Identify social-emo. skill: reframing negative thoughts and experiences

Positive motivation and perseverance

Identify. math Transferable skill: value different perspectives

Global citizenship and sustainability

Identify social-emo. skill STRATEGY: feeling chart or feelings thermometer

Identification and management of emotions

Identify. math Transferable skill: understand & visualize a situation & use tools & math language to reason, connect

critical thinking and problem solving

Identify. math Transferable skill: solve problems with curiosity, creativity, and willingness to take risks

innovation, creativity, entrepreneurship

Identify social-emo. skill STRATEGY: trying out different methods

Positive motivation and perseverance

Identify social-emo. skill: identifying personal strengths

Self-awareness and sense of identity

Identify social-emo. skill: Practising optimism

Positive motivation and perseverance

Identify social-emo. skill: Embracing mistakes

Positive motivation and perseverance

Identify the criteria: critiquing solutions, providing math reasoning

use of critical/creative thinking processess

Identify. math Transferable skill: tool to raise awareness and generate solutions for real-life issues

Global citizenship and sustainability

Identify social-emo. skill: Reflecting on things to be grateful for and expressing gratitude

Positive motivation and perseverance

Identify social-emo. skill STRATEGY: Learn independently as a result of their efforts and challenges

Self-awareness and sense of identity

Identify social-emo. skill: Practising perseverance

Positive motivation and perseverance

studbud

MPT REVIEW (2/3)

