The educator implements a lesson plan that he or she created to deliver a lesson on fractions using fair-sharing strategies, including anticipated ideas, student strategies, and misconceptions.
This self-assessment document poses a student prompt and some possible student strategies that are commonly seen. It also provides a breakdown of each student strategy and digs into the student thinking that often drives each strategy.
Based on a meta-analysis on teaching mathematics to students with learning disabilities, this report offers seven research-based instructional practices that have been shown to be effective with this group of learners. Each of the seven recommendations is explained, shown in practice, and offers a summary of its supporting evidence.
http://www.centeroninstruction.org/files/Mathematics Instruction LD Guide for Teachers.pdf
This video is of a small group of students working with a teacher. Melanie is a grade 5 student, Matt is a grade 6 student, and Kyle is a grade 7 student. The video demonstrates recommended teacher practices when listening to student thinking with a small group and working in the context of fair sharing with older students. 00:00-01:32, Introduction; 01:33-02:36, Problem Setup; 02:37-12:06, Individual Student Solutions and Explanations; 12:07-17:22, Group Discussion.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a “Yes” for parts 1, 2, 3, and 4. Through any of a variety of methods (written, scanned, audio, video, and/or multimedia), you must demonstrate an ability to describe and implement a fair-sharing lesson that supports student understanding of fractions. You must also reflect upon the effectiveness of the strategy and how to adjust moving forward.
(200-word limit for each response)
Please provide evidence of a lesson plan that you created or adapted applying the fair-sharing context to support students’ understanding of fractions. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.).
(Your artifact submission will be assessed based on the following rubric. You must earn a “Yes” score on this portion of the total submission in order to earn the micro-credential.)
Please provide student work samples and/or a recording of your live teaching that resulted from the lesson plan and shows evidence of the student strategies and student thinking that were elicited during the lesson. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.).
Please provide an insightful reflection that describes your current effectiveness and future growth opportunities within your own teaching practice when attempting to address fraction instruction using the context of fair sharing. Please submit one or more artifacts (such as links to writing, scanned documents, images, video, audio, etc.) for your reflection.
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)