...Physical Manipulatives Manipulaitves can be classified into two: concrete or physical manipulatives and virtual manipulatives. Domino (2010) categorized these physical manipulatives in three types. First, manipulatives can be objects that are familiar in everyday life, such as beads, buttons, coins, dice, and popsicle sticks. Second, manipulatives can be objects that are commercially manufactured and have multiple possible educational applications but exist primarily for some other purpose such as children’s building blocks, jigsaw puzzles, Legos, and Tinker Toys. Third, manipulatives can be objects that are specifically designed to be used in teaching mathematics, such as attribute blocks, base-ten blocks, color tiles, Cuisenaire rods, geoboards,...
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...music in teaching mathematics as a tool for learning, enjoying and retaining information. Using song-sided instruction in teaching four fundamentals operation of integers will set the mood of the learners and on the same time learning the concepts and apply the skills that are taught. In the study of Johnson and Edelson (2003), Wright (2009), Courey et.al., (2012), Still and Bobis, (2005), Tuazon (2015) showed that integrating music in mathematics is effective teaching strategy to help the learners develop greater understanding of concepts inherent across disciplines. In supports of Tuazon’s finding, Capraro (2013) found out that “music math interdisciplinary lesson had a positive effect on multiple mathematical ability areas”. In the study of Byrce (2016) show that using “music elements in teaching mathematics helps the learners to better understand the mathematical concepts and the lack of activities that will draw deep connection between music and math”. Integration of music in standard mathematics interdisciplinary class had optimistic effects on multiple mathematical abilities of the learners An, Capraro, Tillman (2013). It will not only improves learners attitude toward learning mathematics by teaching it in a meaningful and appealing context...
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...Math Strategies 1. Teach early number concepts: Students learn concepts “like more, less, any, none, left, together, how many and each” (Mastropieri & Scruggs, 2014, p. 357). These skills are essential for strategies students will learn later in school. 2. Teach strategies for counting: “Counting seems to be a very simple skill, but can appear very complicated to those who have not mastered it” (Mastropieri & Scruggs, 2014, p. 358). Learning to count will help students in all math skills. 3. Reinforce one-to-one correspondence: With the use of different sets of objects like blocks, counting bears, or candy to match quantities. “Before later concepts can be mastered effectively, it is important that students understand the concept of numerical numeration” (Mastropieri & Scruggs, 2014, p. 358). 4. Use manipulatives for teaching addition and subtraction concepts: “Using such materials as beads, buttons, dried beans, or commercially available base 10 blocks (distributed by companies such as Delta Education), you can help students learn concepts of addition and subtraction by counting” Mastropieri & Scruggs, 2014, p. 358). With the use of manipulatives, students are able to add and subtract by counting objects. 5. Use number lines to promote operations: “A helpful intermediate step between counting actual objects and operating with numbers is the use of a number line” (Mastropieri & Scruggs, 2014, p.359). With the use of a number line students can add...
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...Michelle is currently enrolled in a functional life skills program in a middle school program. Michelle finds it hard to comprehend number relationships and computation. She usually finds subtraction hard and needs subtraction to be demonstrated by separating sets of concrete objects and explaining the results using pictures and words. She needs verbal prompts, visuals support, and manipulatives to be successful at solving problems. Michelle has difficulty finding numbers greater than 10. A common mistake for her happens when she adds 10 + 11, her usual answer is...
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...Education – Semester TWO 2014 | | |ANALYSING SKILLS Assignment | AUSVELS Standard – Movement and Physical Activity Progression Point (8.5) – Student identification of skills and strategies used in specific game situations. BACKGROUND In order for someone to have complete control when performing a skill in a game situation, they need to be able to perform under varying conditions. This involves being able to perform different movement skills. Movement can be categorised into three (3) groups: Locomotor Movement Skills – used when the body is travelling from one place to another. Examples – running, skipping, swimming, paddling and rolling (tumbling). Non-Locomotor Movement Skills – involve little or no movement of the body from one place to another. Instead, they require movement on the spot. Examples – pivoting, spinning and stretching. Manipulative Movement Skills – require an athlete to manipulate, or use, an object or piece of equipment when performing a skill. Examples – using a Cricket Bat to hit a ball, bouncing a Basketball, hitting an Underwater Hockey puck and spiking a Volleyball. ASSIGNMENT TASK Using a sport of our choice, you are to present a movement sequence (at least three skills) that involve...