100 termsStudBud Administration1 play

Imported from external platform

Flashcards100 cardsFPractice quizPHost liveL

Questions 100

Answers

1
Which of the following can you differentiate?
Content
All of the above
Product
Process
2
Which of the following are not one of the UDL Principles?
Equitable use
Appropriately designed space
Flexiblity
Environment
3
Identify social-emo. skill: reframing negative thoughts and experiences
Healthy relationship skills
Positive motivation and perseverance
Stress mangement and coping
Identification and management of emotions
4
...allows teacher to assign difficult tasks to different students based on strength, interest, learning styles/readiness
Learner Profile
Interests
Strengths
Flexible Groupings
5
Identify. math Transferable skill: value different perspectives
Global citizenship and sustainability
Communication
collaboration
Digital Literacy
6
Identify social-emo. skill STRATEGY: breaking tasks into pieces
Stress mangement and coping
Positive motivation and perseverance
Healthy relationship skills
Identification and management of emotions
7
Identify social-emo. skill STRATEGY: feeling chart or feelings thermometer
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
Stress mangement and coping
8
Identify UDL core concept: provide descriptive feedback during the learning
Universality and equity
Flexibility and inclusiveness
Simplicity
Appropriately designed space
9
Which of the following are not one of the UDL Principles?
Different modes of perception
Environment
Safety
Simplicity
10
Identify. math Transferable skill: understand & visualize a situation & use tools & math language to reason, connect
collaboration
self-directed learning
critical thinking and problem solving
innovation, creativity, entrepreneurship
11
Identify social-emo. skill: managing stress through physical activity
Stress mangement and coping
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
12
Identify social-emo. skill STRATEGY: thinking of a similar problem
Healthy relationship skills
Stress mangement and coping
Identification and management of emotions
Positive motivation and perseverance
13
Identify. math Transferable skill: solve problems with curiosity, creativity, and willingness to take risks
collaboration
self-directed learning
critical thinking and problem solving
innovation, creativity, entrepreneurship
14
Identify social-emo. skill STRATEGY: trying out different methods
Identification and management of emotions
Healthy relationship skills
Positive motivation and perseverance
Stress mangement and coping
15
Identify social-emo. skill: considering other ideas and perspectives
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
Stress mangement and coping
16
Identify. math Transferable skill: monitor own thinking and emotions when solving problems and applying strategies
critical thinking and problem solving
innovation, creativity, entrepreneurship
collaboration
self-directed learning
17
Identify the criteria: identifying steps to take, considering use of models
understanding of content
knowledge of content
use of processing skills
use of planning skills
18
Identify social-emo. skill: identifying personal strengths
Healthy relationship skills
Self-awareness and sense of identity
Critical and creative thinking
Stress mangement and coping
19
Identify social-emo. skill: making connections and decisions
Critical and creative thinking
Stress mangement and coping
Self-awareness and sense of identity
Healthy relationship skills
20
Identify social-emo. skill: evaluating choices, reflecting on and assessing strategies
Critical and creative thinking
Healthy relationship skills
Self-awareness and sense of identity
Stress mangement and coping
21
Identify social-emo. skill: setting goals
Self-awareness and sense of identity
Critical and creative thinking
Healthy relationship skills
Stress mangement and coping
22
Identify social-emo. skill: Practising optimism
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
23
Which of the following practices does not have a high impact on teaching and learning math?
Problem-solving tasks and experiences
Independent work
learning goals, success criteria, descriptive feedback
Direct instruction
24
Which of the following are not a transferable skill in math?
Critical thinking and problem solving
Self-directed learning
Innovation, creativity, entrepreneurship
Self-advocacy
25
Identify social-emo. skill: Embracing mistakes
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
26
Identify social-emo. skill STRATEGY: seeking opportunities to help others
Stress mangement and coping
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
27
The disparity between groups of students measured such as gender, race, socio-economic, spec ed. etc.:
Achievement Gap
Learning Gap
Assessment Gap
Evaluation Gap
28
Identify the criteria: concepts, theories, procedures, principles, processes
use of processing skills
use of planning skills
understanding of content
knowledge of content
29
Identify the criteria: critiquing solutions, providing math reasoning
use of planning skills
understanding of content
use of processing skills
use of critical/creative thinking processess
30
Identify social-emo. skill: using conflict-resolution skills
Stress mangement and coping
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
31
Which of the following practices does not have a high impact on teaching and learning math?
Independent work
Flexible groupings
Deliberate practice
Small group instruction
32
Identify UDL core concept: collaborate with students to construct learning goals using clear, student-friendly language
Simplicity
Flexibility and inclusiveness
Appropriately designed space
Universality and equity
33
Identify. math Transferable skill: tool to raise awareness and generate solutions for real-life issues
Digital Literacy
Global citizenship and sustainability
Communication
collaboration
34
Identify. math Transferable skill: combination of oral, visual, textual and gestural communications
Global citizenship and sustainability
collaboration
Communication
