Effective Questioning Strategies In order to engage students in mathematics instruction, teachers use a variety of questioning strategies. It is crucial to have a variety of questioning strategies along with solutions to potential roadblocks that can occur during instruction. Part 1: Questioning Strategies Template For this assignment, select a K-8 grade level and a state standard in the area of algebra, and develop aligned learning objectives. Examine a variety of questioning strategies that foster innovation and problem solving in order to complete the Math Questioning Strategies template. The questions you create should connect concepts, procedures, and applications from algebra, activating prior knowledge for the lesson, and encourage exploration and problem solving. The Math Questioning Strategies template includes: Math standard in the area of algebra, grade level, and learning objectives. Five probing questions that are directly aligned to the math standard and are used as pre-assessment and formative assessment questions. Part 2: Reflection In 250-500 words, provide a reflection that explains how using questioning strategies builds on prior instructional sessions, encourages student content exploration, and develops problem solving strategies. How are questioning strategies used as a guide to determine appropriateness of instructional resources and curriculum materials in order to adapt instruction? Support your reflection with at least two scholarly resources. While APA format is not required for this assignment, solid academic writing is expected, in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Attachments ELM-560-T2-Math Questioning Strategies.docx Clinical Field Experience A: Observing Mathematics Content Area Allocate at least 4 hours in the field to support this field experience, Part 1: Observation Observing a classroom environment can provide much needed detail and understanding of students learning needs and continued progress. For this field experience, observe a K-8 classroom during a math lesson. During your observation of the lesson, complete the Math Observation template. Speak with your mentor teacher and, provided permission, use any remaining time to seek out opportunities to observe and/or assist your mentor teacher or another teacher and work with a small group of students on instruction in the classroom. Your mentor teacher must approve any hours spent observing another classroom environment. With the help of your mentor teacher, identify 3-5 students above, at, or below standard achievement in the classroom environment that would benefit from additional learning support. Ask your mentor teacher for the unit and standards and unit the class is currently learning, in order to develop the pre-assessment for Clinical Field Experience B. Part 2: Reflection Following your observation, discuss the math lesson with your mentor teacher. In 250-500 words summarize and reflect on your observation and, and describe how you will apply what you have learned to your future professional practice. Your discussion should include the following: How do you engage students in learning opportunities specific to mathematics? What strategies do you use to apply real-world relevancy to math lessons? How do you modify or adjust instruction based on responses from students? How do you prepare to teach instruction in mathematics (vocabulary, knowledge of material, content standards, and resources)? Speak with your mentor teacher about implementing a math pre-assessment during Clinical Field Experience B. Inquire ab…
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