Education I need help with homework
I need help with homework
a year ago 25
Week4assignmentrequiredreferences.docx
Week4assignmentinstructionwithRubric.docx
StudentCenteredMathStationsforweek4assignment.docx
Week4assignmentrequiredreferences.docx
Mobility and Flexibility
Required
Read “Mobility and Flexibility,” located on the Digital Promise website (2017).
https://bplawassets.learningaccelerator.org/images/Mobility-and-Flexibility-PK-3-Reading-Digital-Promise-Global-v2.pdf
College and Career-Ready Shifts in Mathematics
Required
View “College and Career-Ready Shifts in Mathematics,” located on the Achieve the Core website.
https://achievethecore.org/page/900/college-and-career-ready-shifts-in-mathematics
4 Ways to Build Student-Centered Math Lessons
Required
Read “4 Ways to Build Student-Centered Math Lessons,” by Nguyen, located on the Edutopia website (2021).
... Read More
https://www.edutopia.org/article/4-ways-build-student-centered-math-lessons
Using Inquiry-Based Learning to Teach Math
Required
Read “Using Inquiry-Based Learning to Teach Math,” by Davis, located on the Teach Magazine website
... Read More
https://teachmag.com/archives/8366
Teaching Through Problem-Solving
Required
Explore “Teaching Through Problem-Solving,” located on The Lesson Study Group website.
https://lessonresearch.net/teaching-problem-solving/overview/#:~:text=What%20is%20Teaching%20Through%20Problem,procedure%20in%20the%20mathematics%20curriculum.
Boosting Confidence with Student-Driven Math
Required
View “Boosting Confidence with Student-Driven Math,” located on YouTube (2022).
https://youtu.be/VE3adBOS2l8
Elementary and Middle School Mathematics
Required
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022). Elementary and middle school mathematics (11th ed.). Pearson. ISBN-13: 9780136818038
Week4assignmentinstructionwithRubric.docx
Requires Lopeswrite
Assessment Description
As previously discussed, the mathematics standards have outlined several shifts in teaching mathematics. Educators are shifting their instructional practices to include constructivist, inquiry-based, and student-centered strategies that increase rigor in terms of critical thinking and problem-solving. These strategies intend to prepare students for the skills (i.e., communication, collaboration, critical thinking, and creativity) they need to be successful in college and careers in the 21st century as well as help them understand math in a conceptual and meaningful way.
Grouping students for instruction and activities is an important concept to consider when promoting communication and collaboration skills in students. For this assignment, complete the “Student-Centered Math Stations” template. You will group students using the "ELM-560 Class Profile" and then create four student-centered stations that align with K-8 mathematics standards related to measurement. Each station needs to promote critical thinking and collaboration and at least one station should provide an opportunity for inquiry-based learning.
Support the assignment with 3-5 scholarly resources.
Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
Rubric Criteria
Standards and Objective
3.5 points
Criteria Description
Standards and Objective
5. Target
3.5 points
The objective is performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
4. Acceptable
3.05 points
The objective is skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
3. Approaching
2.59 points
The objective describes an instructional activity rather than a skill or is only somewhat measurable. It is somewhat developmentally appropriate and minimally aligned with the state standard.
No Submission
0 points
Not addressed.
Grouping Plan
7 points
Criteria Description
Grouping Plan
5. Target
7 points
Students are put into ideal groups using the Class Profile and explanations are insightfully given for the grouping strategy.
4. Acceptable
6.09 points
Students are put into appropriate groups using the Class Profile and explanations are clearly given for the grouping strategy.
3. Approaching
5.18 points
Students are put into groups but ambiguously use the Class Profile and explanations are vaguely given for the grouping strategy.
No Submission
0 points
Not addressed.
Activities
10.5 points
Criteria Description
Activities
5. Target
10.5 points
All math stations have a well-crafted explanation of the activity.
