Task 4 PPM - Group 3 - Presenting Information

259 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
259
On SlideShare
0
From Embeds
0
Number of Embeds
58
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Task 4 PPM - Group 3 - Presenting Information

  1. 1. MATHEMATICS TEACHING PLANNING CRITICAL TEACHING SKILLS FOR PRESENTING INFORMATION GROUP 3: 1. ELWAN STIADI (A1C010015) 2. AHYAR FORMADI (A1C010016) 3. INTAN TIA ENGGRAINI (A1C010025) 4. TENDY NOVIKA ARYOSILA (A1C010013) 5. EKA NOVRIANTI PP (A1C010024) SEMESTER 5 COURSE LECTURER: DEWI RAHIMAH, S.Pd., M.Ed. MATHEMATICS EDUCATION STUDY PROGRAMDEPARTMENT OF MATHEMATIC AND SCIENCE EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY BENGKULU 2012
  2. 2. 1. Give comments on the following video by connecting it to the responding to englishlanguage 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). For this point the presenter communicates meaning of new concept about volume of a phyramid = 1/3 volume of a prism with props and demonstration that. b. When you present, enunciate clearly, but don’t raise your voice (Reed and Railsback 2003). The presenter says very clear, and doesn’t raise his voice, he just raise his voice to give a emphasize at key words (example in key words: volume of phyramid=1/3 volume of a prism). c. Repetition can help students acquire the rhythm, pitch, volume, and tone of the new language (Salend and Salinas 2003). He replays the key words: volume of phyramid=1/3 volume of a prism after each props demonstration, from square prism, triangular prism, and until a cone at the end he always says that. d. Don’t speak too quickly and use brief pauses at natural points to allow learners to process what they are hearing. He doesn’t speak too quickly and he gives few time to learners to process what they are hearing. Example when he demonstrates that volume of a square phyramid he explains step by step, and each steps he gives few time to learners to process what they are hearing, when he want to fill liquid from one prop(a square phyramid) to other prop(a square prism) the first he just explain what he is doing and after that he gives few time while he moves the liquid to other prop. 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). He write the resume that volume of a phyramid = 1/3 volume of a prism in the whiteboard. (volume of a phyramid = 1/3 volume of a prism) = 1/3 B.h B= area of base plane h=height 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). He doesn’t use idioms and slang word. So the learners understand about what he says.
  3. 3. g. Summarize the important points of the presentation frequently, always making sure to emphasize key vocabulary words (Reed and Railsback 2003). He makes the summarize the important point of the presentation frequently, and making sure that volume of a phyramid = 1/3 volume of a prism, after each props demonstration. = 1/3 B.h B= area of base plane h=height2. Give comments on the following video by connecting it to the ideas that may help in planning demonstration. a. Actually act out the skill you are teaching, rather than just explaining andasking students to imagine what you want them to do. For example, whendemonstrating the routine for entering class, you should walk to the coathooks and hang up a real coat rather than saying “Next I would put my coat away” and pantomiming hanging up a coat. Comment : For this point, base on the video, we saw in there, the teacher not only explains about the material, but also the teacher show and demonstrate by directly relationship between the props and the material, other than the teacher explains how to use of the props. b. Use a “think-aloud” to explain what you are doing as you do it. For example, when teaching the steps of a proof reading strategy, say “I’m looking at the sentences in my paragraph one sentence at a time to see ifeach has an end mark. Oh . . . my third sentence is missing an end mark . .. .” Be explicit. Comment : Maybe, by our group opinion, for this point base on video, in there the techer explains steps of how to use the props and demonstrate by directly. c. Supplement the demonstration with visual supports. For example, when demonstrating how to preview a chapter in a content area textbook, post the steps to follow. Comment : From the video, can we loook , in there the teacher demonstrate the material by the props, and she is showing the composition of the props, for example, the circler object, scissors, thread etc d. Demonstrating the new skill or knowledge only once is generally not enough. For example, if you are teaching students to find the common denominator of fractions,
