1. MATHEMATICS TEACHING PLANNING “Critical Teaching Skills For Presenting Information” Group II Name NPM Pipin Devi Erasanti A1C010018 Nia Winiarti A1C010004 Risnanda Arifin A1C010027 Alif Aditya A1C010022 Hapni Puspita Sari A1C010037 Semester : V Lecturer : Dewi Rahimah, M. Ed Study Program of Mathematics Education Mathematics and Natural ScienceFaculty of Teachersip and Education Science Bengkulu University 2012
2. Critical Teaching Skills for Presenting Information1. Give comments on the following video by connecting it to theresponding 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 other cues (Salend and Salinas 2003). According to us, teacher‟s explanation about the relationship between volume of pyramid and volume of prism uses nice gestures. The demonstrations are also very interesting by using sequence steps. So, it can making us understand what the teacher„s meaning. Beside that, teachers also uses best way by using more than one props to teach one material, so it can make all students including english language learners understand what the expected from the lesson, being taught by the teacher. This video is very interesting presentation and very helpful for students when they are learning about how the relationship between volume of pyramid and volume of prism is. Moreover, here teacher uses more than one examples, to show the relationship between volume of pyramid and volume of prism. Teacher uses the square pyramid and square prism, then triangular pyramid and triangular prism, after that circular prism and cone. b. When you present, enunciate clearly, but don’t raise your voice (Reed and Railsback 2003). We think, the teacher teaches very well because he enunciate clearly and doesn‟t raise his voice.
3. c. Repetition can help students acquire the rhythm, pitch, volume, and tone of the new language (Salend and Salinas 2003). In our opinion, the teacher in the video, he try to explain by repetition that can help students acquire the rhythm, the point what he is teaching. For example: when the teacher want to show that the height of triangular pyramid is equal triangular prism, teacher try to repeat that and show that by props.d. Don’t speak too quickly and use brief pauses at natural points to allow learners to process what they are hearing. According to us, the teacher‟s speaking is not too quickly and it‟s also clear. So easy for us to understand.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). In the video, teacher doesn‟t write the steps but just write the conclusion at the end. But according to us, it‟s important to write the steps for making us more understand.f. Avoid idioms and slang, as they can be confusing for English language learners (Reed and Railsback 2003). We think, the teacher doesn‟t use avoid idiom or slang. It‟s very clear for us, so we can understand his idiomg. Summarize the important points of the presentation frequently, always making sure to emphasize key vocabulary words (Reed and Railsback 2003). We think, the teacher emphasizes the important point and show the important point more than once. For example when he want to demonstrate that volume of triangular prism can be got by three time volume of triangular pyramid, in the first teacher emphasize that the height and the base area of triangular pyramid and triangular prism are equal, and show them by props.
4. 2. Give comments on the following video by connecting it to the ideasthat 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. We think, in the video teacher has well explanation because she acts out her skill when teaching. For example: when demonstrating about pie, teacher bring real abject that is circular object. ”All right, start the carefully in the urgent, and I can do very best job that I can” and she is rounding the circular object. b. Use a “think-aloud” to explain what you are doing as you do it. For example, when teaching the steps for finding of coordinate teacher says “Next thing to do is get the calculator, use the tool that is calculator to find 4.66 divided by 1.5 I get 3,11” c. Supplement the demonstration with visual supports. In our opinion, teacher explain well because when demonstrating for getting the point of pie teacher use circular object to make it clear. d. Demonstrating the new skill or knowledge only once is generally not enough. According to us, in the video when the teacher put the circular object in the urgent point and she rounds the circular for getting new point of pie, that‟s step is not enough if only once. Because we think that is new skill for student. So, more than once is better for making student understand.