Digital Literacy
35
Identify social-emo. skill STRATEGY: Pausing and reflecting
Positive motivation and perseverance
Stress mangement and coping
Healthy relationship skills
Identification and management of emotions
36
Identify social-emo. skill: applying organizational skills
Self-awareness and sense of identity
Healthy relationship skills
Stress mangement and coping
Critical and creative thinking
37
Identify social-emo. skill: problem solving
Positive motivation and perseverance
Healthy relationship skills
Stress mangement and coping
Identification and management of emotions
38
Identify social-emo. skill: Reflecting on things to be grateful for and expressing gratitude
Identification and management of emotions
Positive motivation and perseverance
Healthy relationship skills
Stress mangement and coping
39
Identify social-emo. skill STRATEGY: Determining what is known and what needs to be found
Stress mangement and coping
Critical and creative thinking
Self-awareness and sense of identity
Healthy relationship skills
40
Identify social-emo. skill STRATEGY: Learn independently as a result of their efforts and challenges
Healthy relationship skills
Self-awareness and sense of identity
Stress mangement and coping
Critical and creative thinking
41
Identify way to DI: ways in which students demonstrate learning
Environment/affect
Process
Content
Products
42
Readiness refers to where a student is on the learning continuum and planning/instruction on how to move them along it
True
False
43
Identify social-emo. skill: being cooperative and collaborative
Stress mangement and coping
Identification and management of emotions
Healthy relationship skills
Positive motivation and perseverance
44
Identify. math Transferable skill: reflecting on own thinking and emotions, develop perseverance, resourcefulness
self-directed learning
innovation, creativity, entrepreneurship
critical thinking and problem solving
collaboration
45
Which of the following is not one of the 3 elements that are critical to the assessment and instruction process?
Professional knowledge
Personalization
Precision
Perseverance
46
Identify social-emo. skill: listen attentively
Stress mangement and coping
Positive motivation and perseverance
Identification and management of emotions
Healthy relationship skills
47
Identify social-emo. skill STRATEGY: organizational strategies (e.g. planners, trackers, goal-setting frameworks)
Critical and creative thinking
Healthy relationship skills
Stress mangement and coping
Self-awareness and sense of identity
48
Which approach? Systematic method for early identification of students who experiencing particular difficulties
Independent assessment
Tiered Approach
DI
UDL
49
Identify UDL core concept: communicate consistent and achievable expectations
Flexibility and inclusiveness
Simplicity
Universality and equity
Appropriately designed space
50
Identify UDL core concept: variety of teaching strategies/tech. media/tools
Simplicity
Universality and equity
Flexibility and inclusiveness
Appropriately designed space
51
Identify social-emo. skill: Practising perseverance
Positive motivation and perseverance
Healthy relationship skills
Identification and management of emotions
Stress mangement and coping
52
...refers to current knowledge, understanding & skill level of student in reaction to a particular sequence of learning
Interest
Learning Styles
Readiness
Strengths
53
Identify way to DI: Types of tasks and activities
Content
Process
Environment/affect
Products
54
Identify UDL core concept: different types of assessment strategies, various ways of using space
Universality and equity
Appropriately designed space
Flexibility and inclusiveness
Simplicity
55
Identify social-emo. skill STRATEGY: personal affirmations
Positive motivation and perseverance
Stress mangement and coping
Identification and management of emotions
Healthy relationship skills
56
Identify. math Transferable skill: select when & how to use appropriate tools to understand/model real-life situations
collaboration
Global citizenship and sustainability
Communication
Digital Literacy
57
Identify UDL core concept: awareness of the unique nature of each learner and the need to accommodate differences, etc.
Flexibility and inclusiveness
Simplicity
Universality and equity
Appropriately designed space
58
Identify. math Transferable skill: pose questions, make/test conjectures, consider from different. perspectives
innovation, creativity, entrepreneurship
critical thinking and problem solving
self-directed learning
collaboration
59
Identify the criteria: math facts, computational strategies, terminology, money values
use of planning skills
use of processing skills
knowledge of content
understanding of content
60
DI: recognize varying levels of background knowledge, readiness to learn, langauge ability, learning pref & interests
False
True
61
Which of the following practices does not have a high impact on teaching and learning math?
Self-advocacy
teaching about problem solving
math conversations
Tools and representations
62
Identify the criteria: carrying out plans, collecting data, questioning, testing, revising, solving, inferring
use of planning skills
understanding of content
use of processing skills
knowledge of content
63
Identify. math Transferable skill: Learn and apply strategies to understand and solve problems
innovation, creativity, entrepreneurship
self-directed learning
critical thinking and problem solving
collaboration
64
Teacher plans instruction and designs learning environments for diverse group of students
Differentiated Instruction
Tiered Approach
Universal Design for Learning
Flexible Groupings
65
Identify social-emo. skill STRATEGY: Reflecting on strengths and accomplishments and sharing with peers
Healthy relationship skills
Self-awareness and sense of identity
Critical and creative thinking
Stress mangement and coping
66
Identify the criteria: making and testing conjectures, posing and solving problems
use of processing skills
use of planning skills
use of critical/creative thinking processess
understanding of content
67
