Use+strategies+to+promote+active+student+engagement+in+whole+class+and+small+group+instruction

=Overview= > "Instructional methods include the decisions, approaches, procedures, and routines that teachers use to accelerate or enhance learning."(Meyer, Rose, Gordon, 2014, p. 77)

On this wikipage, you will learn about a variety of instructional strategies you could use to teach the math lessons. Although there are many approaches I could provide for you, I will share the Universal Design for Learning (UDL) Principles Framework.

Tasks
> 1. Read a graphic organizer that describes the UDL principles >> a. Use the ideas on the graphic organizer to answer two thinking prompts > 2. Examine my thinking about using UDL principles to teach lessons about Rational Numbers and the Coordinate Plane > 3. Add UDL principles to the edTPA document > 4. Use a rubric guide your work >> a. rubric: >> b. place the completed rubric in the dropbox folder you shared with me

Task 1, Use a graphic organizer and math examples to help you understand UDL principles
> a. Answer the thinking prompts on paper or in your head ** 1. If a 6th grade math teacher allowed his students to choose a tool to demonstrate their understanding of plotting points on a coordinate plane, which UDL guideline(s) would he have followed? What evidence from the graphic organizer, located to the left, support your claim? **
 * media type="custom" key="28119375" || **Thinking Prompts**


 * a. Interactive Coordinate Plane**


 * b. Computer Generated Paper Coordinate Plane**




 * c. Human Generated Paper Coordinate Plane**


 * 2. If this same math teacher created the cognitive (thinking) tool below to help his students check their ability to plot points on a coordinate plane, which guideline(s) would he have followed? **** What evidence from the graphic organizer, located above, support your claim? **

**"I Can" - a Show Me Assessment (English)** 1. I can or I can't locate the x-axis 2. I can or I can't locate the y-axis 3. I can or I can't plot an x coordinate 4. I can or I can't plot a y coordinate 5. I can or I can't explain how to plot (7, 3) to a classmate

**ฉันสามารถแสดงการประเมิน (Thai)** 1.สามารถ หรือฉันไม่สามารถหาตำแหน่งแกน x 2 สามารถฉัน หรือฉันไม่สามารถหาตำแหน่งแกน y 3 สามารถฉัน หรือฉันไม่สามารถลงจุดพิกัดที่ x 4 สามารถฉัน หรือฉันไม่สามารถลงจุดพิกัด y 5 สามารถฉัน หรือฉันไม่สามารถอธิบายวิธีการลงจุด (7, 3) จะเป็นเหล่า ||

Task 2, Planning Instruction with UDL principles for Rational Numbers and the Coordinate Plane
After I have identified the learning tasks in the module, I have to figure out how to teach them. > 1. Identify the similarities and differences about points on a coordinate plane >> a. identify their location >> b. identify a reflected point || In order to provide my students with: > **multiple means of representation**, I will //Illustrate through multiple media// - which means I will use an online coordinate plane to show multiple example of locating points and reflection on a coordinate plane.
 * **Learning Tasks** || **Instructional Strategies** ||
 * **Lesson 16**

> **multiple means of action and expression**, I will use //multiple media for communication// - which means I will give my students the option of writing the similarities and differences of points or discussing the ideas with a partner.

> **multiple means of engagement**, I will //minimize threats and distractions// - which means I will provide my students with frequent breaks during the lesson || > 1. Draw the following components of a coordinate plane: >> a. origin >> b. x-axis >> c. y-axis >> d. locate and label points >> e. determine the scale of x and y axes || In order to provide my students with: > **multiple means of representation**, I will //provide options for language, mathematical expressions, and symbols// - which means I will provide text descriptions for each component. For example, my students and I will plot the origin on the coordinate plane and then I will show them the following text description: //**the point (0, 0) on a coordinate plane, where the x-axis and the y-axis intersect is called the origin.**//
 * **Lesson 17**

> **multiple means of action and expression**, I will //p// //rovide options for executive functions// - which means that I will teach my students to stop and think about each component that they draw. I will ask them to think about how the text descriptions relate to their drawings.

> **multiple means of engagement**, I will //p// //rovide options for sustaining effort and persistence// - which means I will provide feedback for my students using the online coordinate plane. They will draw the components and then check their drawings against the online coordinate plane. || > 1. Determine the distance between two numbers on a number line > 2. Determine the distance between two points in a coordinate plane > 3. Find the length of a line segment between two end points || In order to provide my students with: > **multiple means of representation**, I will //provide options for comprehension// - which means I will use multiple examples and non-examples to emphasize how to determine distances.
 * **Lesson 18**

> **multiple means of action and expression**, I will //provide options for executive function// - which means I will post the learning tasks on the whiteboard or course web site.

> **multiple means of engagement**, I will //p// //rovide options for recruiting interest// - which means I will provide a learning task that is contextualized to the students' lives ||

Task 3, Add UDL Principles to the Instructional Strategies section of the edTPA document
//** Note: You have flexibility with this assignment because you get to choose the instructional strategies that you might use to teach the learning tasks. Just make sure you use the principles of Universal Design! **//

You might want to examine the UDL principles in greater detail by reading: > 1. The links above can help you think about how you would teach the learning tasks you identified > 2. Add the instructional strategies, the UDL strategies, to the Instructional Strategies section of the edTPA document, //**math learning segment**//
 * Principle I. Provide Multiple Means of Representation
 * Principle II. Provide Multiple Means of Action and Expression
 * Principle III. Provide Multiple Means of Engagement



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