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I think it would be interesting to try stadium seating, like what was mentioned in the first article, for a math class. That way all the students are facing the board but it is also convenient for group work. I am personally partial to a U shaped classroom because it allows all of the students to see one another. I feel like I would have to spend a lot of time creating math lessons that will allow for discussion. Beyond understanding the material and part of understanding the material, being able to have a productive discussion is where I imagine my students going. The U shape would be best for this, but the stadium seating would allow for everyone to see the board and that might be the majority of the class. However desks can be moved so it might just depend on the students.

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I feel like math courses and standards are already designed with the intention to build upon itself even if that is not an immediate occurrence. I do think that some concepts in math can be glossed over and students may not master the concept before moving on and that ultimately affect their ability to understand later. As frustrating as multiple assessments are on the student side I think that having various and maybe a little redundant assessments through out a topic might be useful in order to determine who needs clarification. As suggested by the student timeline, I think in any classroom that is an opportunity to improve vocabulary. Even in a subject where terms are relatively familiar, making a point to bring in new words from other subjects and keeping students engaged with other classes and words that they might come across in their adult lives is something that I think can be included, even subtly, in a math class.

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Having various assignments and assessments along the way to a larger assessment is helpful for reinforcing material. I also think that it is beneficial, especially in classes like math where everything builds upon itself, to review everything that they should know up to a certain point and providing examples of what those things are. Possibly even providing at the very beginning everything they are expected to know, terms and topics, and referencing it through out the course of the semester. I think that this is easier for a class like math where things are very standard.

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I feel like these strategies are useful for all students. If you are able to show how something may connect to various aspects of life you may not just be able to get them to apply the material in various ways but you may also be able to engage students that were otherwise checked out of the class. Even having this as an assignment for students to research ways that the topic you are currently learning can be applied to other areas, or a subject they like. Specifically for ESL students being able to find something that connects what you are learning or trying to learn to previous knowledge, will reinforce what they already know and allow them to have a comfortable jumping off point for gaining new knowledge because then they can relate the new material back to what they know.

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Yes I do because I think that they are helpful for all students and will lead to the students having a better understanding of the material.

It suggests that learning has to be meaningful, reinforced, and applicable, which are all things that should already be pieces of learning and are best practice for all students learning new material.

For teaching math I think the more important thing is to keep math relevant. Often I think math is frustrating to students because they are not able to see how it is applicable to their immediate lives and helping them find ways that math matters will hopefully keep them engaged.

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https://www.thoughtco.com/strategies-for-teachers-to-maximize-student-learning-time-4065667
This blog has good tips for maximizing engaged time. I feel like there is a strong correlation between what she suggests and having good classroom management. She mentions the importance of staying on task, being prepared as the teacher, finding ways to minimize distractions, maintaining control over the classroom , having efficient procedures which will all help to maximize the time that students are engaged with the material.

I think that determining a students current level of performance is crucial for learning because assuming that a student knows something and moving forward with material will only lead to gaps in their knowledge. This will just make understanding the new topic much more frustrating and time consuming. Where as ensuring that all students know the back ground information may prove more productive and it will allow for you, as the teacher, to clear up any misconceptions that may cause issues in learning the material. Even with students that you are confident may already know and have mastered the basics having a brief review of what they need to know for the new material should provide context for what they are about to learn.

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For History, encouraging students to keep trying and pointing out that they are beginning to somewhat grasp the content is important. Modifying the lessons in order to students to keep trying at stuff like writing and understanding the significance of events in order to build their confidence is crucial especially in History. This is so because if they never gain the confidence to write about things like important events in history then they may not be able to accomplish tasks for other classes like English.

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Focusing one topic at a time and spacing out the lessons can really help students to focus and allow them to see things happen chronologically. Maybe mixing up the material so that they can see not only the traditional American perspective but also perspectives from other sources and groups of people. For reinforcing the material, not giving an unnecessary amount of homework so as to keep them thinking of the material while also allowing them to rest, sleep, and retain the information from the lesson. Also, having reviews of the material periodically throughout the semester would help in making sure that the students remember the information and keep them thinking about it.

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Being able to show students how history can help them in other areas of learning is very helpful. Teaching them writing skills, creative thinking, and helping them see the mistakes of people can allow them to make good decisions later in life and help them in other classes like English, and math because they'll be able to think of things rationally and come up with creative solutions to complex problems.

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Yes because these characteristics are helpful for not only for ELL, ELS, and special needs students but for regular students as well. These characteristics allow for all students to become better learners and become invested in the lessons.

It varies up the material and makes sure that the lessons are relevant to not only the class but also for the real world. It also makes sure that all the material is reinforced and retained by the students.

In history, making sure the students retain the information and showing them how it helps them in other classes is important. So generalizing the information and keeping the students invested in the subject will allow this to happen.

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http://www.newmedia.ethz.ch/LearningTasks.htm
This site provides some learning task ideas on how to come up with learning tasks.
Some appropriate learning tasks for history are group projects and having students answer questions about the material after learning the lesson.  Also, encouraging students to ask questions so as to see what the students understand and if they are learning the information.

My method is appropriate for modifying my lesson plans in that I wouldn't want to continue teaching something if my learning tasks are not working. It also allows me to focus on helping students that are ELL or special needs while also helping regular students.

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In Biology a lot of the course work and material is concepts and understanding the mechanics of systems and their operation. I think one of the most important ways to help students in the classroom is to encourage them when they answer something correctly or demonstrate that they know the material. I think it is mostly important that the students know that you care about them and their success in the classroom, and praise/encouragement is the best way to exemplify that. I also really like the idea of just-in-time instruction, because it gives the students the chance to really think and explore ideas that they may not have previously thought about. This will also help the students learn and retain the material better.

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Many of these factors can be extremely important in learning for the student. I am able to relate to most of these as a student as well. For example, it is easier for me to learn when the material is broken up into different sections that are different kinds of learning activities, if not I will get bored and will not be able to pay attention. In the classroom it is important to keep the students engaged rather than letting them space out. I think the two strategies, sleep on it and don't overlearn, can often go together. I find that with cramming, I always miss important information or I am unable to retain the information as well because I spent too much time trying to learn the material rather than actually getting rest. I think it is important that you do not overwhelm students with too much information, because it will be much harder for them to recall the information.

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I think these strategies could be very effective for ELL students. Not only do these strategies assure that the students know the material, but it also reenforces it over a longer period of time, which can allow the information to become a permanent fixture in the memory of the student. I think notecards is a great and practical way of keep track of student learning, of what they have mastered and what it is that they still need to work on.

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I do agree with these three characteristics of effective learning. These characteristics/strategies help students stay on track with their learning and helps them to take initiative in their learning. I think that if a student can visualize how much they have learned it will be an encouragement to continue to pursue their learning.

I think differentiated instruction allows for effective instruction. Although I believe that you can have differentiated instruction without effective instruction, I don't believe that you can have effective instruction without differentiated instruction. Differentiated instruction is a great way to keep students on tasks and engaged in learning, and if done correctly it can be extremely helpful and effective ways for the students to learn.

I think for biology, the best way to have differentiated and effective instruction is to constantly have students thinking in different ways. Because biology is such a conceptual subject, it is important that the student individualizes the material that he/she is learning for better understanding.

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There are many factors that may contribute to students failure in a task. Some of these factors could be as simple as that they lack interest, effort, or motivation. While oftentimes failure of task can mean that the teacher did not do his/her job in maintaining the classroom instruction and behavior. Some of the reasons for failure in the classroom could even be things as simple as that students were never taught how to effectively study or they were not actively challenged or engaged in the learning process.