Follow instructions on the slides and answer accordingly. Some slides are ONLY instructions and others are log in answers. Here are the links In order. The picture is for slide 9 file. Du
Follow instructions on the slides and answer accordingly. Some slides are ONLY instructions and others are log in answers. Here are the links In order. The picture is for slide 9 file. Due in 24 hours.
https://youtu.be/8N4N2EE1uYg
https://youtu.be/-SrF7eQaxHs
https://youtu.be/KO_qBYnOPV4
Module 6
Due Tuesday October 4, 2022 at 11:59 AM
Responsive Listening
Part Two
Part One: Pedagogy
Review – Types of Listening – 5 minute
Total predicted time to complete Part One of the assignment
5 minutes
2. Review the Types of Listening
Part Two: Mathematics Content
Using invented strategies – 40 minutes
Alternative Algorithms – 10 minutes
Total predicted time to complete Part One of the assignment
50 minutes
Multi-Digit Addition and Subtraction Solution Methods
When we studied single-digit addition and subtraction we discussed three solution methods: direct modeling, counting, and derived facts. As we move into thinking about multi-digit addition and subtraction, it is common to define the possible solution methods as direct modeling, invented strategies, and standard algorithms (notice it is plural since there are multiple algorithms).
Direct Modeling –This strategy involves direct representation using manipulatives or drawings along with counting. Students will begin by counting by ones and may progress to use base-ten models (you practiced with these in the last assignment). This might involve using a base-ten rod to represent a set of 10 ones even though they are counting each ten-rod by one.
Invented Strategies – Any strategy except the standard algorithm or direct modeling. Read this short excerpt about invented strategies and their benefits.
Standard Algorithms – Algorithms have the characteristics of certainty (precise procedures), reliability (always a correct answer if carried out properly), efficiency (effective approach), and generalizability (solves a collection of similar problems).
Van de Walle et al., (2019) p.246-251
More about Invented Strategies – The Break Apart Strategy
More about Invented Strategies – The Jump Strategy with subtraction
More about Invented Strategies – Compensation
Explain in your own words. Why in the first video the speaker added 3 then subtracted 3, but in the second video the speaker added 1 and then added 1 again? (In other words, how and why is compensation for addition different than compensation for subtraction?)
1. Using Invented Strategies
Open this file, complete the questions, and post the answers using the invented strategies discussed in class (break apart, jump on the number-line, and compensation).
There are two ways you can submit this work:
Record your answers on the handout and attach the file when you submit your homework.
Record your answers (on the handout or on a regular piece of paper) and paste a picture of your work on the next slide.
Post your work from the previous slide
2. Alternative Algorithms
The same strategy is used to solve all three problems below. Examine the strategy and answer the questions on the next slide.
Use the information on the last slide to answer the questions below.
1. Apply the same strategy as shown on the previous slide to the problem below
2. How is the method shown here similar to and different from the standard algorithm you learned in school?
Type your response here.
327
+ 291
Part Three: Equity, Diversity, and Inclusion
The Danger of a Single Story – 25 minutes
1. The Danger of a Single Story
One of the challenges of teaching is the diversity of the students in the classroom. Without being intentional, a person is likely to draw from stereotypes created through a system of power. These stereotypes implicitly and explicitly impact how teachers treat students, and ultimately, the sense of belonging students feel in the classroom. In the following slides, we are going to think about ways marginalized students go unnoticed in our classrooms.
Watch the Ted Talk by Chimamanda Ngozi Adichie and answer the questions on the following slide.
Thinking about Cultural Differences
What are your initial reactions to this video?
Please tell me about a time or times when you applied a single story to a group of people without realizing it.
How did Chimamanda’s talk push you to think beyond single stories to think more deeply about individuals?
Type your response here.
image1.emf
Microsoft_Excel_Worksheet.xlsx
Sheet1
| Types of Listening/Responding to Students' Thinking | ||||
| Type of Listening | Definition/Description | Possible Teacher Responses after listening to a students' thinking | Examples of how the teacher might follow-up | |
| Directive Listening | Listening to see if a student’s thoughts align with the teachers expected response (i.e., the “right” answer). | • Evaluating the answer as right or wrong • Telling the correct answer • Asking someone else to give the correct answer • Using questions to lead the student to the correct answer | • That's Right! Great work. • That's not quite it. Can anyone else help? • What if you tried ______? | |
| Observational Listening | Listening with a genuine desire to understand student thinking. | The instructor seeks to understand the student's thinking, but there is little to no follow-up. | • Oh yes, thank you. • Tell me more. • Are you saying ______? | |
| Responsive Listening | Listening to understand a students's thinking, and then, actively working to support or extend that thinking. | The teacher's response builds off of the student's thinking. Follow-up questions focus on student's ideas and attempt to draw out, make explicit, and build on these ideas. | • Why did you rewrite 24 as 20 + 4? • How do you know that 3 + 5 is the same as 5 + 3? • Will it work if you use 4 + 6 instead of 5 + 5? | |
| Type of Listening | Definition/Description | Possible Teacher Responses after listening to a students' thinking | Examples of how the teacher might follow-up | |
| Directive Listening | Listening to see if a student’s thoughts align with the teachers expected response (i.e., the “right” answer). | • Evaluating the answer as right or wrong • Telling the correct answer • Asking someone else to give the correct answer • Using questions to lead the student to the correct answer | • That's Right! Great work. • That's not quite it. Can anyone else help? • What if you tried ______? | |
| Observational Listening | Listening with a genuine desire to understand student thinking. | The instructor seeks to understand the student's thinking, but there is little to no follow-up. | • Oh yes, thank you. • Tell me more. • Are you saying ______? | |
| Responsive Listening | Listening to understand a students's thinking, and then, actively working to support or extend that thinking. | The teacher's response builds off of the student's thinking. Follow-up questions focus on student's ideas and attempt to draw out, make explicit, and build on these ideas. | • Why did you rewrite 24 as 20 + 4? • How do you know that 3 + 5 is the same as 5 + 3? • Will it work if you use 4 + 6 instead of 5 + 5? | |
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