Which of the following are not a transferable skill in math?
Collaboration
Independent work
Global citizenship and sustainability
Communication
68
Identify social-emo. skill STRATEGY: using various webs, charts, diagrams and representations to identify connections
Critical and creative thinking
Self-awareness and sense of identity
Stress mangement and coping
Healthy relationship skills
69
Identify social-emo. skill STRATEGY: taking turns playing different roles
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
70
Identify UDL core concept: clear line of sight, learning materials within comfortable reach of all students
Appropriately designed space
Universality and equity
Simplicity
Flexibility and inclusiveness
71
Identify. math Transferable skill: math vocab, symbols, conventions, representations
Digital Literacy
collaboration
Communication
Global citizenship and sustainability
72
Teachers address specific skills and difficulties
Differentiated Instruction
Universal Design for Learning
Flexible Groupings
Tiered Approach
73
Identify class strat. (UDL/DI): groups are composed of students with dif. abilities/talents, value particular strengths
Explicit instruction
Problem-based learning
Project-based learning
Cooperative learning
74
Identify social-emo. skill STRATEGY: Deep breathing, guided imagery, stretching
Healthy relationship skills
Stress mangement and coping
Identification and management of emotions
Positive motivation and perseverance
75
Which of the following is not a core principle in learning for all:
increased public confidence in publicly funded ed.
high levels of student achievement
enhance teachers knowledge of math curriculum
reduced gaps in student achievement
76
Which of the following are not a transferable skill in math?
Communication
Personable skills
Digital literacy
Global citizenship and sustainability
77
Identify UDL core concept: adequate space for assistive devices or teachers assistance
Appropriately designed space
Flexibility and inclusiveness
Universality and equity
Simplicity
78
Which of the following is not a social-emotional learning skill?
Development of independent skills
Stress mangement and coping
Self-awareness and sense of identity
Critical and creative thinking
79
Identify social-emo. skill: communicating their thinking, positive emotions, and excitement about math
Critical and creative thinking
Healthy relationship skills
Self-awareness and sense of identity
Stress mangement and coping
80
Inquiry process: open-ended learning experiences inclusive to all students & offer them opportunities to develop voice
False
True
81
Identify social-emo. skill STRATEGY: supporting peers through encouragement
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
82
Identify social-emo. skill STRATEGY: monitor progress in skill development
Self-awareness and sense of identity
Healthy relationship skills
Critical and creative thinking
Stress mangement and coping
83
Identify. math Transferable skill: recognize and appreciate multiple ways of knowing, doing, learning
Global citizenship and sustainability
Digital Literacy
collaboration
Communication
84
Identify social-emo. skill: practising kindness and empathy
Healthy relationship skills
Stress mangement and coping
Positive motivation and perseverance
Identification and management of emotions
85
Identify. math Transferable skill: engage with others productively, respectfully, and critically to better understand
critical thinking and problem solving
self-directed learning
collaboration
innovation, creativity, entrepreneurship
86
Identify social-emo. skill: knowing and caring for oneself
Stress mangement and coping
Self-awareness and sense of identity
Critical and creative thinking
Healthy relationship skills
87
Identify the criteria: interpreting/expressing problems, identifying unknowns, making estimates
understanding of content
use of processing skills
use of planning skills
knowledge of content
88
Identify UDL core concept: arranging information in sequential order to clarify its relative importance
Simplicity
Flexibility and inclusiveness
Appropriately designed space
Universality and equity
89
The gap between a student's actual achievement and their potential for achievement is:
Learning Gap
Evaluation Gap
Assessment Gap
Achievement Gap
90
Identify. math Transferable skill: use of technology
Communication
collaboration
Digital Literacy
Global citizenship and sustainability
91
Identify social-emo. skill: being respectful
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
92
Identify social-emo. skill: communicating effectively
Self-awareness and sense of identity
Stress mangement and coping
Healthy relationship skills
Critical and creative thinking
93
Identify. math Transferable skill: use tools & language of math to describe thinking, doing, learning, value perspective
collaboration
Communication
Global citizenship and sustainability
Digital Literacy
94
Identify social-emo. skill: having a sense of mattering and a sense of purpose
Healthy relationship skills
Critical and creative thinking
Stress mangement and coping
Self-awareness and sense of identity
95
Identify social-emo. skill: managing time
Stress mangement and coping
Self-awareness and sense of identity
Critical and creative thinking
Healthy relationship skills
96
Identify social-emo. skill: seeking support
Stress mangement and coping
Positive motivation and perseverance
Identification and management of emotions
Healthy relationship skills
97
Identify class strat. (UDL/DI): Emphasizes small group work - suits emotional needs/learning styles of some students
Explicit instruction
Cooperative learning
Project-based learning
Problem-based learning
98
Identify UDL core concept: breaking instruction into small steps
Simplicity
Flexibility and inclusiveness
Universality and equity
Appropriately designed space
99
Identify way to DI: what students are going to learn and when
Content
Environment/affect
Products
Process
100
Identify way to DI: context and environment in which students learn and demonstrate learning
Products
Process
Environment/affect
Content

