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Some students respond to Students respond to Students respond to Students pose problems Students pose and
questions regarding facts varied questions or tasks questions and problems and construct questions answer a wide-range of
and comprehension. designed to promote posed by the teacher and of their own to support complex questions and
comprehension and begin to pose and solve inquiries into content. problems, reflect, and
critical thinking in single problems of their own 11/27/18 communicate
lessons or a sequence of related to the content. understandings based on
lessons. 9/30/17 in depth analysis of
content learning.
I tend to start each day I will continue having my Students have continued
with a warm-up activity Algebra Foundation to work on online
that forces students to students work on online activities using their
recall and interpret the activities using their Chromebooks. These
ideas and concepts Chromebook. These activities are mainly
learned the previous activities use their prior utilizing Desmos and has
days. I use this as a knowledge on system of the students answer
transition to the lesson linear equations (or other questions and explain
that day. They use critical topics we cover) and have their though process
thinking skills to make them explain their along the way. Like I said
this connection. This thought process as they before, the “why” is just
reiterates to them what I answer questions. Not as important as the
had mentioned only are they working on “how”.
previously that math is a the “what”, but they are
subject that builds upon also working on the I have been holding class
Evidence itself. 9/26/17 “why” by explaining their discussions more
thought process. frequently this school
year, so sometimes
I tend to start each day students construct
with a warm-up activity questions of their own to
that forces students to ask their peers or to ask
recall and interpret the for clarification from me.
ideas and concepts Whatever the reason
learned the previous these questions are
days. I use this as a asked, they give the
transition to the lesson students an opportunity
that day. They use critical for discussion..11/27/18
thinking skills to make
this connection. This
reiterates to them what I
Standard 1 CSTP: Engaging and Supporting All Students in Learning
had mentioned
previously that math is a
subject that builds upon
itself. I will continue
using this technique in
the future. 9/30/17
(Evidence provided in my
portfolio)