100%(4)4 out of 4 people found this document helpful
This preview shows page 4 - 7 out of 7 pages.
b.Explain why you chose these two EBPs.
I chose these two EBP’s because group discussion and presenting multiple solutions are two things that I care about, and are also two things that I feel teachers do not do enough of. Scenario 1: ElementaryAli, a 3rd-grade student in Ms. Hunker’s class, has a learning disability in mathematics. When he attempts to solve word problems, Ali struggles to figure out whether he needs to multiply or divide. Though fluent in multiplication, he experiences some difficulty when doing long division, specifically remembering to implement all the steps.Scenario 2: SecondaryRebecca, a 10th grader in Mr. Haywood’s geometry class, strugglesto master and apply the geometry rules related to polygons and the angles of polygons. When Mr. Haywood helps her work through a problem, she seems to understand what she is doing, but she is currently unable to work through the problems independently. Mr. Haywood notices that she often draws her figures inaccurately and sometimes does not draw a figure at all.4.View the video clip below. Identify as least one EBP or effective classroom practice discussed in the Module. Describe how the practice(s) benefits the students and helps them to solve the problem (time: 2:10).
5.The Module discussed three classroom practices (i.e., encouraging student discussion, presenting and comparing multiple solutions, assessing student understanding). a.Select any two and describe their importance for teaching mathematics.