Planning for all Learners

Question 1

Problem-based Teaching:

Answer 1

The best way to teach mathematics and attend to the wide range of students.

Question 2

Traditional Highly Directed Lesson:

Answer 2

Often assumed that all students will understand and use the same approach and the same ideas as determined by the teacher

Question 3

Accommodation:

Answer 3

A provision of a different environment or circumstance made with particular students in mind.

Question 4

Modification:

Answer 4

A change in the problem or task itself.

Question 5

Equitable Instruction:

Answer 5

Targets equal outcomes, not equal treatment.

Question 6

Differentiating Instruction:

Answer 6

A teacher’s lesson plan includes strategies to support the range of different academic backgrounds found in classrooms that are academically, culturally, and linguistically diverse.

Question 7

What can be Differentiated Across Three Critical Elements:

Answer 7

• Content—what you want each student to know
• Process—how you will engage them in thinking about that content
• Product—what they will have to show for what they have learned the content when the lesson is over

Question 8

Learning Centers:

Answer 8

Students work at different tasks at various classroom locations.

Question 9

Tiered Lessons:

Answer 9

The teacher determines the learning goals for all students, but the task is adapted up and down to meet the range of learners.

Question 10

Tiered Lessons (It can be any of the following):

Answer 10

1. The degree of assistance. This might include providing examples or partnering students.
2. How structured the task is. Students with special needs, for example, benefit from highly structured tasks, but gifted students often benefit from a more open-ended structure.
3. The complexity of the task given. This can include making a task more concrete or more abstract or including more difficult problems or applications.
4. The complexity of process. This includes how quickly paced the lesson is, how many instructions you give at one time, and how many higher-level thinking questions are included as part of the task.

Question 11

Flexible Grouping:

Answer 11

Allowing students to collaborate on tasks provides support and challenges, increasing their chance to communicate about mathematics and building understanding.

Question 12

English Language Learners:

Answer 12

Attention to the needs of the English language learner must be considered at each step of the ten-step planning guide detailed.

Question 13

NCTM’s Position Statement on Equity:

Answer 13

The two phrases “high expectations” and “strong support” are one idea, not two.

Question 14

Planning for Students with Learning/Special Needs:

Answer 14

1. What organizational, behavioral, and cognitive skills are necessary for students with special needs to derive meaning from this activity?
2. Which students have significant weaknesses in any of these skills?
3. How can I provide additional support in these areas of weakness so that students with special needs can focus on the conceptual task in the activity?

Question 15

Structure the Environment:

Answer 15

Centralize attention.
Avoid confusion.
Smooth transitions.

Question 16

Identify and Remove Potential Barriers:

Answer 16

Find ways to help students remember
Provide vocabulary and concept support.
Use “friendly” numbers.
Vary the task size.
Adjust the visual display.

Question 17

Emphasize Practice and Summary:

Answer 17

Help students bring ideas together.

Provide extra practice.

Question 18

Drill and Practice:

Answer 18

Present to at least some degree in nearly every classroom. Most lessons in traditional textbooks include a long section of exercises, followed by a few story problems, usually only using mathematics taught in that lesson (rather than incorporating and connecting to past ideas). In addition, drill-and-practice workbooks and software programs abound.

Question 19

Drill:

Answer 19

Repetitive, non-problem-based exercises designed to improve skills or procedures already acquired.

Question 20

Practice:

Answer 20

Different problem-based tasks or experiences, spread over numerous class periods, each addressing the same basic ideas.