Encouraging students to find a solution through multiple methods.
The educator leads students through a lesson where they have the opportunity to develop multiple methods of evaluating, approaching, and finding solutions to a task. This can be done individually, in small groups, or in whole-group instruction.
Tasks take many roles within a lesson—exploring concepts, solidifying concepts, and connecting multiple topics. Regardless of their use, tasks are designed to support learning, not assessment. The goal is not simply to find correct answers. According to the National Council of Teachers of Mathematics, “A worthwhile task is a project, question, problem, construction, application, or exercise that engages students to reason about mathematical ideas, make connections, solve problems, and develop mathematical skills. On the basis of this definition, this task is worthwhile in that it (1) allows for connections, (2) incorporates multiple approaches and solutions, (3) requires higher-level thinking, and (4) facilitates reasoning and communication” (Breyfogle and Williams 1).
When worthwhile tasks incorporate multiple approaches and solutions, students are able to build on what they have learned and apply it to a variety of scenarios; every student has an access point to the problem. The Standards for Mathematical Practice also emphasize that students make sense of problems and persevere in solving them (MP.1), meaning that students develop methods for solving, evaluate their approach, and make adjustments as needed. This course is specific to developing the priming phases of a task, where students are asked to make sense of the task and develop a solution method or plan to complete it.
Components of encouraging multiple solution methods
Following are the items you must submit to earn the micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 2 and a “Proficient” or “Exemplary” for Part 3.
(150-word limit for each response)
(150-word limit for each response)
Part 3a. Classroom video
Provide a hyperlink to a video submission for your selected lesson and task. This video submission must meet the following criteria:
Part 3b. Classroom video analysis
Please answer the following questions (200-word limit for each response):
Describe the overall sequence of your task priming to encourage and acknowledge multiple solution methods, including:
Describe the observed methods that students pursued during the task, including:
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