MPT REVIEW (2/3) Flashcards | StudBud

MPT REVIEW (2/3)

100 termsStudBud Administration1 play

Imported from external platform

Flashcards100 cardsFPractice quizPHost liveL

Questions 100

Answers

1
Which of the following can you differentiate?
Content
All of the above
Product
Process
2
Which of the following are not one of the UDL Principles?
Equitable use
Appropriately designed space
Flexiblity
Environment
3
Identify social-emo. skill: reframing negative thoughts and experiences
Healthy relationship skills
Positive motivation and perseverance
Stress mangement and coping
Identification and management of emotions
4
...allows teacher to assign difficult tasks to different students based on strength, interest, learning styles/readiness
Learner Profile
Interests
Strengths
Flexible Groupings
5
Identify. math Transferable skill: value different perspectives
Global citizenship and sustainability
Communication
collaboration
Digital Literacy
6
Identify social-emo. skill STRATEGY: breaking tasks into pieces
Stress mangement and coping
Positive motivation and perseverance
Healthy relationship skills
Identification and management of emotions
7
Identify social-emo. skill STRATEGY: feeling chart or feelings thermometer
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
Stress mangement and coping
8
Identify UDL core concept: provide descriptive feedback during the learning
Universality and equity
Flexibility and inclusiveness
Simplicity
Appropriately designed space
9
Which of the following are not one of the UDL Principles?
Different modes of perception
Environment
Safety
Simplicity
10
Identify. math Transferable skill: understand & visualize a situation & use tools & math language to reason, connect
collaboration
self-directed learning
critical thinking and problem solving
innovation, creativity, entrepreneurship
11
Identify social-emo. skill: managing stress through physical activity
Stress mangement and coping
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
12
Identify social-emo. skill STRATEGY: thinking of a similar problem
Healthy relationship skills
Stress mangement and coping
Identification and management of emotions
Positive motivation and perseverance
13
Identify. math Transferable skill: solve problems with curiosity, creativity, and willingness to take risks
collaboration
self-directed learning
critical thinking and problem solving
innovation, creativity, entrepreneurship
14
Identify social-emo. skill STRATEGY: trying out different methods
Identification and management of emotions
Healthy relationship skills
Positive motivation and perseverance
Stress mangement and coping
15
Identify social-emo. skill: considering other ideas and perspectives
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
Stress mangement and coping
16
Identify. math Transferable skill: monitor own thinking and emotions when solving problems and applying strategies
critical thinking and problem solving
innovation, creativity, entrepreneurship
collaboration
self-directed learning
17
Identify the criteria: identifying steps to take, considering use of models
understanding of content
knowledge of content
use of processing skills
use of planning skills
18
Identify social-emo. skill: identifying personal strengths
Healthy relationship skills
Self-awareness and sense of identity
Critical and creative thinking
Stress mangement and coping
19
Identify social-emo. skill: making connections and decisions
Critical and creative thinking
Stress mangement and coping
Self-awareness and sense of identity
Healthy relationship skills
20
Identify social-emo. skill: evaluating choices, reflecting on and assessing strategies
Critical and creative thinking
Healthy relationship skills
Self-awareness and sense of identity
Stress mangement and coping
21
Identify social-emo. skill: setting goals
Self-awareness and sense of identity
Critical and creative thinking
Healthy relationship skills
Stress mangement and coping
22
Identify social-emo. skill: Practising optimism
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
23
Which of the following practices does not have a high impact on teaching and learning math?
Problem-solving tasks and experiences
Independent work
learning goals, success criteria, descriptive feedback
Direct instruction
24
Which of the following are not a transferable skill in math?
Critical thinking and problem solving
Self-directed learning
Innovation, creativity, entrepreneurship
Self-advocacy
25
Identify social-emo. skill: Embracing mistakes
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
26
Identify social-emo. skill STRATEGY: seeking opportunities to help others