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...According to recent research, young children are enthusiastic about learning and emphasis should be placed on skills that foster early literacy and language development (LaRocque & Darling ,2008). Research suggests best practice when teaching young children literacy skills is to connect previous or background knowledge in order to reach the developmental domains of language, concepts, social, emotional and motor skills. In addition, kindergarten children should be introduced to emergent literacy skills that include phonological awareness, print awareness and vocabulary (LaRocque & Darling, 2008). This can be achieved through various environmental characteristics such as print rich classrooms, literacy rich centers and circle times. These characteristics foster literacy as well as language rich experiences for all children as well as those who come from disadvantage backgrounds. In order for meaningful literacy learning to take place, children must link the newly learned knowledge to their own cultural or family experiences (LaRocque & Darling, 2008). This essay will identify three developmentally appropriate instructional strategies for all young children as well as those with diverse learning needs. The first literacy instructional strategy appropriate for young children is small group instruction that includes three to five children for approximately twenty to thirty minutes. Small group instruction is teacher directed and includes specific letter study and fine motor skills...
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...Learning Environment in Constructivist Classroom Kulamani sahoo & Anita Behera M.phil scholar Ravenshaw university,Cuttack Email: klmnsahoo@gmail.com/ anitabehera44@gmail.com Phone.no-9853555132 In this paper the author had described about the constructivist classroom and how it differs from the traditional classroom. Knowledge is not attained but constructed. This statement is a new challenge in the present classroom. Construction of understanding is a core element in the highly complex process of teaching and learning underpinned by constructivist teaching. Constructivism is the latest buzzword among the teaching community across the world and National curriculum framework (2005) has shown the direction to nit in Indian classroom situation. Constructivism basically a theory based on observation and scientific study about how people learn .the basic idea about constructivism is that the learner must construct knowledge; the teacher cannot supply it. In the constructivist classroom the teacher must encourage students to use active techniques ,e.g. experiments, real world, problem solving , to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. In constructivist classroom focus shifts from the teacher to the students. In constructivist classroom learning is interactive; teachers have dialogue with students. Knowledge is dynamic and changing with experience in constructivist classroom. Students...
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...General Education Teacher: Mrs. P. Teaching Assistant: Teacher Aide(s): Mrs. W & Mrs. T Class: Pre-Kindergarten Date: 11/30 Common Core Learning Standards (CCLS): (NYSCCS, 2014) CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Career Development and Occupational...
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...questions correct, but for two questions I didn’t choose all the answers. I second guessed myself which lead to self-doubt of my knowledge and understanding and wondered if they were trick questions. Once reading the questions again, not under time restraints I was able to see the answers and see where I went wrong. The two questions I didn’t completely answer correctly both included counting and explaining. Question two asked for the counting strategies for the equation 2+3. I had chosen the correct answers but also had chosen 3+2 as an answer, this was incorrect. I reflected on this and compared it to Bishop’s Universal activities and identified that this was in the counting category, number, number relationships, number...
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...For example, the teacher could show the students a video pertaining to the content of the lesson. This would appeal to the auditory and visual learners within the classroom. Furthermore, once the students attention is gained, then the student will be more likely to listen throughout the entirety of the lesson because they are now interested. Additionally, I would also incorporate more manipulatives during the lessons. This would have been especially when teaching the lesson I observed over elapsed time. For example, the teacher could have supplied students with yarn to use a representation of the time passed, paper plates to write the beginning time and end time, this would help the students understand how to create a life size an elapsed...
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...When learning algebra it is important to learn the vocabulary, therefor, explicit instruction in teaching new vocabulary is imperative. When explicitly teaching vocabulary in algebra it is important to not only teach the pronunciation and definition, but also examples of problem types. This strategy can help Sam by pre-teaching the vocabulary, before students encounter the words in their math textbooks or during lectures the teacher would teach the word within its context. With this comes repetition, the student would first repeat the definition, followed by good and bad examples of the words, and finally review the new and old words to ensure the information stays in the students long term memory (Carnine, Silbert, & Kameenui ,1997)...