4. Acceptable
9.14 points
All math stations have a clear explanation of the activity.
3. Approaching
7.77 points
Math stations are lacking details to sufficiently explain the activity.
. No Submission
0 points
Not addressed.
Directions
10.5 points
Criteria Description
Directions
5. Target
10.5 points
Thorough and comprehensive student-friendly directions for each station, including how to troubleshoot any technology issues that may arise, are included.
4. Acceptable
9.14 points
Detailed and clear student-friendly directions for each station, including how to troubleshoot any technology issues that may arise, are included.
No Submission
0 points
Not addressed.
Mathematical Practices
14 points
Criteria Description
Mathematical Practices
5. Target
14 points
A thorough explanation of how each activity is aligned with the Mathematical Practice Standards is given.
4. Acceptable
12.18 points
A detailed explanation of how each activity is aligned with the Mathematical Practice Standards is given.
3. Approaching
10.36 points
A vague explanation of how each activity is aligned to the Mathematical Practice Standards is given.
. No Submission
0 points
Not addressed.
Materials
7 points
Criteria Description
Materials
5. Target
7 points
A comprehensive list of materials for each station and a link to or a picture of the activity created is given.
4. Acceptable
6.09 points
A detailed list of materials for each station and a link to or a picture of the activity created is given.
3. Approaching
5.18 points
A weak list of materials for each station and a link to or a picture of the activity created is given.
No Submission
0 points
Not addressed.
Rationale
7 points
Criteria Description
Rationale
5. Target
7 points
A comprehensive and thorough explanation of how each activity promotes critical thinking, collaboration, and/or inquiry-based learning in math is included.
4. Acceptable
6.09 points
A clear explanation of how each activity promotes critical thinking, collaboration, and/or inquiry-based learning in math is included.
No Submission
0 points
Not addressed.
Template Format
3.5 points
Criteria Description
Template Format
5. Target
3.5 points
Content is well-presented and easy to read. All template and format elements are correct. The full standard (wording and code) is clearly included in each section.
4. Acceptable
3.05 points
Content is clear. Appropriate template is fully used. There are very few errors in formatting style.
No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
3.5 points
Criteria Description
Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.
5. Target
3.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
3.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
StudentCenteredMathStationsforweek4assignment.docx
Student-Centered Math Stations
|
Standard |
|
||
|
Objective |
|
||
|
Grouping Plan (Homogeneous/Heterogeneous/Leveled Partners, etc.) Choose a grouping strategy and describe why you chose it for this set of stations? |
|
||
|
Using the Class Profile, group the students into four groups for their student-centered stations. |
|||
|
Group 1 Members |
Group 2 Members |
Group 3 Members |
Group 4 Members |
|
|
|
|
|
|
|
Station 1 A digital/virtual activity that you create using a technology tool |
Station 2 A collaborative game (either using a technology tool or hand-created by you) |
|
Activity Name and short explanation of the activity.
|
|
|
|
Directions Step-by-step student directions you would print out and leave at the station.
|
|
|
|
Mathematical Practice What mathematical practice does this activity cover?
|
|
|
|
Materials A link to or a picture of the activity you created. List all materials needed for the center.
|
|
|
|
Rationale How does this station promote critical thinking, collaboration, and/or inquiry-based learning in math?
|
|
|
|
|
Station 3 An activity that involves an authentic real-world context. |
Station 4 An activity that engages students in using manipulatives or models. |
|
Activity Name and short explanation of the activity.
|
|
|
|
Directions Step-by-step student directions you would print out and leave at the station.
|
|
|
|
Mathematical Practice What mathematical practice does this activity cover?
|
|
|
|
Materials A link to or a picture of the activity you create. List all materials needed for the center.
|
|
|
|
Rationale How does this station promote critical thinking collaboration, and/or inquiry-based learning in math? |
|
|
Resources
© 2023 Grand Canyon University. All Rights Reserved.
