https://padlet.com/alm2295/bc26vvriqss633du Instruction Rubrics 6-10: Please state your score and a brief explanation/justification en-us 2022-01-10 17:28:52 UTC 2022-03-31 00:54:18 UTC hello@padlet.com https://padlet.com/alm2295/bc26vvriqss633du/wish/2122440207 The teacher challenged students to think beyond basic problems. She fostered an environment of respect between students. Students felt comfortable sharing their ideas, and debated different opinions on the problems. ]]> 2022-03-30 23:47:11 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122440207 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122442488
She has a lot of encouragement and welcomed a lot student participation. She allowed a student lead classroom. The learning environment supports learning tasks that appropriately challenge students by promoting higher-order thinking or application to develop new learning. It is not a 5 because she did not have perspectives could be from curricular sources, students' ideas, and/or lived experiences. ]]> 2022-03-30 23:49:19 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122442488 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122443216 The teacher created a constructive dialog with “agree/disagree”, encouraging productive discussion. Multiple students were encouraged to go to the board to discuss and disagree. Everyone was respectful and the teacher asked questions, not final answers.]]> 2022-03-30 23:50:04 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122443216 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122445386 The teacher challenged students and allowed students to discuss their answers and be wrong without jumping in to correct them too quickly

]]> 2022-03-30 23:52:20 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122445386 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122458556 She engaged students in conceptual understanding, procedural fluency, and mathematical reasoning. There was some prior knowledge (parallelogram) and he had some scaffolding with questioning students ]]> 2022-03-31 00:04:52 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122458556 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122459046 The candidate making connections to students' prior academic learning to help them develop the new content or skills. She tried to develop mathematical reasoning and conceptual understanding by probing students to answer one another's questions.

]]> 2022-03-31 00:05:20 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122459046 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122460365 She did not use or need scaffolding questions. She the students struggle with the corresponding angles in the parallel lines until one student was encouraged to show it. The teacher used precise language and pronunciations of words like “similar”, “congruent”, and “parallel”.]]> 2022-03-31 00:06:26 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122460365 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122463611 Students are engaged in appropriate learning tasks, but the teacher did not use the students' other individual assets as needed for a 4.

]]> 2022-03-31 00:08:57 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122463611 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122478304 The teacher built layers of responses from students talking to students. She asked guiding questions, ‘agree or disagree’ with a why attached to the response. Three students up at the board at one time is a notable achievement in eliciting responses. The students were guiding conversation more than she was.]]> 2022-03-31 00:20:25 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122478304 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122482463 She builds on students responses, and lets the students lead the discussion. The teacher facilities without dominating the conversation, and asks students to respond to one another and summarize other's ideas. ]]> 2022-03-31 00:23:26 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122482463 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122482718 She follows up on student responses to encourage the student or his/her peers to explore or build on the ideas expressed. She does try to promote students to self evaluate their learning because she asks the students to ask the class to determine if they agree or disagree with their answer.

]]> 2022-03-31 00:23:37 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122482718 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122483170 She hit many of the exact examples given in the rubric for 4.

]]> 2022-03-31 00:23:56 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122483170 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122500708 There were visual representations, but not many. There wasn't a lot of deeper thinking or higher level representations. (Maybe something like Geogebra could help...) 

]]> 2022-03-31 00:35:58 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122500708 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122501486 Geometry is replete with drawings and diagrams. They are integral to the teaching process. Using a parallelogram to frame the similar triangles, which was a good strategic use of prior knowledge.]]> 2022-03-31 00:36:29 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122501486 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122502029 There were visual representations, in that she drew the triangles and parallelogram shape. She did separate the triangles in the "side splitter" scenario, but didn't do so in a particularly "strategic" way.]]> 2022-03-31 00:36:51 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122502029 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122504292 In the clip, she provides opportunity for students to use problems or visual representations to guide and encourage students to think more deeply about mathematical concepts and procedures. She had students come up to the board and evaluate the diagrams with vertical angles annotations and congruent sides. However, students did not evaluate their own use of representations to explore concepts. ]]> 2022-03-31 00:38:18 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122504292 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122521907 She relates the changes to the central focus of similar angles, and generally describes how the changes would help the class. ]]> 2022-03-31 00:50:02 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122521907 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122524834 The changes address the learning needs of individuals in addition to the learning needs of the whole class in the video clip(s) by providing additional support and/or further challenge in relation to the central focus. She suggests colour coding notes and writing the goal on top of the diagram.

]]> 2022-03-31 00:52:04 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122524834 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122525157 The teacher made good suggestions: different colors, writing out goals, asking the students to summarize, re-examining the side splitter. None of them significantly changed the primary lesson, so the reflection was not strategic. ]]> 2022-03-31 00:52:18 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122525157 https://padlet.com/alm2295/bc26vvriqss633du/wish/2122527911 She discusses different learner groups and individual needs (ELL) with reference to research.]]> 2022-03-31 00:54:18 UTC https://padlet.com/alm2295/bc26vvriqss633du/wish/2122527911