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Joscelyn R.
Experienced Master Teacher, Instructional Coach and Tutor
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Basic Math
TutorMe
Question:

There were three boxes of fruit at the farmer's market. The oranges were $4 a box. The apples were $6 a box, and the peaches were $7 a box. My mom thought that it would be least expensive to buy three boxes of peaches. My dad thoguht it would be least expensive to buy five boxes of oranges. My sister thought it would be least expensive to buy three boxes of apples. Who is right?

Joscelyn R.
Answer:

The sister is correct, because it would be least expensive to buy three boxes of apples because $6 x 3= $18. The sisters choice of apples would cost $18.00. Dad's oranges would cost $20. Mom's peaches would cost $21.

Early Childhood Education
TutorMe
Question:

Describe your experience teaching and coaching Common Core-aligned instruction. What are 1-2 essential understandings or skills you have developed in your work with CCSS?

Joscelyn R.
Answer:

While teaching the CCSS state standard through various curricula I have honed my skills on the process of close reading as well as problem solving strategies in math. I have seen students who would otherwise shut down at the sight of challenging text or word problems light up once they had the opportunity to go through a process strategically of unpacking the complex text step by step. It is apparent that the CCSS innately was designed to help students learn how to persevere while they are being supported. Combined with accountable talk and opportunities for students to share their thought process with partners, small groups or the entire class maximizes the opportunity for other students to hear and see what mastery sounds like from a peer. Students learn best from each other and guiding that process produces academic gains as well as a strong sense of community in the classroom.

Education
TutorMe
Question:

Describe how any one of the CCSS shifts (ELA or math) supports equity for students?

Joscelyn R.
Answer:

The CCSS shift that focuses on regular practice with complex texts and their academic language has great potential to support equity for students from all backgrounds. With training, teachers can account for the nuances in students’ background knowledge or schema and the academic vocabulary needed to be successful accessing and comprehending text. Students bring their own background knowledge to the lessons that can transform how the academic content is interpreted and ultimately mastered. The combination of strategies embedded in the CCSS that allows for students to learn through shared conversation, direct instruction, and the reading of complex text provide multiple opportunities for the learning experience to maximize student growth and mastery of the concepts, skills, and standards. Making sure the students have many chances to interact with complex text with their peers allows for the students to grow their vocabulary, gain perspective from their peers, and successfully write responses to text that are inclusive of the academic vocabulary needed to write on a level appropriate for their grade and beyond. For true equity to be reached in practice, teachers have to be aware of the possibility that many students have limited contextual experiences and that they may have to fill in those gaps whenever needed.

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