case might be the routine students are taught to put their names on their papers, since that applies to all written work (not a single activity). I think it should go in 2c.
When a procedure is used to maximize instructional time (passing out papers, taking roll, etc.).
2c. When there’s a procedure students are taught with respect to a specific learning task or activity, it’s a 3a. A borderline case might be the routine students are taught to put their names on their papers; since that applies to all written work (not a single activity) I think it should go in 2c.
Questions in this group are intended to help students deepen their understanding of content.
3b Questions in 3d are intended to let the teacher know which students understand the content, and what must be reviewed or re-taught. The purposes are entirely different., although they may occasionally appear the same.
Questions in this area are posed or intended to let the teacher know which students understand the content, and what must be reviewed or re-taught.
3d Questions in 3b are intended to help students deepen their understanding of content. The purposes are entirely different, although they may occasionally appear the same.
Both of these cases, the teacher is circulating.
2d managing student behavior, and 3d using assessment in instruction.
The purpose of the teacher circulating in the room is to see how well students are doing a task.
3d If the purpose is to exercise “control by proximmity, it’s 2d. The underlying purpose should determine the placement of evidence.
The purpose of the teacher circulating in the room and checking with students is to exercise control by proximity, monitoring behavior.
2d If the purpose is to see how well students are doing a task, it is 3d.
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Teacher: What would I mean if I was saying ‘the solution’?”
A student raises a hand and answers correctly, “They both intersect on the same dot on the coordinate plane.” The teacher asks the student to speak louder and asks another student to repeat what was said even louder. The teacher rephrases the statement.
The teacher shows an example on the board and says, “The solution is that point right there, where they cross, we’re trying to figure out where do they cross each h other?”
3a Communicating with students, because it shows how t6he teacher clearly communicates the definition of a solution in the context of the lesson, and students contribute by explaining content to their classmates.
The student sitting next to Student C smiles and says, “You take the credit for my work?” Student C also smiles and then asks her, “Solve for 1 or get rid of 1??” She tells him, “Get rid of 1 and then solve for the other variable.”
Two correct areas: 2a and 3a. It demonstrates student-student interactions and the respectful nature of these interactions. This evidence also relates to 3a, because one student helps her classmate understand the content.
Teacher: “Here is the bigger question… Why is this important?… What’s special about this now? What changes now that we have it… in this form? What is so important now? Talk to your partner and I want you to write that answer down.” Students talk with their partner and write the answers.
3b and 3c, because it demonstrates how the teacher uses questions to encourage discussion among students and to deepen student understanding. It is also 3c because students are engaged in the challenging task of answering higher-order questions and the learning tasks invite students to explain their thinking.
Student M gives an answer and several students are heard saying, “Oh…”
2b, because it indicates student desire to understand the content.