Stress mangement and coping
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
27
The disparity between groups of students measured such as gender, race, socio-economic, spec ed. etc.:
Achievement Gap
Learning Gap
Assessment Gap
Evaluation Gap
28
Identify the criteria: concepts, theories, procedures, principles, processes
use of processing skills
use of planning skills
understanding of content
knowledge of content
29
Identify the criteria: critiquing solutions, providing math reasoning
use of planning skills
understanding of content
use of processing skills
use of critical/creative thinking processess
30
Identify social-emo. skill: using conflict-resolution skills
Stress mangement and coping
Healthy relationship skills
Identification and management of emotions
Positive motivation and perseverance
31
Which of the following practices does not have a high impact on teaching and learning math?
Independent work
Flexible groupings
Deliberate practice
Small group instruction
32
Identify UDL core concept: collaborate with students to construct learning goals using clear, student-friendly language
Simplicity
Flexibility and inclusiveness
Appropriately designed space
Universality and equity
33
Identify. math Transferable skill: tool to raise awareness and generate solutions for real-life issues
Digital Literacy
Global citizenship and sustainability
Communication
collaboration
34
Identify. math Transferable skill: combination of oral, visual, textual and gestural communications
Global citizenship and sustainability
collaboration
Communication
Digital Literacy
35
Identify social-emo. skill STRATEGY: Pausing and reflecting
Positive motivation and perseverance
Stress mangement and coping
Healthy relationship skills
Identification and management of emotions
36
Identify social-emo. skill: applying organizational skills
Self-awareness and sense of identity
Healthy relationship skills
Stress mangement and coping
Critical and creative thinking
37
Identify social-emo. skill: problem solving
Positive motivation and perseverance
Healthy relationship skills
Stress mangement and coping
Identification and management of emotions
38
Identify social-emo. skill: Reflecting on things to be grateful for and expressing gratitude
Identification and management of emotions
Positive motivation and perseverance
Healthy relationship skills
Stress mangement and coping
39
Identify social-emo. skill STRATEGY: Determining what is known and what needs to be found
Stress mangement and coping
Critical and creative thinking
Self-awareness and sense of identity
Healthy relationship skills
40
Identify social-emo. skill STRATEGY: Learn independently as a result of their efforts and challenges
Healthy relationship skills
Self-awareness and sense of identity
Stress mangement and coping
Critical and creative thinking
41
Identify way to DI: ways in which students demonstrate learning
Environment/affect
Process
Content
Products
42
Readiness refers to where a student is on the learning continuum and planning/instruction on how to move them along it
True
False
43
Identify social-emo. skill: being cooperative and collaborative
Stress mangement and coping
Identification and management of emotions
Healthy relationship skills
Positive motivation and perseverance
44
Identify. math Transferable skill: reflecting on own thinking and emotions, develop perseverance, resourcefulness
self-directed learning
innovation, creativity, entrepreneurship
critical thinking and problem solving
collaboration
45
Which of the following is not one of the 3 elements that are critical to the assessment and instruction process?
Professional knowledge
Personalization
Precision
Perseverance
46
Identify social-emo. skill: listen attentively
Stress mangement and coping
Positive motivation and perseverance
Identification and management of emotions
Healthy relationship skills
47
Identify social-emo. skill STRATEGY: organizational strategies (e.g. planners, trackers, goal-setting frameworks)
Critical and creative thinking
Healthy relationship skills
Stress mangement and coping
Self-awareness and sense of identity
48
Which approach? Systematic method for early identification of students who experiencing particular difficulties
Independent assessment
Tiered Approach
DI
UDL
49
Identify UDL core concept: communicate consistent and achievable expectations
Flexibility and inclusiveness
Simplicity
Universality and equity
Appropriately designed space
50
Identify UDL core concept: variety of teaching strategies/tech. media/tools
Simplicity
Universality and equity
Flexibility and inclusiveness
Appropriately designed space
