I feel 15 minutes Micro teaching in a group is only a very short version of actual teaching. Our group tried well to teach the prepared lesson plan.We selected a topic from grade 8.Which we tried to explain step by step using different word problems.We tried to lead the class using detailed approach for getting solution .I feel time frame was the main issue for organising more participatory activities.The topic selected was good enough to relate with the daily activities but we could not explain its importance (Due to lack of time).But I feel that our knowledge of such things would be useful during our actual teachings.
Summary of comments we received from peers:--
Classroom Management Issue--we might need to play stern teacher's role when students do not pay attention.
Last Activity was liked by many people but they suggested for having more clear picture for making their own word problems.
-Suggested shared and equal amount of group work:Many commented that I didn't get much to speak while teaching.
-Need to consider the whole class: The group sitting by the door was feeling that we didn't involve them for most of the time during teaching.
-need to consider all students with different abilities: Our lesson might be boring for students having exceptionality.
-Information was useful: Many commented that information of methods solving equations can be useful during their daily life activities.
Thursday, October 15, 2009
Tuesday, October 13, 2009
Lesson Plan for MIcro Teaching
Teaching in a Group of Three with Booppps.
Group Members:--Alice, Elain & Prem.
Topic: Math 8 Variables & Equations.
BRIDGE: A word problem Say this sunday you went on shooping you baught 5 video games for 110 dollers. how much you paid for one game?
Take a minute to think ..................How did you come up with your answers?
PreTest:--??????
Providing them a figure in physical to ask them for finding one side of the figure when one side & area are given.
Teaching Objective:--
*To effectively teach the concept of Linear Equations.
*To Develop students' problem solving/thinking ability.
*To Relate the mathematics of equations to real life problems.
*To encourage group learning.
*To help students to take responsibility of learning by aloowing them to ask the word problems
created by themselves.
Learning Objective:--
*Students will be able to find the unknown of linear equations at the end of the lesson.
*Students will be able to design problems using the concepts they learnt.
*Students will have an opportunity to present their learning and also to learn from each other.
Participatory:--
WE'll teach the PLOs on solving
5 word problems to teach the equations.
Eqn:1 ax=b
Eqn:2 x/a=b, a is not zero
Eqn:3 ax+b =c
Eqn:4 x/a+b=c
Eqn:5 a(x+b)=c
Asking them how they try to find their solutions.
Post Test:-- Make your own word problems (Group) and present them with their solutions.
Summary:--We will adjust the amount of teaching under time constrain.
(we might not be able to teach all types of equations in 15 minutes.)
-We want students to know the importance of the lesson and how applicable it is to our daily life.
-We want to encourage our students to find different solutions for a problem.
-We want our students to take participate actively in their learning.
Group Members:--Alice, Elain & Prem.
Topic: Math 8 Variables & Equations.
BRIDGE: A word problem Say this sunday you went on shooping you baught 5 video games for 110 dollers. how much you paid for one game?
Take a minute to think ..................How did you come up with your answers?
PreTest:--??????
Providing them a figure in physical to ask them for finding one side of the figure when one side & area are given.
Teaching Objective:--
*To effectively teach the concept of Linear Equations.
*To Develop students' problem solving/thinking ability.
*To Relate the mathematics of equations to real life problems.
*To encourage group learning.
*To help students to take responsibility of learning by aloowing them to ask the word problems
created by themselves.
Learning Objective:--
*Students will be able to find the unknown of linear equations at the end of the lesson.
*Students will be able to design problems using the concepts they learnt.
*Students will have an opportunity to present their learning and also to learn from each other.
Participatory:--
WE'll teach the PLOs on solving
5 word problems to teach the equations.
Eqn:1 ax=b
Eqn:2 x/a=b, a is not zero
Eqn:3 ax+b =c
Eqn:4 x/a+b=c
Eqn:5 a(x+b)=c
Asking them how they try to find their solutions.
Post Test:-- Make your own word problems (Group) and present them with their solutions.
Summary:--We will adjust the amount of teaching under time constrain.
(we might not be able to teach all types of equations in 15 minutes.)
-We want students to know the importance of the lesson and how applicable it is to our daily life.
-We want to encourage our students to find different solutions for a problem.
-We want our students to take participate actively in their learning.
Sunday, October 11, 2009
Citizenship and Democracy in Mathematics
Response to--" Citizenship Education in The Context of School Mathematics" by Ellain Simmit
I felt very anxious holding the article in my hands.I was very curious to know about the role of Mathematics making good citizens.Before this I have a very strong feeling that people who learn mathematics are very critical minded and also try to find logic behind each and every task that they do.Sometime I try to see these qualities in my students and even in myself also.But after reading the article I found that really there are many facts which shows how math education connects us directly to the society.All the mathematical study is a number game and every field of today's society is based on those numbers.As we're in a society of quantifiers.I think the article is ponting about the same theme which we are learning during our educational studies that we, as a teacher have to make students able enough not only for finding right answers of their math problems but also having critical and a deep understandings.I feel every person's life go through many plus and minuses as well and one can gain terminology to balance those plus and minus by learning mathematics.We as a human being are the part of society and our every move effects the whole society aroud us. So as a teacher our first priority should be to search the methods which would serve the dual purpose of teachinng mathematics i.e for educating students to be active citizens.I liked the idea of building community in the math classroom and to focus on explanations, multiple and diverse solutions.I can think about the techniques to apply in my own classroom so that I can lead my students towards constuctiveness,and I can hope that they might be able to solve the real life problems while living in a democratic society.
