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I would approach this by firstly offering tutoring to the class for the students who are behind with their understanding or who may just need the extra practice. When it comes to the testing I would ask my co-teachers to help and check my grading and ensure I was being fair with the varying levels of my students. When it comes to assignment like homework or group work I could grade solely on participation, but meet with the students who seem to struggle.

Mia Vanhoose

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Kylie Haggard

After discussing this with my group, there are many ways this scenario can be addressed and approached. Math is a subject that requires lots of practice and repetition. If more than one student is struggling, more time should be spent on explaining and teaching concepts. More practice can only help students, even if they are already masters with a concept. When it comes to grading, teachers can break down the steps in math, giving students credit for what they do know instead of counting the whole problem wrong for the one thing they didn't know. By only taking a point or two off, students will gain confidence and see that they are on the right track, even if they don't fully understand. In addition, if only one student is struggling, they should get special one on one time with the teacher or with an expert peer that might be able to explain the math in a way they undertsand.

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We talked about how we would approach it by not giving a 0 if a question is wrong, but instead giving some credit for working out the problem then giving feedback about what mistakes that student made and tips about how to prevent them if they see other questions similar to it. Also, work with another math teacher to get their opinion on how they would grade it and collaborate until you find an appropriate way to grade it.

Josh Rich

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Annie Hines

What I took away from my group time is that other teachers can always be of help when grading. Another way to grade when some students aren't grasping content like others is to not take away a full point, but little half or fourth of a full point. This not only tells the student exactly what they missed and what they did correct, but it helps let them not be discouraged. Students can never have enough practice in math anyways, so to go over a lesson that one or more students is struggling with, it's okay to take some class time to help them out. If there is no extra class time to go over anything learned, during free time or homework time we can pull students and help them with specific problems.

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Isabelle Abney

Some ways you can approach this is if the students don't understand you could put the ones who aren't understanding certain parts you can pair them up and talk to them and help them understand why they aren't understanding. If you are grading test and a student isn't understanding a certain area you could grade them by each step instead of marking the entire answer wrong so that way they are still feeling encouraged that they understand some of it and they can see where they are struggling and how they can practice to understand the step they are struggling on.

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Mollie McMillen

To approach this scenario, I would try to change the assignment based on the student's needs. The grading does not need to be changed for the student, but the assignment needs to be modified for the student. I could also give students half points for showing their work and being able to see where the student went wrong on the problem. I would also try to incorporate tutoring for the students who are particularly struggling. Furthermore, students could work together in pairs to teach each other math problems. This allows students to learn from each other and help each other through the problems.

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I would approach this by making it easier for students struggling by providing assignments or guides to help them get on track in the class. I would also offer tutoring sessions for anyone whom is struggling in the class. For diversity needs, I would have anyone whom has a different heritage come see you and I would provide a copy of the assignment that is in their language

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After I discussed with my group, I realized that there are many more strategies than I thought. Some that we discussed are peer tutoring, individual tutoring, and revised assessments. We also discussed grading more thoroughly and instead of counting an entire problem wrong, just mark off some points for little mistakes. This could help increase the students' grades and boost their confidence as well.

-Nina Piazza

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Gabbie Houchens-Granados

Our group discussed how difficult grading is with mathematics, as it is such a black-and-white topic. We discussed teacher interventions, such as assessments 1:1 with the teacher using Think Aloud and manipulatives, or pulling small groups that struggled with the same topic (ELL, learning disabilities). We also discussed students could "teach" the class or small groups to promote deeper understanding and take turns (Gifted/Talented and learning disabilities). The teacher could provide more lower stakes assessments, as well as having each problem be graded for accuracy and conceptual understanding.

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Katelyn Kurtsinger

I would approach this scenario by having an understanding that grading can be broken down to each individual piece of work shown. In my classroom, I would have each student break down each problem (where they would get credit for each piece of work shown), this will not only show me where then student needs help, but it will also show the student where they have gone wrong.

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Nikki Bush

In my group we discussed the importance of breaking the problem down and giving points for each part. Doing this keeps a student from getting zero points for the question if they miss just one piece or miscalculate one section. We also discussed modifying or having a students questions read to them in case of a special needs student or a student with an IEP for dyslexia. In the class discussion another person mentioned peer tutors to help the students that wasn't as far along as the others.

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