MFT2 ppt. .pptx - 6 k s c i 2 t T a F M m – e e s h n t e f Ma ional Oral De Profess ca c o R a L Penny Overview of Contents Georgia Standards of

MFT2 ppt. .pptx - 6 k s c i 2 t T a F M m – e e s h n t e...

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Mathematics (k-6) Professional Oral Defense – MFT2 Penny La Rocca
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Overview of Contents Georgia Standards of Excellence Best Practices Instructional Strategies Strengths and Weaknesses Personal Applications
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Georgia Standards of Excellence Number Sense and functions Task 1 - MGSE1.NBT.1, MGSE2.NBT.1, MGSE3.NBT.1 Task 2 - MGSE1.NBT.1, MGSE2.NBT.2, MGSE3.NBT.2 Task 3 - MGSE3.OA.8, MGSE4.OA.3, MGSE5.OA.1 Task 4 - MGSE3.NF.1, MGSE4.NF.1, MGSE5.NF.1 Graphing, Proportional Reasoning, and Equations/Inequalities Task 1 - MGSE4.G.1, MGSE5.G.1, MGSE6.G.3 Task 2 - MGSE4.NF.2, MGSE5.NF.5, MGSE6.RP.2 Task 3 - MGSEK.OA.3, MGSE1.OA.3, MGSE2.OA.2 Geometry and Statistics Task 1 - MGSE4.MD.3, MGSE5.G.3, MGSE6.G.1 Task 2 - MGSE4.MD.3, MGSE5.MD.3, MGSE6.G.1 Task 3 - MGSE3.MD.3, MGSE4.MD.4, MGSE5.MD.2
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Best Practices Strategies used in the classroom “We don’t all Wear the Same Shoes” mentality and practice Student involvement with hands on activities, engagement with student interest, and collaboration with participation. Instructional Model Introduction is where I hook the students with a read aloud, inquiry based question, or a visual. Direct teacher lead instruction is when I tell the students what we are doing with a strategy to attack the lesson for the day. Guided teacher/student lead practice is more student lead with inquiry and coached by the teacher with guided questioning. Independent student lead practice is when students need to show what they know or learned before moving forward to the next level/lesson. Evaluation (formal & informal) is a reflection on the lesson as it is in process or once completed. The use of an a assessment in the form of an exit tickets, post-its, or verbal understanding with observations.
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Instructional Strategies: Misconceptions Before a Lesson Consider the students and their learning abilities. Consider student interests within the class. Consider the prior knowledge and pre-requisite skills to accomplish the lesson.
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