The document provides information on teaching fractions to students using different methods and materials. It discusses using tortillas and fraction circle sets to teach fractions, outlining their strengths and weaknesses. It describes using fraction circle sets for a classroom activity, explaining why this approach would be chosen and the benefits it provides students. Finally, it outlines a teaching and learning activity on dividing units of time in hours and minutes, including learning outcomes, prior knowledge, teaching aids, and the procedure.
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
The document summarizes the principles of learning as observed by a student teacher in Mr. Richard L. Duparco's Grade 2 classroom. It lists 9 principles of learning and provides examples of how each principle was demonstrated through the teacher's instruction and the students' learning behaviors. The student teacher then analyzes how the principles affect lesson planning and delivery. They determine that the most applied principle was collaborative learning, and the least was that learning can be a painful process. In reflection, they note the importance of considering these learning principles when planning lessons to ensure students understand topics fully.
Field Study: FS The Learner’s Development and Environment (Episode 1-5)Jessa Arnado
Here are the key points about the school environment based on your observation:
- The principal's office is in a central location for easy access.
- The library is well-organized with a check-in/out system and separate shoe area, providing a good environment for studying.
- The guidance office is spacious and well-ventilated, providing a comfortable space for counseling.
- The canteen and medical clinic are clean facilities that support student health and well-being.
- Some specialized facilities like the audio visual room, science lab, and gymnasium were not available.
- The home economics room and industrial workshop area provide hands-on learning spaces with native, well-organized furnishings.
- Overall
The document discusses various principles and strategies for teaching. It begins by defining strategy as the art and science of directing activities to achieve objectives in teaching or win battles. It then discusses several principles of teaching, including learning as an active process, using multiple senses enhances learning, the importance of a non-threatening atmosphere, how emotion increases retention, connecting lessons to students' lives, and considering varied learning styles and intelligences. The document then outlines different teaching strategies such as active learning, collaborative learning, critical thinking strategies, experiential learning, games/simulations, and learner-centered teaching. It provides examples of how to implement various strategies based on principles like brain-based learning, individualized teaching, and using different media.
Chapter 3 psychology perspectives on learning and educational technologyproranat
This document discusses problem-based learning and instructional design. It describes a teacher, Somsri, who focuses on lecturing to students and using materials that emphasize information transmission rather than active learning. As a result, students quickly forget content and cannot apply knowledge independently. The document then presents three missions: 1) Analyzing why Somsri's instruction is not successful, 2) Explaining the relationship between teaching design, learning materials, and learning theories, and 3) Discussing how instructional design and media are influenced by changing social/educational paradigms. It addresses these missions through discussions of learning theories and providing examples of constructivist-based instructional design.
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
Psychology Perspectives on learning and Educational Technology JK_Heiji
This document discusses a teacher, Somsri, and her instructional methods. It contains three missions or assignments:
1. Analyze why Somsri's instructional media is not successful. It is because she does not use instructional design theory and focuses only on memorization.
2. Explain the relationship between instructional design concepts and learning materials. Different learning theories like behaviorism, cognitivism, and constructivism influence this relationship.
3. Discuss the basis for instructional design and media with changing social/educational paradigms. New skills and student-centered approaches are considered along with content, student ability, technology, and learning theories. Constructivism and related instruction
The purpose of this study was to alleviate the problem of student learning activities through the use of innovative chemistry learning media, namely chemopoly-edutainment. This type of research was a pre-experimental study. The approach used was descriptive qualitative approach. This research has been done in Medan State University in 2017 year. The selection of research subjects was done by purposive sampling, i.e., Chemistry Department students as many as 36 people. Data were collected using observation sheet to measure learning activities. Then, students' responses were measured using a questionnaire. The results showed that learning about chemicals separation by using chemopoly-edutainment media could help students to be more active in learning. The activeness of students in the highly active category was found at 77.16 percent. While active students learn was reached 20.68 percent. In addition, found as many as 2.16 percent of students who were quite active. The study also found that none of the students were less active or inactive in teaching and learning activities using the chemopolyedutainment medium. The students’ responses to the use of chemopolyeudtainment media on chemical separation learning was also found to be positive.