5. e. Actively involve students in the demonstration as appropriate, being careful about not asking them to do the demonstration for you. In our opinion when teaching how to calculate the coordinates teacher should involve student. The first coordinate she has got, for the next teacher should involve student. But in this video teacher doesn‟t involve student in demonstration. f. When teaching a complicated skill, demonstrate each individual step of the skill, but also demonstrate all steps together. We think when teaching about pie, in this video teacher try to explain every individual steps well and practice it. She explain the steps then she practice it. She also says the step while she is demonstrating the step.3. Give examples responding to diversity when planning visual supports in teaching one topic in mathematics. Topic: Triangle a) Increase the number of visual supports used. In topic triangle we can use some visual support. For instance: we can use power point, GSP, overhead transparency, carton, millimeter block, origami. Power point for explaining the material concept, picture of triangle, and other. GSP for drawing triangle, overhead transparency carton can be used for explaining the material, showing the draw that has been drawn by the teacher, millimeter block and origami can be used for drawing triangle or to proved area of triangle.
6. b) Be sure that all students, including those who are English language learners, can understand wording on visual supports. For example: when drawing triangle teachers show the ways to draw in power point so student understand, then teachers ask student to draw and follow the way in power pint. Ways for drawing triangles and the picture: 1. By using pair of compasses , make small arc wit has center in point B, measure the radius that is not equal AB, called it arc 1 2. By using same measure of pair of compasses in the first step, make next arc that has center in point A and called arc 2. The intersection of arc 1 and 2 called C 3. Drag line from A to C, and drag line from B to C, so we get a triangle.c) Use visual prompts (for example, color-code) to highlight essential information. For example: Teachers use blue color to show the formula in triangles, or green color to show every concept of triangle.
7. d) Provide individual copies of the visual support (such as checklists of steps to follow for getting help) for students to have at their desks. For example: when teacher explain the material about drawing triangle, then teacher share the hardcopy that has been copied to students. e) Use pictures to supplement written words o a visual support. For example: teacher explains definition of triangle and teacher will give the picture for making clear. “Triangle is a plan that formed by three point that aren‟t linear and each of point connected by segment”.4. Give examples responding to diversity when giving directions in teaching one topic in mathematics. Topic : Circle a) Shorten and simplify directions. For example: teachers ask students to draw circle that has radius 3 cm by using pair of compasses. The purpose: student can draw a circle if known the radius. b) Give fewer directions at a time and have students repeat or paraphrase what are to do (check for understanding). For example: teacher give direction how to draw and find the area of circle, then teacher give question to students ” draw and find the area of circles if we know the diameter: a) 4cm ; b) 6cm ; c) 8cm ; d) 10cm ” (Here student will repeat again the knowledge that has been given by the teacher).
8. c) Cue directions with numbers (for example, “first” or “second”) and gestures (showing one finger, then two). For example: teacher explains how to draw circle, then teacher give direction to students for drawing circle that has radius 4 cm, for drawing the circle. First, draw a point. Second, Find the distance of both feet of jangka by using ruler, the distance 2 cm. Third, put the needle of pair of compasses feet in the point has been drawn. Fourth, round pencil part of pair of compasses feet in 3600.d) Emphasize key words with intonations in your voice and with gestures. For example: teacher says about radius ” Remember, radius is the distance from the center of a circle to its perimeter. The radius is equal to half the diameter”. (teacher‟s gesture can be, teacher‟s show his/her finger).e) Make the directions into a list of steps that students can check off as they complete each step. According to our example in point (4.b), then teacher give the way for getting the correct answer in the white board. For example: to draw circle that has diameter 6 cm 1. Draw a point. 2. Find the distance of both feet of pair of compasses by using ruler, the distance 3 cm. 3. Put the needle of pair of compasses in the point has been drawn.
9. 4. Round pencil part of pair of compasses feet in 3600 . So, we get a circle. ways for finding the area of circle 1. Find the radius of circle Diameter = 6 cm Radius =1/2 dari diameter Radius i= ½ 6 radius = 3 cm 2. Area of Circle A = πr2 3. Put the known value to the formula A= 3,14 (3)2 = 28,26 (And like as the example above for the other questions. So, student can check their works)f) Check for understanding by asking specific questions to prevent cultural misunderstandings. Example: we want to know students‟ understanding of step to draw circle. So teacher ask “ What is the first thing you should do for drawing a circle?”