Open Ended Questions
In the first video “Open-ended Questions to Encourage Conversation” the instruction that I observed, based upon the definition, did meet criteria 1 from the TPEP. The general idea of Criteria one is the expectations that teachers have for their students and is able to communicate those expectations. In the first video the teacher is using open-ended questions in order to have all students the chance to participate while doing a math activity with counting dots. In relationship to the first criteria from the TPEP this teacher allows the students to use cognitive and higher order thinking. Having the students answer open-ended questions allow each student to have a different answer or opinion. It allows support not only from the teacher, but
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In the first video the teacher was able to show this, similar to criterion 1, through her activity. She was able to allow the students to use open-ended questions to help the students understand the content. The teacher understand that not every student visualizes the problem the same way. In the video she used dots on a paper which had two different sides on the paper with different amounts of dots. Using those dots she would ask the students “how do you see the dots on this paper.” The students would say different answers for example, they would count one side and the other side then add them together, some would add all of them together at once, and others would count all the dots individually and add those induvial dots to make a whole. This gives all students a better way to understand counting and adding and making sense of it in their own way. Which match with the Common Core Standards in Kindergarten which is, CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. Here she is delivering her instruction to fit all students’ needs and a way that all students can achieve that standard and goal. In another video “Teaching Kids, Not Just Math.” A teacher introduces his thought process behind teaching as a whole. In this video he covers that, as a teacher you must engage the students in the subject matter and make the course interesting. He also discusses making the content interesting using real life sceneries and how those subject matters affect our communities. Which all of these fit with a variety of the mathematical Common Core
In the first video the teacher was able to show this, similar to criterion 1, through her activity. She was able to allow the students to use open-ended questions to help the students understand the content. The teacher understand that not every student visualizes the problem the same way. In the video she used dots on a paper which had two different sides on the paper with different amounts of dots. Using those dots she would ask the students “how do you see the dots on this paper.” The students would say different answers for example, they would count one side and the other side then add them together, some would add all of them together at once, and others would count all the dots individually and add those induvial dots to make a whole. This gives all students a better way to understand counting and adding and making sense of it in their own way. Which match with the Common Core Standards in Kindergarten which is, CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. Here she is delivering her instruction to fit all students’ needs and a way that all students can achieve that standard and goal. In another video “Teaching Kids, Not Just Math.” A teacher introduces his thought process behind teaching as a whole. In this video he covers that, as a teacher you must engage the students in the subject matter and make the course interesting. He also discusses making the content interesting using real life sceneries and how those subject matters affect our communities. Which all of these fit with a variety of the mathematical Common Core