51
Identify social-emo. skill: Practising perseverance
Positive motivation and perseverance
Healthy relationship skills
Identification and management of emotions
Stress mangement and coping
52
...refers to current knowledge, understanding & skill level of student in reaction to a particular sequence of learning
Interest
Learning Styles
Readiness
Strengths
53
Identify way to DI: Types of tasks and activities
Content
Process
Environment/affect
Products
54
Identify UDL core concept: different types of assessment strategies, various ways of using space
Universality and equity
Appropriately designed space
Flexibility and inclusiveness
Simplicity
55
Identify social-emo. skill STRATEGY: personal affirmations
Positive motivation and perseverance
Stress mangement and coping
Identification and management of emotions
Healthy relationship skills
56
Identify. math Transferable skill: select when & how to use appropriate tools to understand/model real-life situations
collaboration
Global citizenship and sustainability
Communication
Digital Literacy
57
Identify UDL core concept: awareness of the unique nature of each learner and the need to accommodate differences, etc.
Flexibility and inclusiveness
Simplicity
Universality and equity
Appropriately designed space
58
Identify. math Transferable skill: pose questions, make/test conjectures, consider from different. perspectives
innovation, creativity, entrepreneurship
critical thinking and problem solving
self-directed learning
collaboration
59
Identify the criteria: math facts, computational strategies, terminology, money values
use of planning skills
use of processing skills
knowledge of content
understanding of content
60
DI: recognize varying levels of background knowledge, readiness to learn, langauge ability, learning pref & interests
False
True
61
Which of the following practices does not have a high impact on teaching and learning math?
Self-advocacy
teaching about problem solving
math conversations
Tools and representations
62
Identify the criteria: carrying out plans, collecting data, questioning, testing, revising, solving, inferring
use of planning skills
understanding of content
use of processing skills
knowledge of content
63
Identify. math Transferable skill: Learn and apply strategies to understand and solve problems
innovation, creativity, entrepreneurship
self-directed learning
critical thinking and problem solving
collaboration
64
Teacher plans instruction and designs learning environments for diverse group of students
Differentiated Instruction
Tiered Approach
Universal Design for Learning
Flexible Groupings
65
Identify social-emo. skill STRATEGY: Reflecting on strengths and accomplishments and sharing with peers
Healthy relationship skills
Self-awareness and sense of identity
Critical and creative thinking
Stress mangement and coping
66
Identify the criteria: making and testing conjectures, posing and solving problems
use of processing skills
use of planning skills
use of critical/creative thinking processess
understanding of content
67
Which of the following are not a transferable skill in math?
Collaboration
Independent work
Global citizenship and sustainability
Communication
68
Identify social-emo. skill STRATEGY: using various webs, charts, diagrams and representations to identify connections
Critical and creative thinking
Self-awareness and sense of identity
Stress mangement and coping
Healthy relationship skills
69
Identify social-emo. skill STRATEGY: taking turns playing different roles
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
70
Identify UDL core concept: clear line of sight, learning materials within comfortable reach of all students
Appropriately designed space
Universality and equity
Simplicity
Flexibility and inclusiveness
71
Identify. math Transferable skill: math vocab, symbols, conventions, representations
Digital Literacy
collaboration
Communication
Global citizenship and sustainability
72
Teachers address specific skills and difficulties
Differentiated Instruction
Universal Design for Learning
Flexible Groupings
Tiered Approach
73
Identify class strat. (UDL/DI): groups are composed of students with dif. abilities/talents, value particular strengths
Explicit instruction
Problem-based learning
Project-based learning
Cooperative learning
74
Identify social-emo. skill STRATEGY: Deep breathing, guided imagery, stretching
Healthy relationship skills
Stress mangement and coping
Identification and management of emotions
Positive motivation and perseverance
75
Which of the following is not a core principle in learning for all:
