MATHEMATICS TEACHING PLANNING Critical Teaching Skills for Presenting Information GROUP 8: 1. KARTIKA CANDRA (A1C010019) 2. MIFTAHUL JANNAH (A1C010020) 3. RIKA FEBRIANTI (A1C010021) 4. MARIZA ELIANORA (A1C010038) 5. EKI RAHMAD (A1C010042) 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 2012
1. Give comments on the following video by connecting it to the responding to english language learners when presenting information.Following are more ideas: a. Men in video presentation this content by used props b. Men in video explanation this content enunciate clearly and for my group, his voice to slow. So, some word that he say, We don’t understand. c. Men in video do some repetition for instance he say that “ equal height and equal base” so we always remember it and understand it. d. I agree with men in video, he don’t speak too quickly and he use brief pause. But, his voice too slow at some word. e. he written on the board is not in accordance with his demonstration. He demonstrated that three times volume of pyramid equal the volume of prism. But, he directly write that volume of pyramid ( V= 1/3 bh),for student who have low comprehension level, they can difficult.so, it is important to write down volume of prism equal three times volume of pyramid(Vprism = 3.Vpyramid). f. in explaination, we don’t find his idiom and his slang.2. Give comments on the following video by connecting it to the ideas that may help in planning demonstration. For example from the video, we know that teaching not just explaining or asking student. But, we act out to student. At time teacher give us practice, teacher for first time introduce props that will be use. Let teacher hold up scissors together with told or at time teachers have circle object and give know us with say and hold up the props. Use a “think-aloud” to explain what you are doing as you do it. As a teacher, we prepare our lesson study before all of us teaching to student. For example; things that will be used, steps work, and etc. As teacher the visual support if we have used props. We give student know what kind of props that may be use. So, any real props that
students look. Example; at introduce in practice using is scissors, pencil, string, circle object, and so on. And next we want to find or calculate and proof the circumference of circle. We using cabin board with y axis is across the object and x axis is around the object (ask student to look the props). Demonstrating the new skill or knowledge only once is generally not enough. For example, if you are teaching students to find the circumference of circle, let them watch you find the circumference of circle with several different pairs of circle. On the video, we not find actively involve students in the demonstration as appropriate. But we can do it. For example; at time we want to mark side of circle we provide to student to do it with guideline from teacher. One example again; at moment we want measure circumference of circle, we involvement student to do it. To put the circle to plane, stick mark at the zero point. We ask students to scroll the circle from start mark until start mark again. We can find that as like teacher, we must be explain from first steps until last steps by clearly. For example; first time as teacher give students know the utility of learn. Second time, we introduce things that may be we using in practice. Third time, begin to work to calculate circumference of circle with practice. And the last time, conclude what the concluded of our practice about circumference of circle.3. Give examples responding to diversity when planning visual supports in teaching one topic in mathematics. Topic : Addition and subtraction of integer. To help teacher presentation this material, we use props as a visual support. I. We can use card number(kartu bilangan), or we use beam the number line(balok garis bilangan)
II. In powerpoint we writte rule play or step to use card number or beam the number line to help students understand our props.III. We use underline to mark essential information and we use picture to supplement written word in rule play or steps. For example:Rule play beam the number line and we give the underline to theessential information a. Every star demonstration, the position of the beginning of the show should always star from the number or scale zero(0) -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 b. Consistently positive number indicated by arrows facing to the right and a negative number is always indicated by arrows to the left. c. If the first number in an arithmetic operation is positive, then the tip of the arrow is directed to the positive number and move forward with a scale equal to the first number. Conversaly, if the first number are negative, then the tip of his arrow directed to move with a negative number. d. If the arrow stepped forward, then in term of the principle of arithmetic operation can be interpreted as the sum advance. If arrow backwards stepped, can be interpreted as a subtraction. for example:
rule play card number if we find the card like , it is equal to zero(0). IV. Then we print out the step or rule play, so that the student have it and can be use at home.4. Give examples responding to diversity when giving directions in teaching one topic in mathematics. a. Shorten and simplify directions. Example: In mathematics in material algebra, we using elimination method and substitution method. We provide students’ question with first equation is 2x + 3y = 16 and second equation is x + 2y = 4. Calculate value of x and y. b. Give fewer directions at a time and have students repeat or paraphrase what are to do (check for understanding). Example: We give students material about circle, and we give explain to student about characteristic of circle, and after that we ask student to make definition of circle based on their comprehension. c. Cue directions with numbers (for example, “first” or “second”) and gestures (showing one finger, then two). Example: In multiplication, exactly in multiplication 9. Example: 2 × 9 1. row ten of our finger, so we can calculate 1-10. If need, mark with a pen. To more clear, look at the picture bellow.
2. fold finger in sequence 2 number. 2 number, we take from 2 ×9. If in multiplication 6 × 9, so finger that must be fold is sixth fold. 3. calculate each finger in the left side and right side that wecould be calculate. In the left finger that second finger, can we lookone finger. In the finger right can we find eighth finger. So, we canfind 18 from practice and suit with multiplication 2 × 9.d. Emphasize key words with intonations in your voice and with gestures.Example:We explain definition about circle or formula of the circle, we usingloud voice with emphasize.e. Make the directions into a list of steps that students can check off as they complete each step.Example:Based on answer from number 3, point 3. We make that steps, andmake it empty in some of sentence. And we ask to student tocompleted that sentence.f. 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). Example: At this point, we give student rectangle. And we ask student to show the area of rectangle to we are. May be any student that show as like picture bellow : Red color is side that student show to we are as form of the area ofrectangle. And may be any student that show to we are as like picturebellow: Red point that show at the interior of rectangle, and this is can’t declare as area of rectangle.