Geometry
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This document provides an overview of the geometry projects for the 2010-2011 school year. The projects will focus on concepts like the Pythagorean theorem and will start this month, continuing throughout the semester. The role of students is to participate in hands-on projects, work collaboratively, and think critically. The role of teachers is to provide instruction on geometry concepts and implement classroom projects, while the role of parents is to support students' work. The unit aims to prepare students for real-life problem solving and will assess learning through projects.
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The document discusses the project method of teaching. It describes the project method as a wholehearted activity carried out by students to solve problems they encounter in daily life, with teacher guidance. The summary outlines the key steps in the project method: 1) Teachers provide a situation for a project. 2) Students select a suitable project from teacher suggestions. 3) Students plan the project with teacher guidance. 4) Students execute the project in groups. 5) Teachers and students review the project's success. The document also discusses merits like developing critical thinking and social skills, and demerits like the time intensive nature of the method. It concludes the project method works best as a supplement for elementary classes in small groups.
flipped classroom
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
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TEACHING MATH IN INTERMEDIATE GRADES LESSON 3-6
The Application of Bruner’s Learning Theory on Teaching Geometric at Smp Nege...
This document summarizes a study on applying Jerome Bruner's learning theory to teach geometry concepts of parallel lines to 8th grade students at a junior high school in Indonesia. The study found that: (1) Students' average test score was 24.64 (out of 30), equivalent to a 77.02% mastery level, considered moderate. (2) 27 of 31 students, or 93.55%, completed the study material mastery requirements. (3) Students' activity and engagement increased over the course of the lessons. The study concluded that applying Bruner's learning theory, with its emphasis on active learning and building new knowledge based on prior knowledge, had a positive impact on students' geometry learning outcomes when teaching the
Project, Role Play and Brainstorming
The document discusses three teaching methods: project method, role play, and brainstorming. It provides details on how each method works, including definitions, principles, steps, roles of teachers, advantages, and limitations.
The project method involves students working in groups to complete constructive activities related to real-life problems. It is student-centered and develops problem-solving skills. Role play allows students to take on roles and spontaneously react to situations to build empathy. Brainstorming engages students in freely generating ideas around a topic. All three methods aim to make learning more active, social, and relevant to students' lives compared to traditional lecture-based teaching.
Running Head LEADERSHIP AND COLLABORATION IN TEACHING .docx
Running Head: LEADERSHIP AND COLLABORATION IN TEACHING 1
LEADERSHIP AND COLLABORATION IN TEACHING
Name
Institutional affiliation
Date
LEADERSHIP AND COLLABORATION IN TEACHING 2
Students with disabilities need special attention when it comes to learning. Inclusive
learning has been adopted by many teachers across the world. This is where they would prefer
students with disabilities to learn in general classrooms alongside with non-disabled students.
Special education teachers should serve as leaders who assists general education teachers in
learning the needs of the students with disabilities. (Mulholland & O'Connor 2016). And how they
are supposed to be treated in order to have a good understanding of subjects as mathematics.
The teachers have an opportunity to demonstrate collaborative leadership and make sure
that students are satisfied from their mode of teaching. Team teaching is important in inclusive
learning. It helps special needs children have social interactions with their peers hence gaining
positivity. There have been collaboration models that teachers are using in order to be successful
in their activities and satisfying the needs of the students.
The learning center collaboration model is important as different teachers gather in a room
where students are arranged into groups. Special needs students help in giving instructions to other
teachers on how to handle the mild disabled students. The other model is the alternative
collaboration setting where special education teachers may work with paraeducators and ensure
that the student programs are followed. (De Melendez & Beck 2018). Students are divided into
small groups hence getting a chance with their instructors one on one. Inclusive learning will give
a chance to the mild disabled students to learn how to solve mathematical problems easily. This is
because they are interacting with other students under good guidance from different teachers and
paraeducators.
Teachers should adopt ways to come up with a safe and inclusive environment to students
with disabilities. They should encourage all students to be one’s keeper even outside classrooms.
This way, students who are fast learners will help students with mild disabilities to solve
LEADERSHIP AND COLLABORATION IN TEACHING 3
mathematical problems. Second, they should encourage students based on life experiences. Show
them that anything is achievable when it comes to the real world. (Ismail & Muhammad 2018). By
doing this, teachers will help in creating an environment which is culturally responsive with good
social interactions and better learning activities.
Team teaching may .
Methods of teaching
The document discusses several teaching methods including project method, drill method, and activity method. The project method involves students performing purposeful activities in a social environment to solve real-world problems. Drill method involves repetition of language patterns through techniques like repetition drills and substitution drills. Activity method is a hands-on, interactive approach where students actively participate in varied experiences like experiments, games, and role plays to facilitate learning.
Tpd naiman-observations123-secondary
I had to observe different groups because there were several teachers' strikes and I lost many lessons.
Project based learning approach a real expereince
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Plp process
This document discusses breaking down subject boundaries and moving towards more interdisciplinary learning at BIS. It describes how the author identified a need for this approach and worked to get others on board, including subject teachers, school managers, and parents. Teacher surveys showed support for cross-subject planning. Example units taught across subjects are provided, such as exploring carbon footprints in science and technology. Issues around staffing, facilities, and scheduling were discussed at senior management levels, and solutions proposed like recruiting multi-subject teachers, reconfiguring classroom spaces, and providing more planning time.
The effect of project based learning model with kwl worksheet on student crea...
