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

Positive motivation and perseverance

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

critical thinking and problem solving

Identify social-emo. skill: Practising perseverance

Positive motivation and perseverance

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

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 STRATEGY: Learn independently as a result of their efforts and challenges

Self-awareness and sense of identity

Identify social-emo. skill: having a sense of mattering and a sense of purpose

Self-awareness and sense of identity

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

use of critical/creative thinking processess

Identify social-emo. skill: Embracing mistakes

Positive motivation and perseverance

Identify. math Transferable skill: value different perspectives

Global citizenship and sustainability

Identify the criteria: critiquing solutions, providing math reasoning

use of critical/creative thinking processess

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

innovation, creativity, entrepreneurship

Identify social-emo. skill STRATEGY: monitor progress in skill development

Self-awareness and sense of identity

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

Development of independent skills

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

Self-awareness and sense of identity

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

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