Final Exam Preparation CI 319 Fall 2007
description
Transcript of Final Exam Preparation CI 319 Fall 2007
![Page 1: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/1.jpg)
Final Exam Preparation
CI 319 Fall 2007
Mara Alagic
![Page 2: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/2.jpg)
Case-based scenarios:Conjecture/speculate how a child might attempt to solve the problem dependent on child’s age. Generate at least three ways a child may solve the problem. Each way of solving should reflect a different level of child development. You do not have to give exact age of a child (you will learn more about that in your methods classes) but sort your answers, starting from what the youngest child might do and going up slowly to older children.
![Page 3: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/3.jpg)
Scenario 1
Assume that you have an opportunity to give a shoe-box and lots of small cubes to a child of an unknown age. Ask the following question: How many cubes can you fit in this shoe-box?
![Page 4: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/4.jpg)
Scenario 2Fold a piece of paper horizontally into a cylinder (“hamburger” fold) so that edges perfectly touch (you can tape it). Fold another piece of paper of the exactly same size into a cylinder, but now vertically (“hotdog” fold). You have two cylinders. Which one can hold more (rice, water …)? Make a prediction, write it down and write why you think that.
![Page 5: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/5.jpg)
Problem Sets
Describe what you think you are getting from experiences of designing problem sets in terms of understanding how prek-6 students learn.
![Page 6: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/6.jpg)
Process Standards
Describe what you think you are getting from learning about process standards in terms of understanding how prek-6 students learn.
![Page 7: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/7.jpg)
Process Standards
• Problem Solving• Reasoning and proof• Communication• Connections – other
curriculum; within math; real-life
• Representations -
![Page 8: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/8.jpg)
Content Standards
• Number sense and operations• Geometry• Measurement• Algebra• Data Analysis and probability
![Page 9: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/9.jpg)
Final Presentation (5-7min)
• A selected ‘challenging problem’ (any PS)
• Interactive ICT integration (any PS)• Metacognitive reflection strategies • Artifact that you made to support your
presentation (poster, manipulatives, game, ...) - include an explanation on ppt
• See the Presentation grading rubric (syllabus) for further details
![Page 10: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/10.jpg)
Strategies for Designing Problem Sets (1)
• Include ‘common knowledge’; list all steps; be specific
• Start early• Vocabulary – age appropriate• Scaffolding – different designs• Reliable websites• Creativity, excitement and appropriateness• There is always place for improvement
![Page 11: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/11.jpg)
Strategies for Designing Problem Sets (2)
• Know the content – workshops, learn, learn, collaborate, share
• Developing the formula before using it• Focus on problems (design and
solution) to solve, not lesson plans• Scaffolding <=>breaking it down• Better time management: do 1-2
problems per day
![Page 12: Final Exam Preparation CI 319 Fall 2007](https://reader035.fdocuments.net/reader035/viewer/2022062408/56813ab8550346895da2bfeb/html5/thumbnails/12.jpg)
PS 4: Ratio, Permutations Combinations
• Select one of these three concepts
• Design only 3 problems: challenge, middle, lowest
• Reflection: Very detailed, about designing PS in general + about designing PS4