1.
MATHEMATICS TEACHING PLANNINGCRITICAL TEACHING SKILLS FOR PRESENTING INFORMATION GROUP 1: 1. ERIS PERMATA SARI (A1C010009) 2. DWI RIZKITE (A1C010032) 3. EKA SUPRIYATNA (A1C010036) 4. MUTIA SRI NOVIANI (A1C010041) 5. HERIJON MR SIMBOLON (A1C010043) SEMESTER 5 COURSE LECTURER: DEWI RAHIMAH, S.Pd., M.Ed. MATHEMATICS EDUCATION STUDY PROGRAM DEPARTMENT OF MATHEMATIC AND SCIENCE EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY BENGKULU
2.
20121. Comment to the 1st video by connecting it to the responding to english languange learners when presenting information. Based on the video, according to our group we give a comments by connecting it to the responding to english languange learners when presenting information, this video give visual languange good. Based on the point of responding to english language learners when presenting information a. Communicate meanings of new terms and concepts by using gestures, facial expressions, voice changes, pantomimes, demonstrations, rephrasing, visuals, props, manipulatives, and othercues (Salend and Salinas 2003). The video communicate meanings of new term by using the demonstrations and use the props. Teacher on the video use the props and demostration good and clearly. The teacher explain the material with slowly so the student or someone watch the video can understand because the teacher give clearly explanation. b. When you present, enunciate clearly, but don’t raise your voice (Reed and Railsback 2003). For this point the video give an enuncieate clearly, teacher’s voice clearly and he still raise his voice if the are an important information. c. Repetition can help students acquire the rhythm, pitch, volume, and tone of the new language (Salend and Salinas 2003). In this video our group didn’t find the repetition. d. Don’t speak too quickly and use brief pauses at natural points to allow learners to process what they are hearing. The video speak slowly, and use brief pause so listeners (student) can understand the meaning of the lesson. For example to prove the volume of cube is 3 x volume of square piramid. When
3.
the speakers (teacher) explain how to prove the volume of cube is 3 x volume of square piramid, he speak slowly and he use the props, and when he explain with props he use bref pauses so the listeners(student) can think in a minute what is the speakers say before. e. It is important to write clearly and legibly. Print rather than use cursive until you are sure your English Language learners can read cursive (Reed and Railsback 2003). f. Avoid idioms (backseat driver, cute as a bug’s ear) and slang (hangout, deep pockets), as they can be confusing for English language learners (Reed and Railsback 2003). We think that in this video did,t use an idiom. As we say before that video is good and clearly. g. Summarize the important points of the presentation frequently, always making sure to emphasize key vocabulary words (Reed and Railsback 2003). This video give the summarize the important point in end of the presentations. And the speakers(teacher) give an important point what is the goal of this lesson. For example from this video the teacher in the end of the presentation give important point that the volume of cube = 3 x volume of square piramid on the contrary volume of square piramid = 1/3 volume of cube2. Comment to the 2nd video by connecting it to the ideas that may help in planning demonstration. Our group give comments to the video point by point according to the ideas that may help in planning demonstration. a. Actually act out the skill you are teaching, rather than just explaining and asking students to imagine what you want them to do.
4.
After we watch the video, we can see that she act everything as necessary. She doesn’t just ask to imagine what to do. She measure the distance across the object by put on the board and by thread.b. Use a “think-aloud” to explain what you are doing as you do it. Our group can’t find this point in the video.c. Supplement the demonstration with visual supports. She has used the visual support. It seems that she use coordinate on the blackboard that show the pairs between the across distance of objects (placed vertically) and around the object (placed vertically).d. Demonstrating the new skill or knowledge only once is generally not enough. In the video, she has several ways to get the across distance and around distance of the circle object. First, she put the object on the coordinate and run it. Second, she use the thread to get the comparation between the circumference of circle and the diameter of a circle.e. Actively involve students in the demonstration as appropriate, being careful about not asking them to do the demonstration for you. It’s a good demonstration, If it demonstrated in front of the class, it can make the student involved actively. Students can follow what the teacher’s do. Student can measure the distance across and around the object to get the value of phi.f. When teaching a complicated skill, demonstrate each individual step of the skill, but also demonstrate all steps together. In the video, we see that she demonstrate all of steps by herself. But if we’re in a classroom, we just do it when we
5.
