. View the video on sorting at the following link:
While viewing, watch for examples of the teacher behaviors listed below:
- engaging children in formal, preplanned math talks
- engaging children in informal math talk
- modeling mathematical language
- asking questions to assist children in reasoning
- suggesting ideas for materials
- asking children to communicate their thinking
- connecting childrens intuitive math knowledge and formal mathematics
- assessing and documenting individual childrens learning
2. Describe FOUR (4) different teacher behaviors demonstrated in the video.
For each specific behavior,
- place the behavior in BOLD print
- provide the timestamp from the video.
Example:
The teacher asked questions to assist children in reasoning at 9:16 in the video. She asked the two girls to explain how they decided to group their buttons on the graph paper. She asked follow up questions to give the girls an opportunity to verbally explain their reasoning.”
SECOND PART: Think of a young child* (age 2-8) whom you know and interact with regularly, such as your own child, family member (sibling, niece, nephew, cousin, etc.), neighbor, friend, or child(ren) you teach.
*Note: You will be asked to implement one of these activities with the child(ren) you’re thinking about next week for Assignment #10 in Module 11.
Identify one activity for each of the goals in Chapter 9 that you be developmentally appropriate for the child(ren) identified.
Label each activity selected by its goal and name, and explain why the selected activity would be beneficial for meeting the stated objective. Describe any variations or adaptations you would use and tell why.
Video link
I also attached pictures of the 4 goals I would like for you to use
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