Strategi kolaboratif dan Strategi Koperatif raulhayes97
Koperatif - ada matlamat, murid berbeza tahap dlm kognitif
kolaboratif- murid semua sudah faham tentang perkara yang dibincangkan oleh itu mereka berfungsi hanya untuk menyumbang idea-idea masing-masing
Perkataan “flipped’ jika diterjemahkan akan membawa makna “terbalik”. Dan begitulah juga dengan pelaksanaan strategi pembelajaran PA21 ini.
Flipped classroom juga dikenali sebagai inverted classroom. Ianya adalah kaedah pembelajaran yang berpusatkan murid dan mula diperkenalkan pada tahun 2000. Kaedah ini menjadi popular pada tahun 2009 apabila ianya dilaksanakan secara atas talian oleh Bergmann and Samms.
Kaedah pembelajaran flipped classroom adalah berbeza dengan kaedah pembelajaran konvensional. Melalui kaedah ini, pelajar terlebih dahulu akan mendalami dan memahami isi kandungan secara kendiri atau berkumpulan di luar bilik darjah. Dengan menggunakan pengetahuan yang telah diperolehi oleh murid, guru akan menggunakan masa pembelajaran yang diperuntukkan dalam kelas untuk tujuan latihan, perbincangan, penyelesaian masalah atau menyiapkan projek berkaitan tajuk yang telah dipelajari.
Pendekatan Numbered Heads Together menitikberatkan akauntabiliti individu semasa proses pembelajaran secara kumpulan. Pendekatan Numbered Head Together dapat mewujudkan aspek kepelbagaian kepada strategi penyoalan guru di dalam kelas. Dalam keadaan biasa, guru akan mengemukakan soalan dan guru akan memilih pelajar yang telah mengangkat tangan untuk menjawab soalan tersebut. Melalui pendekatan Numbered Head Together, guru akan mengemukakan soalan dan akan memanggil pelajar berdasarkan nombor yang telah ditetapkan.
Lantaran itu, pendekatan ini dapat memupuk sikap pelajar untuk lebih bertanggung jawab dalam menguasai topik pembelajaran demi untuk merealisasikan aspek kejayaan kumpulan. Oleh sebab pelajar tidak mengetahui akan nombor apa yang akan dipanggil oleh guru, semua ahli kumpulan akan lebih bersedia.
Lesson 3 strategies in teaching mathematicsjay Eugenio
This document outlines strategies for teaching mathematics lessons, including three goals of the learning process: knowledge and skill goals, understanding goals, and problem solving goals. It discusses techniques for achieving understanding, such as authority teaching, interaction and discussion, discovery, laboratory work, and teacher-controlled presentations. Problem solving strategies include general problem solving steps as well as concept attainment and concept formation strategies.
This document provides ideas and resources for integrating STEM with English language learners. It discusses using the 4Cs framework of content, communication, cognition, and culture in lesson planning. A variety of engaging hands-on activities are suggested that incorporate realia, technology, and multimedia resources. Apps, games, videos and infographics are presented as tools to help explain concepts simply and support learners. The document emphasizes extending learning beyond the classroom through online stories and games.
Math Rotations: A Strategy for Teaching Mathrachelrhorn
Math Rotations is a teaching strategy that allows for differentiation in your lessons. It is perfect for an elementary classroom. Please check out my product that perfectly accompanies this presentations. http://www.teacherspayteachers.com/Product/Math-Rotations-Math-Teaching-Strategy-869440
Strategi kolaboratif dan Strategi Koperatif raulhayes97
Koperatif - ada matlamat, murid berbeza tahap dlm kognitif
kolaboratif- murid semua sudah faham tentang perkara yang dibincangkan oleh itu mereka berfungsi hanya untuk menyumbang idea-idea masing-masing
Perkataan “flipped’ jika diterjemahkan akan membawa makna “terbalik”. Dan begitulah juga dengan pelaksanaan strategi pembelajaran PA21 ini.