The document discusses different teaching strategies, methods, and materials used at different grade levels from preschool to high school. It also provides reflections on observations made of different classrooms and lessons, with suggestions for improving student engagement and enrichment of learning. Various assessment tools and theories of learning and teaching applied at each level are described.
The document summarizes the principles of learning as observed by a student teacher in Mr. Richard L. Duparco's Grade 2 classroom. It lists 9 principles of learning and provides examples of how each principle was demonstrated through the teacher's instruction and the students' learning behaviors. The student teacher then analyzes how the principles affect lesson planning and delivery. They determine that the most applied principle was collaborative learning, and the least was that learning can be a painful process. In reflection, they note the importance of considering these learning principles when planning lessons to ensure students understand topics fully.
Field Study: FS The Learner’s Development and Environment (Episode 1-5)Jessa Arnado
Here are the key points about the school environment based on your observation:
- The principal's office is in a central location for easy access.
- The library is well-organized with a check-in/out system and separate shoe area, providing a good environment for studying.
- The guidance office is spacious and well-ventilated, providing a comfortable space for counseling.
- The canteen and medical clinic are clean facilities that support student health and well-being.
- Some specialized facilities like the audio visual room, science lab, and gymnasium were not available.
- The home economics room and industrial workshop area provide hands-on learning spaces with native, well-organized furnishings.
- Overall
The document discusses various principles and strategies for teaching. It begins by defining strategy as the art and science of directing activities to achieve objectives in teaching or win battles. It then discusses several principles of teaching, including learning as an active process, using multiple senses enhances learning, the importance of a non-threatening atmosphere, how emotion increases retention, connecting lessons to students' lives, and considering varied learning styles and intelligences. The document then outlines different teaching strategies such as active learning, collaborative learning, critical thinking strategies, experiential learning, games/simulations, and learner-centered teaching. It provides examples of how to implement various strategies based on principles like brain-based learning, individualized teaching, and using different media.
Chapter 3 psychology perspectives on learning and educational technologyproranat
This document discusses problem-based learning and instructional design. It describes a teacher, Somsri, who focuses on lecturing to students and using materials that emphasize information transmission rather than active learning. As a result, students quickly forget content and cannot apply knowledge independently. The document then presents three missions: 1) Analyzing why Somsri's instruction is not successful, 2) Explaining the relationship between teaching design, learning materials, and learning theories, and 3) Discussing how instructional design and media are influenced by changing social/educational paradigms. It addresses these missions through discussions of learning theories and providing examples of constructivist-based instructional design.
The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.
Psychology Perspectives on learning and Educational Technology JK_Heiji
This document discusses a teacher, Somsri, and her instructional methods. It contains three missions or assignments:
1. Analyze why Somsri's instructional media is not successful. It is because she does not use instructional design theory and focuses only on memorization.
2. Explain the relationship between instructional design concepts and learning materials. Different learning theories like behaviorism, cognitivism, and constructivism influence this relationship.
3. Discuss the basis for instructional design and media with changing social/educational paradigms. New skills and student-centered approaches are considered along with content, student ability, technology, and learning theories. Constructivism and related instruction
The purpose of this study was to alleviate the problem of student learning activities through the use of innovative chemistry learning media, namely chemopoly-edutainment. This type of research was a pre-experimental study. The approach used was descriptive qualitative approach. This research has been done in Medan State University in 2017 year. The selection of research subjects was done by purposive sampling, i.e., Chemistry Department students as many as 36 people. Data were collected using observation sheet to measure learning activities. Then, students' responses were measured using a questionnaire. The results showed that learning about chemicals separation by using chemopoly-edutainment media could help students to be more active in learning. The activeness of students in the highly active category was found at 77.16 percent. While active students learn was reached 20.68 percent. In addition, found as many as 2.16 percent of students who were quite active. The study also found that none of the students were less active or inactive in teaching and learning activities using the chemopolyedutainment medium. The students’ responses to the use of chemopolyeudtainment media on chemical separation learning was also found to be positive.
