This is an assignment that just requires the reading of an article and watching a video to answer a series of questions. Each question is separate from one another and is to be answered EACH in a different paragraph. It is not meant to be a formal paper. Link to the video to watch:
Questions 1, 2, 3 and 4 to answer each in their own paragraph will be based on the video with the link provided. Question 5 in their own paragraph will be based on the article, that will be attached to the files.
Question 1: Video Cue: The Learning Classroom icon fades out at approximately 9:00 into the program.
Audio Cue: Ms. Helber says, “And that’s really my pedagogy of teaching anything. That if I can get the students to explore ideas and make meaning of what they’re exploring themselves that’s going to stick with them for a lifetime.”
• What do you notice about the children’s problem-solving strategies in this video segment?
• In your specific content area (math or science), can you give an example of a learning problem you could design for your students that would have real-life meaning for them?
Question 2: Video Cue: The Learning Classroom icon fades out at approximately 11:15 into the program.
Audio Cue: Ms. Helber says, “I think it’s important that, for students to behave like mathematicians, that they need all the materials that they might need in order to solve a particular problem. I offer all different sorts of ways or methods that they might arrive at an answer.”
• How might encouraging students to think and behave like mathematicians help them transfer their problem solving skills to learning in other contexts and subject areas?
• What teaching strategies might you use in your classroom to facilitate students’ transfer of their learning?
Question 3: Video Cue: The Learning Classroom icon fades out at approximately 18:15 into the program.
Audio Cue: Mr. Johnson says, “Even though we have something that we want to teach, all of the children come with some amount of knowledge about something. So before we start to tell them anything, we want to see what it is they already know, so that we can start to make connections.”
• What are some ways Mr. Johnson might be able to assess what students already know as they embark on a new activity?
• What kinds of knowledge and skills do you think Mr. Johnson’s students transfer into this activity? In other words, what knowledge and skills are they building on?
• What kinds of knowledge and skills do you think these students will be able to transfer out or apply to future activities and tasks?
Question 4: Video Cue: The Learning Classroom icon fades out at approximately 23:45 into the program.
Audio Cue: Mr. Johnson says, “So again it’s not something that is pencil and paper and I’m going to mark off when they get 10% and 20%, it’s more of an application in the real world, because in the real world, the proof is that you did it.”
• What are some of the ways students monitor their understanding in this video segment?
• How might the ability to monitor your own understanding affect your ability to apply new knowledge or skills?
• In your own classroom, what are some of the ways you can help students to assess their own progress as they work?
Question 5: Explain what transfer is and why it is important to the learning process. With specific examples, describe how the learning environment, the characteristics of the students, and the way the teacher organizes knowledge can influence transfer.
Extra note: EACH question in a paragraph form and there is no need for directly quoting the article or video, just thoroughly answer the 5 questions, also no works cited is needed (there should be 5 paragraphs at the end, one for each question)
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