Week4assignmentrequiredreferences.docx
Mobility and Flexibility
Required
Read “Mobility and Flexibility,” located on the Digital Promise website (2017).
https://bplawassets.learningaccelerator.org/images/Mobility-and-Flexibility-PK-3-Reading-Digital-Promise-Global-v2.pdf
College and Career-Ready Shifts in Mathematics
Required
View “College and Career-Ready Shifts in Mathematics,” located on the Achieve the Core website.
https://achievethecore.org/page/900/college-and-career-ready-shifts-in-mathematics
4 Ways to Build Student-Centered Math Lessons
Required
Read “4 Ways to Build Student-Centered Math Lessons,” by Nguyen, located on the Edutopia website (2021).
... Read More
https://www.edutopia.org/article/4-ways-build-student-centered-math-lessons
Using Inquiry-Based Learning to Teach Math
Required
Read “Using Inquiry-Based Learning to Teach Math,” by Davis, located on the Teach Magazine website
... Read More
https://teachmag.com/archives/8366
Teaching Through Problem-Solving
Required
Explore “Teaching Through Problem-Solving,” located on The Lesson Study Group website.
https://lessonresearch.net/teaching-problem-solving/overview/#:~:text=What%20is%20Teaching%20Through%20Problem,procedure%20in%20the%20mathematics%20curriculum.
Boosting Confidence with Student-Driven Math
Required
View “Boosting Confidence with Student-Driven Math,” located on YouTube (2022).
https://youtu.be/VE3adBOS2l8
Elementary and Middle School Mathematics
Required
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022). Elementary and middle school mathematics (11th ed.). Pearson. ISBN-13: 9780136818038
Week4assignmentinstructionwithRubric.docx
Requires Lopeswrite
Assessment Description
As previously discussed, the mathematics standards have outlined several shifts in teaching mathematics. Educators are shifting their instructional practices to include constructivist, inquiry-based, and student-centered strategies that increase rigor in terms of critical thinking and problem-solving. These strategies intend to prepare students for the skills (i.e., communication, collaboration, critical thinking, and creativity) they need to be successful in college and careers in the 21st century as well as help them understand math in a conceptual and meaningful way.
Grouping students for instruction and activities is an important concept to consider when promoting communication and collaboration skills in students. For this assignment, complete the “Student-Centered Math Stations” template. You will group students using the "ELM-560 Class Profile" and then create four student-centered stations that align with K-8 mathematics standards related to measurement. Each station needs to promote critical thinking and collaboration and at least one station should provide an opportunity for inquiry-based learning.
Support the assignment with 3-5 scholarly resources.
Note: This assignment may be added as an artifact to the teacher toolkit you created in ELM-555.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Attachments
Rubric Criteria
Standards and Objective
3.5 points
Criteria Description
Standards and Objective
5. Target
3.5 points
The objective is performance-driven, measurable, developmentally appropriate, and directly aligned with the state standard.
4. Acceptable
3.05 points
The objective is skill-based, measurable, developmentally appropriate, and effectively aligned with the state standard.
3. Approaching
2.59 points
The objective describes an instructional activity rather than a skill or is only somewhat measurable. It is somewhat developmentally appropriate and minimally aligned with the state standard.
No Submission
0 points
Not addressed.
Grouping Plan
7 points
Criteria Description
Grouping Plan
5. Target
7 points
Students are put into ideal groups using the Class Profile and explanations are insightfully given for the grouping strategy.
4. Acceptable
6.09 points
Students are put into appropriate groups using the Class Profile and explanations are clearly given for the grouping strategy.
3. Approaching
5.18 points
Students are put into groups but ambiguously use the Class Profile and explanations are vaguely given for the grouping strategy.
No Submission
0 points
Not addressed.
Activities
10.5 points
Criteria Description
Activities
5. Target
10.5 points
All math stations have a well-crafted explanation of the activity.