An investigation of factors influencing students difficulties in learning art...Munirah Tahamid
This paper investigates factors that influence students' difficulties in learning art and design. It discusses background factors like socioeconomic status, language barriers, school facilities, and the willingness of students and teachers. Recommendations include providing stimulating learning experiences, addressing family issues, ensuring understanding of terminology, and improving communication between teachers, students and administrators to foster learning.
This document discusses several key aspects of teaching and learning, including:
1. Elements that define learners such as abilities, aptitudes, interests, attitudes, and background.
2. Gardner's theory of multiple intelligences and different learning styles.
3. The role of the teacher in establishing a facilitative learning environment and using effective instructional strategies, classroom management techniques, and assessments.
4. Key principles like ensuring learning is active, involving multiple senses, and connecting to students' lives.
The document outlines 8 principles of learning:
1. Active involvement - students create information rather than having it delivered.
2. Patterns of connection - students make meaning through learning situations.
3. Informal learning - learning not aimed by the teacher but occurs nonetheless.
4. Direct experience - students actively create patterns and connections in real contexts.
5. Reflection - students internalize and apply relevance of their experiences.
This document outlines 9 principles for guiding teaching and learning at the University of Melbourne. Principle 2 discusses the importance of an intensive research and knowledge transfer culture permeating all teaching and learning activities. It states that research lays the foundation for knowledge transfer, and knowledge transfer helps students understand the context and significance of research. When research, teaching, and knowledge transfer activities are integrated, it provides students exposure to the interdependence of these areas and allows them to experience the dynamic nature of knowledge creation.
The document describes a classroom visit and observations of the classroom facilities, learner characteristics, and teaching-learning management. It notes the classroom has wall displays for announcements and calendars, a teacher's table, learner desks, and learning materials/visuals. It also discusses observing the physical, socioemotional, and cognitive characteristics of learners as well as their differences. The teaching-learning management involves higher education.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
Students perception toward teacher strategykylasamson1
This document summarizes a student research study on student perceptions of teacher strategies and the classroom environment. The study was conducted at Pedro Oloy N. Roa Sr. High School in Cagayan de Oro City. The researchers surveyed 180 randomly selected grade 10 and 11 students. The study aimed to determine if student perceptions were positive or negative, and if perceptions differed by gender or grade level. Results showed that student perceptions of teacher strategies and the classroom environment were overall positive. No significant differences were found between gender or grade level groups.
One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.
1. The document discusses observations of classroom behaviors and the teacher's strategies to address disruptions. It notes that effective teaching practices can reduce disruptive behaviors.
2. Specific disruptive behaviors observed included students calling out, disturbing others, wandering around, and teasing peers. The teacher addressed these by establishing turn-taking, reminding students to pay attention, giving warnings, and motivating/scolding students.
3. Additional teacher qualities like encouraging questions, relating lessons to life, and giving motivation were seen as effective in handling the class. Students were generally engaged in activities like questioning, note-taking, and group work.
John carroll’s model of school learningcik noorlyda
John Carroll proposed a model of school learning where the amount learned is a function of time spent learning, including the time needed, time allocated, perseverance, and engagement; academic aptitude and quality of instruction also impact the time needed to learn; and academic learning time measures the quality and quantity of time students spend successfully learning important content.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Teaching Mathematics through Integrated Brain Gym in Pair Checks of Cooperati...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document contains a student teacher's portfolio, including:
1. An acknowledgement expressing gratitude to friends, family, teachers and mentors for their support.
2. A table of contents outlining the portfolio sections.
3. An introduction explaining the purpose of a teaching portfolio to showcase skills and evaluate lessons.
The portfolio goes on to include the student's creed, prayers, teaching beliefs, reflection on experiences, teaching philosophy, career plan, description of their school site, community outreach efforts, lessons, student works, forms and resume.