increased public confidence in publicly funded ed.
high levels of student achievement
enhance teachers knowledge of math curriculum
reduced gaps in student achievement
76
Which of the following are not a transferable skill in math?
Communication
Personable skills
Digital literacy
Global citizenship and sustainability
77
Identify UDL core concept: adequate space for assistive devices or teachers assistance
Appropriately designed space
Flexibility and inclusiveness
Universality and equity
Simplicity
78
Which of the following is not a social-emotional learning skill?
Development of independent skills
Stress mangement and coping
Self-awareness and sense of identity
Critical and creative thinking
79
Identify social-emo. skill: communicating their thinking, positive emotions, and excitement about math
Critical and creative thinking
Healthy relationship skills
Self-awareness and sense of identity
Stress mangement and coping
80
Inquiry process: open-ended learning experiences inclusive to all students & offer them opportunities to develop voice
False
True
81
Identify social-emo. skill STRATEGY: supporting peers through encouragement
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
82
Identify social-emo. skill STRATEGY: monitor progress in skill development
Self-awareness and sense of identity
Healthy relationship skills
Critical and creative thinking
Stress mangement and coping
83
Identify. math Transferable skill: recognize and appreciate multiple ways of knowing, doing, learning
Global citizenship and sustainability
Digital Literacy
collaboration
Communication
84
Identify social-emo. skill: practising kindness and empathy
Healthy relationship skills
Stress mangement and coping
Positive motivation and perseverance
Identification and management of emotions
85
Identify. math Transferable skill: engage with others productively, respectfully, and critically to better understand
critical thinking and problem solving
self-directed learning
collaboration
innovation, creativity, entrepreneurship
86
Identify social-emo. skill: knowing and caring for oneself
Stress mangement and coping
Self-awareness and sense of identity
Critical and creative thinking
Healthy relationship skills
87
Identify the criteria: interpreting/expressing problems, identifying unknowns, making estimates
understanding of content
use of processing skills
use of planning skills
knowledge of content
88
Identify UDL core concept: arranging information in sequential order to clarify its relative importance
Simplicity
Flexibility and inclusiveness
Appropriately designed space
Universality and equity
89
The gap between a student's actual achievement and their potential for achievement is:
Learning Gap
Evaluation Gap
Assessment Gap
Achievement Gap
90
Identify. math Transferable skill: use of technology
Communication
collaboration
Digital Literacy
Global citizenship and sustainability
91
Identify social-emo. skill: being respectful
Healthy relationship skills
Positive motivation and perseverance
Identification and management of emotions
Stress mangement and coping
92
Identify social-emo. skill: communicating effectively
Self-awareness and sense of identity
Stress mangement and coping
Healthy relationship skills
Critical and creative thinking
93
Identify. math Transferable skill: use tools & language of math to describe thinking, doing, learning, value perspective
collaboration
Communication
Global citizenship and sustainability
Digital Literacy
94
Identify social-emo. skill: having a sense of mattering and a sense of purpose
Healthy relationship skills
Critical and creative thinking
Stress mangement and coping
Self-awareness and sense of identity
95
Identify social-emo. skill: managing time
Stress mangement and coping
Self-awareness and sense of identity
Critical and creative thinking
Healthy relationship skills
96
Identify social-emo. skill: seeking support
Stress mangement and coping
Positive motivation and perseverance
Identification and management of emotions
Healthy relationship skills
97
Identify class strat. (UDL/DI): Emphasizes small group work - suits emotional needs/learning styles of some students
Explicit instruction
Cooperative learning
Project-based learning
Problem-based learning
98
Identify UDL core concept: breaking instruction into small steps
Simplicity
Flexibility and inclusiveness
Universality and equity
Appropriately designed space
99
Identify way to DI: what students are going to learn and when
Content
Environment/affect
Products
Process
100
Identify way to DI: context and environment in which students learn and demonstrate learning
Products
Process
Environment/affect
Content