Identify social-emo. skill: Practising optimism

Positive motivation and perseverance

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

innovation, creativity, entrepreneurship

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

Self-awareness and sense of identity

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: reframing negative thoughts and experiences

Positive motivation and perseverance

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

Global citizenship and sustainability

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: Reflecting on things to be grateful for and expressing gratitude

Positive motivation and perseverance

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

Self-awareness and sense of identity

Which of the following is not a core principle in learning for all:

enhance teachers knowledge of math curriculum

Identify. math Transferable skill: pose questions, make/test conjectures, consider from different. perspectives

innovation, creativity, entrepreneurship

Identify. math Transferable skill: value different perspectives

Global citizenship and sustainability

Identify social-emo. skill: Embracing mistakes

Positive motivation and perseverance

Identify social-emo. skill: Practising perseverance

Positive motivation and perseverance

studbud

Duplicate of MPT REVIEW (2/3)

100 termsStudBud Administration2 plays

Imported from external platform

Flashcards100 cardsFPractice quizPHost liveL

Questions 100

Answers

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

Duplicate of MPT REVIEW (2/3) Flashcards | StudBud

Duplicate of MPT REVIEW (2/3)

100 termsStudBud Administration2 plays

Imported from external platform

Flashcards100 cardsFPractice quizPHost liveL

Questions 100

Answers

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