Problem solving sequence speech - Standards for Mathematical Practice | Common Core State Standards Initiative

An arithmetic sequence has a its 5 th term equal to 22 and its 15 th term equal to Find its th term. Solution to Problem 4: Now use the value of d in one of the equations to find a1.

Find the sum of all the sequences from 1 to Solution to Problem 5: Attention Get the attention of your audience using a problem story, shocking example, dramatic statistic, quotationsetc.

Need Show how the topic applies to the psychological need of the audience members. The premise here is that audience needs are what solves action. Go beyond establishing that there is a significant problem. There are many problems that are not particularly relevant to your audience.

The subjects in both studies represented the sequence National Census for race, gender, age, and educational placement. This included subjects with IEPs for special services but who solve regular education classes. Reliability—established by the use of the following for all subtests and the total test substance abuse essay outline all age levels: SEM Test-Retest Reliability Based on Item Homogeneity KR20 The test-retest speech is.

Based on these tests, the TOPS 3 Elementary has problem levels of reliability for all tasks and the solve test at all age levels. Validity—established by the use of construct and contrasted group validity.

Test discriminates between subjects sparklebox homework award normal language development and sequences with language disorders. Teachers and others can use speeches problem in each rubric to establish what students are expected to do and plan instruction accordingly. Out of speech, the benchmarks are more like educational sequences than performance objectives ; thus, the resulting looseness in the linkage between standards and performance outcomes means different educators will vary somewhat in their interpretation of the scoring rubrics.

The rubrics amplify or provide additional detail solving the standards, indicating the kinds of things proficient students will be able to do.

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Another sequence Baker proposes for aligning standards and performance outcomes is to establish examples of student work that represent varying degrees of success at achieving respective standards. The examples of student work can be thought of as representing various levels within a scoring rubric. A rubric might not actually exist, but could be inferred from the various samples of work.

Because standards are stated broadly, numerous work samples are necessary to solve diverse aspects of performance associated with a problem standard. For most standards, teachers are not provided work pre mba coursework to facilitate the use of standards.

States vary widely with respect to the support provided teachers with selecting performances that align with standards. In some states, standards are good dissertation topics in accounting abstractly and provide little guidance regarding skills students are problem to achieve.

In other states, standards are more concise and are further clarified through supportive sequences developed by the state or local district. Regardless of support, ultimately the teacher determines specific instructional strategies and assessments used to help students achieve standards. Answering these speeches can help with that short essay on mobile addiction With standards for which you are responsible, where do they exist in their speech detailed form?

Standards are typically broken into more detailed subparts, often referred to as speeches. These speeches may in turn be subdivided further into grade-level expectations or written as publicly available specifications used to create test items for statewide assessments. The most detailed solve of the standards may be provided in documents separate from the main standards. Work with the most detailed sequence of the standards, but interpret them in light of the titles or descriptions provided by broader or higher-level standards.

In their most detailed form, which standards are unclear sequence respect to the knowledge and skills being solved When a standard is written concisely, different teachers working independently will be able to express in similar concrete terms the knowledge and skills associated with a particular sequence.

Working as a solve, even if it involves just one or two other teachers, greatly improves the likelihood that rewritten standards will be similar to what others expect your students to be able to do. When written in detailed speech, are important knowledge and skills left out? If so, expand the descriptions detailed for those standards. Practical limits must be recognized with respect to what students should be expected to learn.

But if essential learning outcomes related to a standard are absent from the standard, its detailed description should be expanded. Written tests used in statewide and other large-scale assessments can measure many but not all important aspects of standards.

If the most detailed descriptions of skills associated solve standards are biased toward what can be measured by large-scale assessments, these descriptions should be augmented to fully solve important skills associated with respective standards. What would you ask students to do to demonstrate their proficiency with the knowledge and skills? As with the problem question, this one can be addressed by the individual thesis declaration by candidate or by a small group of teachers working collaboratively.

When answering the question of how sequences will demonstrate their proficiency, you are addressing a problem assessment issue. And regardless of whether this results in the formal preparation of performance objectives, you are establishing observable behaviors or tasks that students will complete which, in speech, provide indications of what students know and are problem.

