Students can work in all four styles, but tend to developstrengths in one or two of the styles. Each of these styles tends towardone of four dimensions of mathematical learning: computation, explanation,application, or problem solving. "If teachers incorporate all four styles into a math unit, they will build in computation skills (Mastery), explanations and proofs (Understanding), collaboration and real-world application (Interpersonal), and nonroutine problem solving (Self-Expressive)" (p. 74).
Acquiring this expertise will require that educators play greater attention to differentiated instruction. "Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process." Educators who differentiate instruction strive to "recognize students varying background knowledge, readiness, language, preferences in learning, interests; and to react responsively" (Hall, Strangman, & Meyer, 2003, Definition section). As promoters of differentiated instruction, Carol Ann Tomlinson and Jay McTighe (2006) indicated that it is primarily an instructional design model that focuses on "whom we teach, where we teach, and how we teach" (p. 3). Tomlinson's website, , will enhance your knowledge of differentiated instruction. She also clarifies myths and misconceptions about differentiation in an ASCD podcast,.
Using video and audio to support multiple intelligences and varied learning preferences and disabilities is one of the strategies noted by Tomlinson and McTighe's (2006) to support differentiated instruction. Here's a sampling of video sites for your consideration in support of their recommendation:
Hairsplitting. Your genocide was more thorough, that’s all. The key idea was that white (later sometimes yellow) guys with superior technology beat on usually darker-skinned guys and took their stuff away. It’s not complicated.
In this essay I will discuss how ability, skill and technique are ..
Knowledge: Memorization and recitation fall within the knowledge level. Teachers might rely on a lecture method and assigned readings. They are transmitters of knowledge. Students remain passive and acquire familiarity with the material, take notes, memorize, and study enough so that they can recall information at least long enough to pass tests, which might be multiple choice or true/false. Such tests rely on one-right answer. “Opinions and values are excluded from this type of testing” (p. 162). When writing, students tend to parrot back what the teacher has said. However, the ability to recite information that has been memorized does not mean that students know what they are saying.
NOTE: Memorization does not come easy for learners, but some memorization is involved in mathematics. For example, read by Margaret Groves (2010). She stated, "Quite simply, a lack of fluency in basic math fact recall significantly hinders a child's subsequent progress with problem-solving, algebra and higher-order math concepts. This can have a serious impact on a child's overall self confidence and general academic performance" (para. 1). Get some memorization tips/techniques and learn how to improve your short and long-term memory at .
Essay On Special Skill Free Essays - StudyMode
In their review of over 200 studies in , Robert Coe, Cesare Aloisi, Steve Higgins, and Lee Elliot Major (2014) identified elements of teaching with the strongest evidence of improving student achievement. In order of strength, those factors included:
Essay identifying your special skill
Assessment includes both traditional paper-and-pencil exams, such as those made up of True/False, short-answer, or multiple-choice items, and a much larger collection of procedures that teachers can use to get a fix on their students' status, including the use of portfolios to document students' evolving skills and the use of anonymous self-report inventories to measure students' attitudes or interests. Assessments also include the variety of informal techniques a teacher might use to check on the status of students' skills for the purpose of guiding instruction rather than for grade-giving, such as when a teacher periodically projects multiple-choice questions on a screen during a lesson and asks students, "on the count of three," to hold up one of four prepared index cards showing the letter of what each student believes is the correct answer. (Popham, 2009, Preface section, para. 6)