4. Acceptable
9.14 points
All math stations have a clear explanation of the activity.
3. Approaching
7.77 points
Math stations are lacking details to sufficiently explain the activity.
. No Submission
0 points
Not addressed.
Directions
10.5 points
Criteria Description
Directions
5. Target
10.5 points
Thorough and comprehensive student-friendly directions for each station, including how to troubleshoot any technology issues that may arise, are included.
4. Acceptable
9.14 points
Detailed and clear student-friendly directions for each station, including how to troubleshoot any technology issues that may arise, are included.
No Submission
0 points
Not addressed.
Mathematical Practices
14 points
Criteria Description
Mathematical Practices
5. Target
14 points
A thorough explanation of how each activity is aligned with the Mathematical Practice Standards is given.
4. Acceptable
12.18 points
A detailed explanation of how each activity is aligned with the Mathematical Practice Standards is given.
3. Approaching
10.36 points
A vague explanation of how each activity is aligned to the Mathematical Practice Standards is given.
. No Submission
0 points
Not addressed.
Materials
7 points
Criteria Description
Materials
5. Target
7 points
A comprehensive list of materials for each station and a link to or a picture of the activity created is given.
4. Acceptable
6.09 points
A detailed list of materials for each station and a link to or a picture of the activity created is given.
3. Approaching
5.18 points
A weak list of materials for each station and a link to or a picture of the activity created is given.
No Submission
0 points
Not addressed.
Rationale
7 points
Criteria Description
Rationale
5. Target
7 points
A comprehensive and thorough explanation of how each activity promotes critical thinking, collaboration, and/or inquiry-based learning in math is included.
4. Acceptable
6.09 points
A clear explanation of how each activity promotes critical thinking, collaboration, and/or inquiry-based learning in math is included.
No Submission
0 points
Not addressed.
Template Format
3.5 points
Criteria Description
Template Format
5. Target
3.5 points
Content is well-presented and easy to read. All template and format elements are correct. The full standard (wording and code) is clearly included in each section.
4. Acceptable
3.05 points
Content is clear. Appropriate template is fully used. There are very few errors in formatting style.
No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
3.5 points
Criteria Description
Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.
5. Target
3.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
3.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
StudentCenteredMathStationsforweek4assignment.docx
Student-Centered Math Stations
|
Standard |
|
||
|
Objective |
|
||
|
Grouping Plan (Homogeneous/Heterogeneous/Leveled Partners, etc.) Choose a grouping strategy and describe why you chose it for this set of stations? |
|
||
|
Using the Class Profile, group the students into four groups for their student-centered stations. |
|||
|
Group 1 Members |
Group 2 Members |
Group 3 Members |
Group 4 Members |
|
|
|
|
|
|
|
Station 1 A digital/virtual activity that you create using a technology tool |
Station 2 A collaborative game (either using a technology tool or hand-created by you) |
|
Activity Name and short explanation of the activity.
|
|
|
|
Directions Step-by-step student directions you would print out and leave at the station.
|
|
|
|
Mathematical Practice What mathematical practice does this activity cover?
|
|
|
|
Materials A link to or a picture of the activity you created. List all materials needed for the center.
|
|
|
|
Rationale How does this station promote critical thinking, collaboration, and/or inquiry-based learning in math?
|
|
|
|
|
Station 3 An activity that involves an authentic real-world context. |
Station 4 An activity that engages students in using manipulatives or models. |
|
Activity Name and short explanation of the activity.
|
|
|
|
Directions Step-by-step student directions you would print out and leave at the station.
|
|
|
|
Mathematical Practice What mathematical practice does this activity cover?
|
|
|
|
Materials A link to or a picture of the activity you create. List all materials needed for the center.
|
|
|
|
Rationale How does this station promote critical thinking collaboration, and/or inquiry-based learning in math? |
|
|
Resources
© 2023 Grand Canyon University. All Rights Reserved.