On October 23rd, 2014, we updated our
By continuing to use LinkedIn’s SlideShare service, you agree to the revised terms, so please take a few minutes to review them.
A sample lesson plan Tuning In: Teacher recapitulates the 4 Steps to Problem Solving using the powerpoint slides. Powerpoint: 4 Steps to Problem Solving To revise and recapitulate the concept learnt.
Teacher shows the slides on using the 4 steps in solving Before & After Concept involving Ratio.
to take note of how the model is drawn
to look out for the unchanged condition
two set of models to be drawn
2 sample questions are demonstrated
questioning technique is employed the slides show
The teacher gets the class to break into groups for Group Work.
The students would make use of the template shown to solve a problem using the 4 Steps of Problem Solving with Before & After Concept.
Teacher reminds the class of the following points:
the questions to be asked in Step 1
draw clear and precise models
suggest (if any) other methods to solve the question
The groups share their answers with the class.
Teacher has to tell the class that it is alright to make mistakes.
Teacher will correct mistakes where necessary.
Teacher will take note of the group that needs attention during the sharing.
Powerpoint: Before & After Concept Template on Powerpoint Mahjong Paper Markers Questions (Appendix 2) Completed Group Work Magnetic ruler to hold the work The sequencing in powerpoint would enable the concept and steps to be demonstrated clearly and systematically. Through group discussion, achieve 3-point teaching (peer correcting). Peer checking to confirm the accuracy of answers. Teacher can identify the weak group, correct common mistakes or misconception Note that not all the groups will share on this day. Some will be shared in the next lesson.
Examples of teacher-directed activities
http://www.flickr.com/photos/paladinsf/2423226031/ used under CC licence
Examples of student-directed activities
http://www.flickr.com/photos/24289877@N02/3638995827/ used under CC licence
Activity 1: Critique lesson plan
Pair up with someone with the same CS and exchange the lesson plans you brought
Use the template provided and analyse the lesson
In your blog, share your opinions and reflections using the 3-2-1 strategy:
3 “things that I have learnt” from the process
2 “things that I can apply”
1 “thing that I want to know more about”
Activity 2: Demo project groups
Meet with your project groups
Review the instructions carefully
Discuss possible topics and record your notes in your demo group wiki page
Include a lesson plan
Not for your 15-minute demonstration
For the lesson you are recommending that integrates the ICT you choose
Chai, C. S., Wang, Q. (Eds.) (2010). ICT for Self-directed learning and Collaborative learning. Singapore: Prentice Hall . Chapter 6.
Divaharan, S. & Choy, D. (2007). Designing and facilitating student-centred learning. In Quek, C.L., Wong, A.F.L. & Tay, M.Y. (Eds.), Engaging and managing learners: Practitioners perspectives. (pp. 135-150). Singapore: Pearson:Prentice-Hall.
Wong, A.F.L., & Divaharan, S. (2007). Delivering and managing whole class teaching. In Quek, C. L., Wong, A.F.L., & Tay, M. Y. (Eds.), Engaging and managing learners: Practitioners' perspectives (pp. 83-104). Singapore: Pearson: Prentice-Hall.
Wong, H. K. & Wong, R. T. (1998). The first days of school . Singapore: Harry K. Wong publications
Arends, R. I. (2004). Learning to teach . (6th Ed.). New York: McGraw-Hill
Next phase of the course
TELs: Technology-Enabled Learning
From Session 5 to Session 10, we will be exploring more ICTs to enable meaningful learning activities
You and I teach the course!
We meet in the MxL next week (NIE5-01-06)
Reminder: Your Individual Assignment is due in Session 6