Education I need help with homework

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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.

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

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