Flipped classroom juga dikenali sebagai inverted classroom. Ianya adalah kaedah pembelajaran yang berpusatkan murid dan mula diperkenalkan pada tahun 2000. Kaedah ini menjadi popular pada tahun 2009 apabila ianya dilaksanakan secara atas talian oleh Bergmann and Samms.
Kaedah pembelajaran flipped classroom adalah berbeza dengan kaedah pembelajaran konvensional. Melalui kaedah ini, pelajar terlebih dahulu akan mendalami dan memahami isi kandungan secara kendiri atau berkumpulan di luar bilik darjah. Dengan menggunakan pengetahuan yang telah diperolehi oleh murid, guru akan menggunakan masa pembelajaran yang diperuntukkan dalam kelas untuk tujuan latihan, perbincangan, penyelesaian masalah atau menyiapkan projek berkaitan tajuk yang telah dipelajari.
Pendekatan Numbered Heads Together menitikberatkan akauntabiliti individu semasa proses pembelajaran secara kumpulan. Pendekatan Numbered Head Together dapat mewujudkan aspek kepelbagaian kepada strategi penyoalan guru di dalam kelas. Dalam keadaan biasa, guru akan mengemukakan soalan dan guru akan memilih pelajar yang telah mengangkat tangan untuk menjawab soalan tersebut. Melalui pendekatan Numbered Head Together, guru akan mengemukakan soalan dan akan memanggil pelajar berdasarkan nombor yang telah ditetapkan.
Lantaran itu, pendekatan ini dapat memupuk sikap pelajar untuk lebih bertanggung jawab dalam menguasai topik pembelajaran demi untuk merealisasikan aspek kejayaan kumpulan. Oleh sebab pelajar tidak mengetahui akan nombor apa yang akan dipanggil oleh guru, semua ahli kumpulan akan lebih bersedia.
Lesson 3 strategies in teaching mathematicsjay Eugenio
This document outlines strategies for teaching mathematics lessons, including three goals of the learning process: knowledge and skill goals, understanding goals, and problem solving goals. It discusses techniques for achieving understanding, such as authority teaching, interaction and discussion, discovery, laboratory work, and teacher-controlled presentations. Problem solving strategies include general problem solving steps as well as concept attainment and concept formation strategies.
This document provides ideas and resources for integrating STEM with English language learners. It discusses using the 4Cs framework of content, communication, cognition, and culture in lesson planning. A variety of engaging hands-on activities are suggested that incorporate realia, technology, and multimedia resources. Apps, games, videos and infographics are presented as tools to help explain concepts simply and support learners. The document emphasizes extending learning beyond the classroom through online stories and games.
Math Rotations: A Strategy for Teaching Mathrachelrhorn
Math Rotations is a teaching strategy that allows for differentiation in your lessons. It is perfect for an elementary classroom. Please check out my product that perfectly accompanies this presentations. http://www.teacherspayteachers.com/Product/Math-Rotations-Math-Teaching-Strategy-869440
analytic method is a method of discovery,logical,develops thinking and reasoning abilities of students.
synthetic method is a method of elegant presentation.
one should begin with analytic method and proceed with deduction.
The document discusses how technology can be used in the classroom to enhance learning. It notes that technology allows students to explore curriculum topics, gather information from online sources, and create and present information in innovative ways. It also argues that technology is needed to develop skills like digital literacy that students will need for the future. When used appropriately, technology can help make the classroom a site for active, student-centered learning that develops critical thinking skills.
This document contains pictures and descriptions of teachers and students from the author's loving class. The class teaches many poor children. Pictures show the teachers who instruct in subjects like math, English, Vietnamese, and more. Pictures also show the students playing with their teachers before learning. In total, the document shares pictures from the author's class and the people involved in teaching the students.
This document provides guidance for teaching addition and subtraction to elementary school students. It recommends having students write math problems for peers to solve and incorporating math into other subjects like language arts. The document also lists technologies and apps that can be used, such as Kidspiration and coolmath-games.com. It provides tips for English language learners and students with disabilities. Teachers should assess student knowledge through board work, tests, and allowing students to teach addition and subtraction problems.