I felt very anxious holding the article in my hands.I was very curious to know about the role of Mathematics making good citizens.Before this I have a very strong feeling that people who learn mathematics are very critical minded and also try to find logic behind each and every task that they do.Sometime I try to see these qualities in my students and even in myself also.But after reading the article I found that really there are many facts which shows how math education connects us directly to the society.All the mathematical study is a number game and every field of today's society is based on those numbers.As we're in a society of quantifiers.I think the article is ponting about the same theme which we are learning during our educational studies that we, as a teacher have to make students able enough not only for finding right answers of their math problems but also having critical and a deep understandings.I feel every person's life go through many plus and minuses as well and one can gain terminology to balance those plus and minus by learning mathematics.We as a human being are the part of society and our every move effects the whole society aroud us. So as a teacher our first priority should be to search the methods which would serve the dual purpose of teachinng mathematics i.e for educating students to be active citizens.I liked the idea of building community in the math classroom and to focus on explanations, multiple and diverse solutions.I can think about the techniques to apply in my own classroom so that I can lead my students towards constuctiveness,and I can hope that they might be able to solve the real life problems while living in a democratic society.
Thursday, October 8, 2009
The Art Of Problem Posing
"WHAT IF NOT"
The Term "What If Not" refer to the strategy of problem posing to develop a creative thinking
It's all about asking questions in a right way to develop compound ideas and concrete understanding of the concept. I like this technique to use by teachers because it is helpful for making students able to learn in a different way which actually they like and also it's a creative thinking process with a fresh perspective which enables us to expand our ability of thinking.
Teacher can select interesting questions and all correct questions have multiple answers from different learners which creates an atmosphere of rich conversations with many leading aspects for different topics.which enables the teacher to assess students learning process.
The Important thing which should be considered while using this technique is that the level of questions asked should be appropriate. one or two challenging questions which might encurage students make them curious to find the solution of problem should be framed so that all students can participate actively.
I find that it also relates us to the principles of teaching. Where we learn to make our students growth mindset instead of making them fixed mindset. Using problem posing while teaching mathematics with perfect understanding can lead students to a way of growth mindset.
I hope during our micro teaching we'll be able enough to use problem posing.The only limitation is a framed time which is of only 15 minutes and this procedure require enough time.
The only limitation for using this technique is insufficient skill. I feel the best results requires precise knowledge and also a skill. Otherwise it can create a confusion among the students.
Students having moderate level mathematics knowledge can feel difficulty grasping certain topics and can create a phobia type feeling for maths in their minds. To avoid such situation a basic knowledge of using inquiry based methods is must.
The Term "What If Not" refer to the strategy of problem posing to develop a creative thinking
It's all about asking questions in a right way to develop compound ideas and concrete understanding of the concept. I like this technique to use by teachers because it is helpful for making students able to learn in a different way which actually they like and also it's a creative thinking process with a fresh perspective which enables us to expand our ability of thinking.
Teacher can select interesting questions and all correct questions have multiple answers from different learners which creates an atmosphere of rich conversations with many leading aspects for different topics.which enables the teacher to assess students learning process.
The Important thing which should be considered while using this technique is that the level of questions asked should be appropriate. one or two challenging questions which might encurage students make them curious to find the solution of problem should be framed so that all students can participate actively.
I find that it also relates us to the principles of teaching. Where we learn to make our students growth mindset instead of making them fixed mindset. Using problem posing while teaching mathematics with perfect understanding can lead students to a way of growth mindset.
I hope during our micro teaching we'll be able enough to use problem posing.The only limitation is a framed time which is of only 15 minutes and this procedure require enough time.
The only limitation for using this technique is insufficient skill. I feel the best results requires precise knowledge and also a skill. Otherwise it can create a confusion among the students.
Students having moderate level mathematics knowledge can feel difficulty grasping certain topics and can create a phobia type feeling for maths in their minds. To avoid such situation a basic knowledge of using inquiry based methods is must.
Monday, October 5, 2009
Letter from that student who never liked me
Hi, Mrs. Narang
I'm writing because I want to tell you that, what has left behind in my life due to your methodology of teaching math.I could never enjoy sound sleep during my high school because of Homework assignments.I was an intelligent student and you always assigned me a work to do,that was always different from the whole class.In the class also you always expected more and more from me that put me in pressure all the time.I was bore of your so called math quiz,But I could never tell you.Although your labour for making different assignments for me helped me making a good mathematician but still I missed somthing related leisure during my teenage.
Anyways,Thanks a lot
Actually you won a battle!
