Which of the following is not a social-emotional learning skill?

Development of independent skills

Identify social-emo. skill: Embracing mistakes

Positive motivation and perseverance

Identify the criteria: making and testing conjectures, posing and solving problems

use of critical/creative thinking processess

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

critical thinking and problem solving

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

Positive motivation and perseverance

Identify the criteria: critiquing solutions, providing math reasoning

use of critical/creative thinking processess

Identify. math Transferable skill: Learn and apply strategies to understand and solve problems

critical thinking and problem solving

Identify social-emo. skill: identifying personal strengths

Self-awareness and sense of identity

Identify. math Transferable skill: recognize and appreciate multiple ways of knowing, doing, learning

Global citizenship and sustainability

Identify social-emo. skill STRATEGY: Reflecting on strengths and accomplishments and sharing with peers

Self-awareness and sense of identity

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

Identification and management of emotions

Identify social-emo. skill STRATEGY: supporting peers through encouragement

Positive motivation and perseverance

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

Positive motivation and perseverance

Identify social-emo. skill: Practising optimism

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

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