This document summarizes a study that analyzed the effect of project-based learning (PjBL) with KWL worksheets on student creative thinking in physics problem solving. The study involved randomly assigning undergraduate physics students to either an experiment group that used PjBL and KWL worksheets or a control group that used traditional cooperative learning. Assessment results showed that students in the PjBL group had higher creative thinking scores than the control group, indicating PjBL is an effective way to develop student creative thinking and engagement in physics learning. The document also provides background on PjBL principles and benefits, defining it as a student-centered approach that uses authentic projects to help students construct knowledge and demonstrate understanding through hands-on
Soha Sadiq D/O Sadiq Khan
Enhancing The Conceptual Understanding In Teaching English Through Reciprocal Teaching Method At Primary Level by Soha Sadiq D/O Sadiq Khan
Plp process
This document discusses breaking down subject boundaries and moving towards more interdisciplinary learning at BIS. The author implemented several changes:
1. Conducting a teacher survey that found support for interdisciplinary work and identified opportunities across subjects.
2. Having subject teachers collaborate to map connections between subjects in years 7-9 and develop interdisciplinary units.
3. Addressing issues like staffing, timetabling, and facilities to better support interdisciplinary work by adjusting teacher assignments, shortening the school day for planning time, and updating the school building.
4. Initial interdisciplinary units were successfully planned and implemented across subjects like English/performing arts, science/technology, and more. Support from parents and
Handbook
This document provides lesson plans and guidelines for teachers to incorporate technology into a 4th grade project-based learning simulation about the California Gold Rush. It introduces project-based learning and digital storytelling. The timeline outlines lessons that have students create blogs, PowerPoints, and a digital story. Guidelines are provided for activities like maintaining a miner's blog to reflect on simulation experiences and creating a PowerPoint on aspects of the Gold Rush. Rubrics are included to assess student work. The goal is for students to gain knowledge across subjects while taking on roles in the simulation.
Article review-Creativity in Digital Art Education Teaching Practices
This article summarizes a longitudinal study conducted from 2006-2009 that examined how teacher training programs can effectively teach digital art skills. The study involved workshops for 6 teachers and their approximately 500 students across 3 schools. Over the 3 years, the workshops used different themes ("DigiClosets", "Capturing Capricious Communities", "Memories in Motion") to evaluate the teachers' digital skills development and ability to interpret projects flexibly. The study found that teachers' skills and ability to foster students' creativity improved after participating in the multi-year training program with changing themes.
Effect of implementation lesson study to improve students’ learning achieveme...
1) The study aimed to determine the success of using a lesson study approach with cooperative learning models to improve student achievement in Calculus I.
2) The results showed student achievement improved, with 85.71% mastery of relationships and functions material and 82.14% mastery of derivatives material.
3) The lesson study approach allowed knowledge sharing between faculty, students, and between faculty members, improving the learning process.
Module 4 application
This lesson plan utilizes problem-based learning to teach 7th grade math concepts. Students work in groups to solve the real-world problem of determining the total area of their school roof in order to create a proposal to reroof the school. To do this, students use scale drawings of the irregularly shaped roof and decompose it into geometric shapes to calculate the individual and total areas. This active, collaborative, and applied approach aligns with learner-centered principles and helps students make real-world connections to math concepts. A rubric is used to assess the quality of each group's final reroofing proposal.
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Presentación activity 2.1 ENGLISH TEACHING METHODOLOGY
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Chapter 2
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Chapter 3
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Geometry
- 1. Geometry Dear students and parents this presentation provides an overview of projects for the 2010-2011 school year.
- 2. Essential Questions Geometry The title of this presentation is called Geometry. The projects will start this month and continue throughout the semester. Sample questions found in the projects: Essential Question: Students please explain the concept of the Pythagorean Theorem? Unit Question: Students provide a real life example of where the Pythagorean Theorem can be applied? Content Question: 1. What is the correct formula for the Pythagorean Theorem? 2. Who was Pythagoras? 3. The Pythagorean Theorem works for which type of triangle?
- 3. Summary of the Unit. This unit introduces the project layouts for the 12th grade Geometry course. In this class projects will teach students to think critically. Also, projects will be hands-on.
- 4. Role of the Teacher Provide instruction to the student. Teach students to think critically. Provide hands-on instructions. Teach the Geometry curriculum. Implement classroom projects.
- 5. Role of the parent. Make sure student is completing homework assignments. Collaborate with teachers on Geometry projects. Attend parent/teacher conferences. Provide feedback on course projects.
- 6. Role of the student The student will participate in every project. The student must work well in a group. The students must be able to think critically. The student must collaborate with teacher and parent. The student must be able to complete hands-on projects.
- 7. Benefits of the unit Parents and students will become familiar of work load. Parents and students will become exposed to 21st century technology. Students will how to work with peers. Unit will prepare students for real life problems.
- 8. Standards that will be met. Standards come from the Alabama Course of Study for Geometry. Alabama Course of Study #10 Calculate the perimeter of polygons and the area of triangles and trapezoids.
- 9. Objectives The project will include Objective 2: Students will be able to use the Pythagorean Theorem for determining the measure of the sides of right triangles.
- 10. What is project based learning? Project based learning (PBL), is a teaching strategy that incorporates real-world scenarios into the classroom. PBL requires that students learn cross curriculum concepts while working in groups. Studies show that project-based learning increases students’ understanding of the content taught due to instruction being hands-on. Research has shown that students tend to learn less when providing instructions only in a textbook. Not only does project based learning help students preserve knowledge, but it also builds communication, organizational, and investigative skills. In addition, through project based learning students are assessed only through projects. PBL isn’t geared toward typical assessment tools such as, tests, quizzes, and journals. Some students enjoy project based learning so much they pursue a career in the project which was assigned to them.
- 11. Contact Infromation Mr. Jason Nalls Geometry Instructor Phone: 334-366-6789 Instructor@ua.edu