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...Struggling students in today’s classroom in the area of math seem to lack a major concept, which is a basic math skill or understanding numbers. What is number sense? Number sense refers to a person's general understanding of number and operations along with the ability to use this understanding in flexible ways to make mathematical judgments and to develop useful strategies for solving complex problems. Number sense develops gradually, and varies as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms. Most children acquire this conceptual structure informally through interactions with parents and siblings before they enter kindergarten (Marshall 2010) . Other children who have not acquired it require formal instruction to do so. For example, one child may enter school knowing that 8 is 3 bigger than 5, whereas a student with less well-developed number sense may know only that 8 is bigger than 5. Other children may have very well-developed number sense and may have a strategy for figuring out how much bigger 8 is than 5 using fingers or blocks. This number sense not only leads to automatic use of math information, but also is a key ingredient in the ability to...
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...International Journal for e-Learning Security (IJeLS), Volume 2, Issues 3/4, September/December 2012 Understanding the Importance, Impacts and Barriers of ICT on Teaching and Learning in East African Countries Berhane Aradom Tedla Northeast Normal University Abstract This paper based on synthesis of the research literature, observation and focused group discussion with East African Scholars on the use of Information and Computer Technology (ICT) in primary and secondary schools in East African Countries with a particular focus to understand the importance, impacts and barriers of ICT into classroom Instruction. The study explored internal and external factors that surround ICT issues, policies of ICT integration and factors that facilitate or impede the use of ICT, with the focus of improving the quality of teaching-learning process. The study reveals that the inhibiting factors are unrealistic policies of ICT, poor infrastructure, lack of teacher competence, confidence, incentive, perception and beliefs, imposed curriculum, lack of proper network, political instability, brain drain, sporadic electricity, poor transportation, lack of public awareness and participation, poor school leadership, technological illiteracy and lack of pedagogical skills. The study further revealed that ICT integration is far behind in East African Schools as a consequence of ICT deficiency, absence of pre-service and in-service teacher training and poor teachers’ welfare and morale. Eventually...
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...During this week I have learned about different strategies to use in the classroom. This week I learned that I am a visual learner according to the Metts Modality Assessment and visual learners learn through seeing. But on the other hand, I also can be an auditory learner and auditory learner learn through hearing. To learn about my children learning style the best thing I could do is observe what he or she is doing because his or her actions, interests, and preferences will provide me with the information on how they are processing what they are learning. For example, I learned that children learn more and can recall better when they have hand on experience or how Jensen (2005), called “hand on, mind on learning, ” he continues saying that children don't learn by reading instead they learn by doing things by themselves. For that reason is why I always implement hand on experience in my students learning. For example, if I am teaching a lesson on “trucks” I will provide all the materials needed it so my students can manipulate and build their own trucks using their imagination. Some of the materials I will provide to them are play dough, construction paper shapes, and some manipulative toys that they can use to build their trucks. I also try to maintain my students engage the more I can. “Knowledge depends on engagement. Engagement is inseparable from empowerment. Empowerment means the opportunity to contribute. Learning is an act of participation. We are all lifelong learners”...
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...Question 1 While there are many methods of teaching that have gained popularity over the years, some instructors still prefer lecture and discussion. Are these effective methods of teaching? Why or why not. According to Table 11.1 page 107 Teaching at its Best; lecture is most effective method for students to gain knowledge and discussion is best for comprehension. In order to increase the effectiveness of a lecture and/or discussion based class, enhancements such as active learning activities should be interspersed during the class meeting. Class activities to assist with students acquiring knowledge and comprehension, instructors should provide opportunities for students to connect prior knowledge to new knowledge. Memory strategies and activities should be demonstrated and encouraged: mnemonics, concept maps, paraphrasing, questions, and visuals; also encourage students to share their strategies. Observing student in my classes, I have discovered student just out of high school need much more interactive and engaging learning activities otherwise outcome the cells phone. Nontraditional students, who have a few years in the real world also like active learning activities yet they also thrive in a lecture and discussion environment where they can share their experiences and associate prior knowledge to new information. Question 2 Why should instructors consider the learning styles of themselves or their students? How could you utilize knowledge of that information...
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