This was the last part of my presentation in National Meet ,NCERT,New Delhi on 22nd Dec,2012 celebration of National Mathematics Year.This slide show will give idea to teachers about the use of Technology in Teaching Mathematics.
Pratima Nayak,KV,Fort William,Kolkata
pnpratima@gmail.com.
This document contains previews of several math worksheets and activities from a teaching resource pack on mental math skills. It includes short exercises on topics like addition, subtraction, multiplication, division, counting patterns, word problems, and checking answers. The previews provide sample questions and brief instructions to demonstrate the types of mental math challenges included in the full downloadable pack.
The document discusses several approaches to teaching mathematics: inquiry teaching which involves presenting problems for students to research; demonstration which involves the teacher modeling tasks; discovery which involves active roles for both teachers and students; and math-lab which has students work in small groups on tasks. It also discusses techniques like brainstorming, problem-solving, cooperative learning, and integrated teaching across subjects.
The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
This document discusses teaching mathematics using the model method. It begins by explaining the origins of the model method in Singapore, where it was developed in the 1980s to help students with word problems. The model method uses bars or boxes to represent quantities in word problems visually. It then provides examples of how the model method can be used to solve problems involving part-whole, comparison, and change concepts. Several lessons are outlined that teach students how to apply the model method by drawing diagrams and solving sample problems step-by-step.
The document discusses strategies for teaching mathematics, including discovery approach, inquiry teaching, demonstration approach, math-lab approach, practical work approach, individualized instruction using modules, brainstorming, problem-solving, cooperative learning, and integrative technique. It provides details on each approach, such as the discovery approach aiming to develop higher-order thinking skills and both teachers and learners playing active roles. It also lists 10 creative ways to teach math using dramatizations, children's bodies, play, toys, stories, creativity, and problem-solving abilities.
2. STRATEGIES IN TEACHING MATHEMATICS PROBLEM SOLVING STRATEGIES Polya Model Direct Learning Newman Model Mastery learning
3. Model Polya Diperkenalkanoleh George Polya (1887-1985). Ada 4 langkahutkmenyelesaikanmasalahdalammatematik. Langkah 1 Memahamimasalah ( muriddimintamembacasoalandankenalpastiapakehendaksoalan. (catatmaklumatdan clue)
4. (cariperkaitanmaklumat yang diberidenganmasalah yang hendakdiselesaikan) Langkah 2 (guru bimbingmuriduntukmerancangstrategi yang akandigunakan) (fikirstrategi yang paling sesuai) Langkah 3 ( laksanastrategi) Langkah 4 (semakjawapan)
5.
6. Take a test to determine their level of understanding
7. ( teacher’s task- determine the students who had mastered the content and who need more help)
14. Penyelesaianmasalah- aspek yang pentingdidalampembelajaranmatematik. Iamerupakankemahiranberfikir yang menjanacetusanpemikiran yang sistematikdanlogik. Dalamprosespenyelesaianmasalah , perlusatu set aktiviti yang sistematik, yang memerlukanaplikasikemahiran, konsepatauprinsip. StrategiPenyelesaianMasalah 1. mencariperkaitancorak 2. Menggunakan model
16. MODEL POLYA MODEL POLYA Diperkenalkanoleh George Polya (1887-1985). Adaempatlangkahuntukmenyelesaiaknmasalahmengikut model Polya. LANGKAH PERTAMA Memahamimasalah LANGKAH KEDUA Merancangstrategi
18. MODEL NEWMAN Tujuan- mengesankesalahanpelajardalampenyelesaianmasalahmatematik Ada 7 peringkat
19. Peringkat 1 Pembacaan Mengenalpastimurid yang mempunyaimasalahdalampembacaan . Peringkat 2 Pemahamantentangapa yang dibaca Peringkat 3 . Transformasi Pernyataanpadasoalanperludipindahkankepadasimbolmatematik Peringkat 4 . Kemahiranmemproses Muridmemprosesmaklumat yang diberikepadaayatmatematik yang betul