I'm writing because I want to tell you that, what has left behind in my life due to your methodology of teaching math.I could never enjoy sound sleep during my high school because of Homework assignments.I was an intelligent student and you always assigned me a work to do,that was always different from the whole class.In the class also you always expected more and more from me that put me in pressure all the time.I was bore of your so called math quiz,But I could never tell you.Although your labour for making different assignments for me helped me making a good mathematician but still I missed somthing related leisure during my teenage.
Anyways,Thanks a lot
Actually you won a battle!
Letter from a student who liked my ways of teaching
Hi, Mrs. Narang
Today is the most memorable day of my life, I've got my masters of mathemstics.I just wanted to share this happiest moment of my life with you because, I think the Mathematics which I learnt during my high school studies made me able to get this degree today.I remember the ways you assisted me during my learning. your patience for a struglling student changed an impossible to a possible, and I could do my masters in mathematics. I remember your philosphy of making math approachable to all .I'm happy that you proved it .Your subject knowledge in addition of different teaching methods of making math easy to understand made me able to learn .An interest that you inculcated in me for learning math has proved wonderful.
I wish, I could be a person like you.
Today is the most memorable day of my life, I've got my masters of mathemstics.I just wanted to share this happiest moment of my life with you because, I think the Mathematics which I learnt during my high school studies made me able to get this degree today.I remember the ways you assisted me during my learning. your patience for a struglling student changed an impossible to a possible, and I could do my masters in mathematics. I remember your philosphy of making math approachable to all .I'm happy that you proved it .Your subject knowledge in addition of different teaching methods of making math easy to understand made me able to learn .An interest that you inculcated in me for learning math has proved wonderful.
I wish, I could be a person like you.
Sunday, October 4, 2009
Ten Art of Problem posing: 10 Questions.
What is the right way of posing problem to make students independent of context?
How does our past experience limit our thinking?
What type of caution should we consider while posing a sensible math question?
How does common sense limit the problem posing?
How can we make problem posing more significant?
Is it benefitial for students to have brain storming questions with peers?
At what level do we able to assess their acquirement?
Should problem solving be technical or not?
How do we ensure students stay foccused or on track?
Can problem solving create a relation between known and the unknown?
How does our past experience limit our thinking?
What type of caution should we consider while posing a sensible math question?
How does common sense limit the problem posing?
How can we make problem posing more significant?
Is it benefitial for students to have brain storming questions with peers?
At what level do we able to assess their acquirement?
Should problem solving be technical or not?
How do we ensure students stay foccused or on track?
Can problem solving create a relation between known and the unknown?
Friday, October 2, 2009
Reflection on DAVE HAWITT's methods of teaching.
Reflection on DAVE HAWITT'S methods of teaching.
It was a wonderful experience of watching and learning new approach of teaching mathematics in an orchestrated way. Which shows us not only how to teach but also tells the way of classroom management. I liked the way in which teacher introduced the topic and grabed the attention of each individual sitting in the class by using loud sound of ruler.Every student was learninng attentively and everyone was anxious to see what the teacher is going to do.It was a drammatic way to teach.As first he introduced the simple subtraction and addition then introduced the unknown.He took students from a simple to the complex using patterns and assisiting them to learn by themselves.Students were not taking notes and teacher's response for not saying right or wrong for any aswere of the students, shows that teacher is not working as an "answere checker".In this way he was able to encourage students to do more and he made them able to aquire a full understanding of the topic.I feel teaching in this way could be helpful for students to be problem solver.Because students were self checkers in that class.Which is totally different way from traditional ways of teaching when teacher act as the instructer. This method makes the teacher as assistance who assists students' learning process .Which is the principal of teaching.This method was really relational and helpful for developing problem solving skills.
Overall, watching this movie gave me inspiration to create similar techniques of teaching different topics in mathematics, which I can impliment in my classroom to assist students learning mathematics.
It was a wonderful experience of watching and learning new approach of teaching mathematics in an orchestrated way. Which shows us not only how to teach but also tells the way of classroom management. I liked the way in which teacher introduced the topic and grabed the attention of each individual sitting in the class by using loud sound of ruler.Every student was learninng attentively and everyone was anxious to see what the teacher is going to do.It was a drammatic way to teach.As first he introduced the simple subtraction and addition then introduced the unknown.He took students from a simple to the complex using patterns and assisiting them to learn by themselves.Students were not taking notes and teacher's response for not saying right or wrong for any aswere of the students, shows that teacher is not working as an "answere checker".In this way he was able to encourage students to do more and he made them able to aquire a full understanding of the topic.I feel teaching in this way could be helpful for students to be problem solver.Because students were self checkers in that class.Which is totally different way from traditional ways of teaching when teacher act as the instructer. This method makes the teacher as assistance who assists students' learning process .Which is the principal of teaching.This method was really relational and helpful for developing problem solving skills.
Overall, watching this movie gave me inspiration to create similar techniques of teaching different topics in mathematics, which I can impliment in my classroom to assist students learning mathematics.
Subscribe to:
Posts (Atom)