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

Positive motivation and perseverance

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

Global citizenship and sustainability

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

critical thinking and problem solving

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

use of critical/creative thinking processess

Identify social-emo. skill: knowing and caring for oneself

Self-awareness and sense of identity

Identify. math Transferable skill: value different perspectives

Global citizenship and sustainability

Identify social-emo. skill: communicating their thinking, positive emotions, and excitement about math

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: Practising optimism

Positive motivation and perseverance

Identify social-emo. skill STRATEGY: personal affirmations

Positive motivation and perseverance

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

Self-awareness and sense of identity

Identify social-emo. skill: Practising perseverance

Positive motivation and perseverance

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

Development of independent skills

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

Self-awareness and sense of identity

studbud

MPT REVIEW (2/3)

100 termsStudBud Administration6 plays

Imported from external platform

Flashcards100 cardsFPractice quizPHost liveL

Questions 100

Answers

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

MPT REVIEW (2/3) Flashcards | StudBud

MPT REVIEW (2/3)

100 termsStudBud Administration6 plays

Imported from external platform

Flashcards100 cardsFPractice quizPHost liveL

Questions 100

Answers

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