  4. 4. let them watch you find the common denominator of several different pairs of fractions. Comment : On the video, we know that in there the teacher explains how to proof a circumference with the props in there the first step, she is looking for the circumference of the circle by some coordinate points,and then calculated it. The second step, she is looking for the circumference of the circle by the circler object and thread. e. Actively involve students in the demonstration as appropriate, being careful about not asking them to do the demonstration for you. For example, when teaching how to add two-digit numbers to-digit numbers without regrouping, ask students to say the answers together. Comment : For this point base on the video, in there the teacher don’t involved the student, we can’t give comment about that. f. When teaching a complicated skill, demonstrate each individual step of the skill, but also demonstrate all steps together. For example, when teaching the routine for doing the Daily Oral Language activity each morning, show students how to do each part followed by showing students how to do the whole routine together. Comment : In there, the teacher explains the props clearly, she shows how to use the props step by step and also explain with calculate it.3. Give examples responding to diversity when planning visual supports in teaching one topic in mathematics. a. Increase the number of visual supports used. Example : the material of rectangle, the teacher not only explains it by the props but also use GSP Programm to show the student how form of the rectangle. b. Be sure that all students, including those who are English language learners, can understand wording on visual supports (for example, a list of steps for using the reading comprehension strategy). Example : the material of circle, in there we use ficture representate of the circle, so if any student don’t know about a language, so from the picture, student can understand it. c. Use visual prompts (for example, color-code) to highlight essential information. Example : if we explain about the material of trianggle by power point media, in there we don’t include rectangle figure of the slide. d. Provide individual copies of the visual support (such as checklists of step to follow for getting help) for students to have at their desks.
  5. 5. Example : base on point before, the teacher provide copies of the power point about the material. e. Use pictures to supplement written words o a visual support. For example,include picture cues for behavior expectations written on a poster so that students can read and see what is expected. Example : the material of cylinder, the techer shows the props represented by cylinder.4. Give examples responding to diversity when giving directions in teaching one topic inmathematics.The following suggestions may help English language learners or students with learningproblems understand directions: Shorten and simplify directions. Example : teacher want to explain about how to find volume of a pendulum that consist of a half of a ball and a cone. The teacher just use shorten and simplify direction. 1. Find volume of a half of a ball 2. Find volume of a cone 3. Volume of a pendulum = volume of a half of a ball + volume of a cone Give fewer directions at a time and have students repeat or paraphrase what are to do (check for understanding). At the teacher explain about how to find the volume of a pendulum, the teacher say step by step with time by time not directly say all the steps/directions. Example Find volume of a pendulum that consist of a half of a ball with radius 7 cm and a cone with the height is 2 cm. 1. Find volume a half of a ball V =½4x = 2 x 22/7 x 72 = 308 cm2 After this explanation we stop at few time to check understanding of students. After we think the students have understood we continue to the next step. 2. Find volume of a cone …. 3. ….
  6. 6. Cue directions with numbers and gestures. When the teacher explain about volume of a pendulum, the teacher say: First (1) we must find volume of a half of a ball Second (2) we must find volume of a cone So the third (3) volume of a pendulum = volume of a half of a ball + volume of a cone And the teacher can say that use gestures For first step the teacher show one finger For second step the teacher show two finger For third step the teacher show three finger Emphasize key words with intonations in your voice and with gestures. When the teacher want to explain about how to find volume of a pendulum that consist of a half of a ball and a cone. 1. Find volume of a half of a ball ( the teacher emphasize key word(volume of a half of a ball) with intonation in his voice and the gesture like make a half of a ball with his hand) 2. Find volume of a cone( the teacher emphasize key word(volume of a cone) with intonation in his voice and the gesture like make a cone with his hand) 3. So, Volume of a pendulum = volume of a half of a ball + volume of a cone ( the teacher emphasize key word(volume of a pendulum, +) with intonation in his voice and the gesture like make a pendulum and symbol + with his hand) Make the directions into a list of steps that students can check off as they complete each step. Teacher want to explain about how to find volume of a pendulum that consist of a half of a ball and a cone. The teacher make the directions into a list of step :1. Find volume of a half of a ball2. Find volume of a cone3. Volume of a pendulum = volume of a half of a ball + volume of a cone 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. As a teacher, we must avoid asking, “Do you understand the
  7. 7. directions of to find volume of a pendulum that consist of a half of a ball and a cone?”Instead, ask a question like, “What is the first thing you should do to find volume of apendulum that consist of a half of a ball and a cone?” if they understand thestudents will answer suitable with we have explained to them (Find volume of a halfof a ball).

×