Weekly Textbook Assignment 5- BAER

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Liberty University *

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323

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Computer Science

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Feb 20, 2024

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Baer 1 Anna Reid Baer Professor Alcindor EDUC 323-001 February 12, 2024 PROMPT: This textbook assignment has two questions. Both must be completed. a. Describe four specific ways you might address the needs of a student with low motivation. b. Culturally responsive mathematics instruction is for all. Describe two strategies that support the specific needs of linguistically and culturally diverse students. There are many different types of learners in the classroom. Teachers must teach with equity and allow students an equal opportunity to learn mathematics. Teachers must be sensitive to individual differences, but most importantly, instructional strategies are the key to teaching for equity for all kinds of students. There are many student exceptionalities and even students with the same exceptionality could have different learning needs and require different strategies. Unmotivated students are a type of exceptionality that may be overlooked, and teachers may not have instructional strategies to help these students learn. Four instructional strategies for unmotivated students that will help them build resilience include but are not limited to giving students choices that emphasize their strengths, nurturing traits of resilience, making math irresistible, and giving students leadership in their learning. Giving students choices that highlight their unique strengths will allow them to feel a sense of control and power. Students need to feel like they have a voice in the classroom. Teachers can cater to students by creating instruction that is familiar and involves student’s interests. This will encourage student success in

Baer 2 learning mathematics and stimulate excitement and positive feelings about mathematics. Nurturing traits of resilience is another strategy for increasing resilience in unmotivated students. Research suggests that there are four distinct traits in resilient students: social competence, problem-solving skills, autonomy, and a sense of purpose and future. Teachers can use these traits to guide students to success in learning mathematics. Additionally, students need immense support during their times of confusion and frustration, so teachers need to be encouragers for these students. When students use their problem-solving skills, they will be thinking critically and flexibly coming to solutions by developing new strategies that they can use in the future. Allowing students responsibility for their success and intentionally affirming students that they are capable of achieving is a factor in nurturing the student. Making mathematics irresistible is another way to motivate unmotivated learners. Using activities such as games, riddles, puzzles, mysteries, and interactive problems that can be solved by using mathematics and fostering students’ curiosity generates excitement in students. Additionally, teachers must be enthusiastic and have a positive attitude toward the students as they demonstrate passion for the activity. Lastly, giving students leadership in their learning is an instructional strategy that helps students develop goals for mathematic achievement. Teachers will ask students to reflect on their performance on an assessment or activity, then ask students to make more goals for the next assessment or activity. Students with a lack of motivation believe that their failure and frustration are because they are not smart enough and are not capable. So, writing learning targets and goals for mastery will allow students to track their progress and be motivated to meet them. Culturally responsive instruction can increase mathematical performance in all students. Specifically, culturally, and linguistically diverse students require integrating bilingual education with mathematics instruction. Honoring the use of native language and comprehensible input are

Baer 3 two strategies that teachers can use to support the needs of culturally and linguistically diverse students. Honoring the use of native language can be very effective in mathematics education as it demonstrates respect for the student’s cultural heritage. Teachers can allow students to communicate in their native language in small groups with other diverse students or students can be provided with visuals or pictorial representations, a dictionary, or a translator. Often, English learners code-switch between two languages, which supports the growth of mathematical understanding because the students are using the language that they can best express and communicate their solutions. Additionally, teachers can use comprehensive input as another instructional strategy for culturally and linguistically diverse learners. This means that the teacher is communicating in an understandable way. This would include simple sentence structures, simple vocabulary, reviewing relevant terms, and eliminating nonessential words. This strategy preserves the same expectations for the diverse students as the other students but eliminates any confusing or unknown language. Unnecessary words in questions make the task unclear to non-native speakers. Allowing a wait time in between sentences or phrases of a question is important because it gives English learners time to process the task. Manipulatives, physical materials, pictures, or videos are also a way to provide comprehensible input as diverse students can visualize the question or problem. (Word count: 713)

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