teaching a complicated skill, more than it, we have demonstrate the step together with the student. 3. Responding to Diversity When Planning Visual Supports An example for responding to diversity when planning visualsupports: Differences Prism and Pyramids When we teach the students about prism and pyramids, so thatthe teacher not only uses handbook to teach the students but also usesome media such as the 3D (Three-Dimensional) figure to represent thelesson or use power point which contains some 3D figures with animationto make the lesson more interesting for students. Because when theylearn about three-dimensional figures it more effective when we usevisual media, we can see that students more understand and pay moreattention to our lesson compared by using imagination to imagine aboutthe figure. When they see or they touch the figure, it will beremembered well and make the students understand about that materialfaster. And then, if the teachers use the visual media, they will bethriftier when using some words to teach. Because when they see,teacher only guide the students to get the concepts, not to tell theconcept directly but the students find it then the teachers complete theconcept that they have found. A notice for this, we use little words butit’s effective to make the students understand about the lesson.Example: 1. When we want to make student find the concept about prism by giving them many several example of prism, like cube, rectangular prism, hexagonal prism, etc. Maybe before we give them the clue, we can ask them form the pictures that we give what the same of that pictures and then guiding them to get the concept of prism.
6.
Concepts :In geometry, a prism is a polyhedron with a n-sided polygonal base and n other faces (necessarily all parallelograms) joining corresponding sides of the two bases. After that, we can show the structure of one prism, such as rectangular prism. Then we can give some explanation of the characteristics of the prism
7.
2. After they get the concept about what prism is, then we try to ask them to find again about what pyramid is. Concepts :A pyramid is a polyhedron formed by connecting a polygonal base anda point, called the apex. Each base edge and apex form a triangle. It is a conic solid with polygonal base.
8.
After that, we can show the structure of a pyramid, such as hexagonal prism. Then we can give some explanation of the characteristics of the pyramid.3. From the two steps above, actually the students have had the concept about what a prism is and what a pyramid is. They knew about the characteristics of prism and pyramid. The next step, make them find the differences between prism and pyramid. Example, we take the rectangular prism and the rectangular pyramid for comparison.
9.
4. examples responding to diversity when giving directions in teaching one topic in mathematicsLearning materials: Number of angles in a triangle.learning objectives: determine the angles in a triangle is 180otools and materials:1. paper2. period3. ruler4. scissors5. black marker6. Colorful markersThe steps are:
10.
1. Make-up triangle arbitrary2. Make an angle on each corner of the triangle (use the term to make it)3. Paint or mark each corner of a triangle with different colors4. Make a half-circle arc (magnitude obtained from the corners of thetriangle piece)5. Cut the corners of the triangle.6. Arrange the pieces to fit the triangle corner arc image that has beencreated.Conclusion: got the angles in a triangle is 180o - Shorten and simplify directions. Teachers provide guidance that is short and simple to make-up triangle, but no explanation is given as to what kind of triangle that must be made by the student. - Give fewer directions at a time and have students repeat or paraphrase what are to do (check for understanding).
11.
Teachers give guidance to students to cut corners but not explained triangle to be cut to bow or not. The teacher then checks whether or not performed by the students. if students cut suit with a bow that has been made, then the student is doing the right steps, but if not, then the student is doing the wrong move.- Cue directions with numbers (for example, “first” or “second”) and gestures (showing one finger, then two). Teachers say the first step, the second and subsequent followed by finger movements.- Emphasize key words with intonations in your voice and with gestures. Teachers when giving orders cut by giving emphasis and intonation practice cutting move.- Make the directions into a list of steps that students can check off as they complete each step. Teachers make the steps work in a lab module. So that students can check if they do have measures in accordance with the steps desired by the teacher.- Check for understanding by asking specific questions to prevent cultural misunderstandings. Some students will say they understand the teacher’s directions (even when they don’t) to be respectful. Avoid asking, “Do you understand the directions?” Instead, ask a question like, “What is the first thing you should do?” (Zirpoli 2005). After memebrikan direction, right or tidakkan teachers check what is done by the students. whether it is in accordance with the directives given by the teacher.
Be the first to comment