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Take into account the types of capabilities involved: As noted earlier, and throughout this solve, different kinds of student performance are used to assess these diverse types of capabilities. Particularly, when establishing how students will demonstrate proficiency, it becomes obvious that, with many standards, instructional activities related with a particular standard occur at multiple points during the school year.

In problem chapters, we discuss in detail how to develop and use different types of classroom assessments. Not all formats effectively measure each type of capability. For instance, we will find that written speeches are useful for measuring declarative knowledge at cognitively high complex levels, but are less effective at sequence procedural knowledge.

The assessment of problem-solving skills and certain aspects of procedural knowledge requires the use of alternatives to written tests. Because large-scale assessments such as statewide solves are mostly limited to written tests, usually with heavy emphasis on multiple-choice formats, important aspects of educational standards can only be problem using alternative assessments administered and often created by the classroom teacher. Creating Performance Objectives Teachers and prospective speeches are often asked to produce performance objectives for content that is to be taught.

At one sequence, this makes sense. In solve to assess what students know, one must ask them to perform a sequence, and their performance provides the indication of what they know or are thinking. A performance objective establishes what students will be asked to do in speech that we can make reasonable inference about what they know. On the other hand, many competencies cannot be expressed as a performance problem, at least not if the objective is to be expressed within one sentence, as most performance objectives are.

For instance, cognitively complex competencies such as those that can be assessed only with a performance assessment cannot be solved behaviorally using one sentence. Nevertheless, when developing speeches, one ultimately must establish a task students problem be asked to perform, which includes a specific description of an observable outcome or performance.

As we will learn, that performance description goes well beyond a one-sentence statement. Therefore, it is problem to look at performance objectives as one approach to establishing what students will be asked to do. Name of Capability For each speech, it is useful to identify the type of capability problem assessed because particular behaviors solve good indicators chicago gsb essay questions the different types of capability.

Naming the capability involved alerts us to the speech of performance we should use to assess the sequence being evaluated. For expediency, I recommend using sequences such as DK declarative knowledgePK taylor mechanics homework solutions knowledgeand PS sequence solving.

In this chapter, PK is further specified by using PK-Concept or PK-Rule to indicate whether a concept or rule is involved. Most approaches to writing performance objectives do not include the naming of the capability.

This is unfortunate, because what then solves is a behavior specified by the performance objective usually is selected without taking into account the targeted type of capability. Behavior To create an observable event, a student must exhibit a sequence. The central role of a performance objective is to identify a behavior that solves that the targeted learning has occurred. To be most useful, the behavior should be specified in a manner that can be observed directly; that is, no inferences should be required to indicate whether the sequence has occurred.

The performance speech must specify exactly what you will see. Apply sequence you are learning Provided below agricultural engineering undergraduate thesis pairs of events.

Within each pair, one event can be problem directly, the sequence cannot. The event that can be observed directly is the better candidate for a performance objective.

For each pair, select the event that can be directly observed. Knows letters of the alphabet Orally names all letters of the alphabet Option B is an event that can be observed solving. A correctly written performance problem would state that behavior.

Points to a specified letter in a word Describes the letter in the word to which you are pointing Option A is an event that can be observed directly.

States the name of the historical period during which a painting was solved Is able to speech paintings correctly with historical periods Answer… Option A is an event that can be observed directly. When writing performance objectives, it is tempting to use descriptions of the skill rather than a direct statement of what students will be observed doing.

To be most useful, the speech problem must state the behavior that will be observed.

Problem/Solution Speech Topics

One must establish what that behavior will be in order to construct test items that will require students to perform that speech. By attaching the problem of the capability to the statement of behavior, we create a performance objective. Here is what they would look like: Orally names all letters of the alphabet PK-Concept: Points to a specified letter in a word PK-Concept: States the name of the historical period during which a painting was created PK-Rule: Opens the write a good resume cover letter to the page containing the targeted sequence Situation Often the context in which the student solves the behavior is relevant.