This document summarizes Elizabeth Kloskin's teaching portfolio and strategies. It describes how she had 4th grade students research important early 21st century figures by choosing a person to study, conducting research, and writing a biography profile in the form of a Facebook page. It also discusses how she used learning centers, thinking partners, a classroom library, guided reading, and an Everglades research project to engage students and reinforce lessons in an interactive way. Feedback to students and parents included using a red folder system to communicate about student progress.
Mdm Cheng Hwai Jen, a physics and mathematics teacher, has incorporated iPads and other technology into her lessons to make learning more engaging for students. As an ICT mentor, she trains other teachers on using tools like blogs and online resources. She helped two younger teachers integrate blogs into their lessons. Mrs. Rosvinder Sidhu, an English teacher, uses iPads and videos to teach math concepts to primary students of different abilities. As an ICT mentor, she trains colleagues and helps develop their technology skills through mentoring. Both teachers believe technology can improve learning outcomes for students.
1. Teaching demonstration involves showing clear examples through experiments to connect theories to practice, as it can be difficult for students to understand theory application.
2. The document describes a teaching demonstration conducted by education students at Queen of Angels Learning Center, where they taught a mathematics lesson on distance formula to 10 students.
3. Overall, the demonstration was a success, though students were initially hesitant to participate, and allowed the education students experience in handling real classroom situations before student teaching.
Project cooperative learning and peer tutoring in overcoming mathematics an...Taw Mei Yoke
This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
Project Teacher Refinement and Teacher EnhancementSusanna Pierce
1) The document summarizes a project to improve teacher training and enhance student learning at the Scheel Center in Guatemala.
2) It identifies problems like classroom discipline issues, ineffective use of time, and lack of supplies and resources.
3) The proposed solutions include implementing routines, differentiating instruction, using cooperative learning, connecting with organizations to obtain donations, and providing training to teachers on topics like student learning styles, the learning cycle, and assessment strategies.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
The document discusses 10 innovative teaching strategies to increase student engagement: 1) personalized learning, 2) project-based learning, 3) inquiry-based learning, 4) jigsaws, 5) asking open-ended questions, 6) flipping the classroom, 7) using QR codes, 8) culturally inclusive teaching, 9) providing feedback, and 10) using flexible learning environments. These strategies aim to improve academic outcomes by introducing new methods that appeal to different learning styles and promote active, collaborative, and self-directed learning.
An investigation of factors influencing students difficulties in learning art...Munirah Tahamid
This paper investigates factors that influence students' difficulties in learning art and design. It discusses background factors like socioeconomic status, language barriers, school facilities, and the willingness of students and teachers. Recommendations include providing stimulating learning experiences, addressing family issues, ensuring understanding of terminology, and improving communication between teachers, students and administrators to foster learning.
This document discusses several key aspects of teaching and learning, including:
1. Elements that define learners such as abilities, aptitudes, interests, attitudes, and background.
2. Gardner's theory of multiple intelligences and different learning styles.
3. The role of the teacher in establishing a facilitative learning environment and using effective instructional strategies, classroom management techniques, and assessments.
4. Key principles like ensuring learning is active, involving multiple senses, and connecting to students' lives.
The document outlines 8 principles of learning:
1. Active involvement - students create information rather than having it delivered.
2. Patterns of connection - students make meaning through learning situations.
3. Informal learning - learning not aimed by the teacher but occurs nonetheless.
4. Direct experience - students actively create patterns and connections in real contexts.
5. Reflection - students internalize and apply relevance of their experiences.
This document outlines 9 principles for guiding teaching and learning at the University of Melbourne. Principle 2 discusses the importance of an intensive research and knowledge transfer culture permeating all teaching and learning activities. It states that research lays the foundation for knowledge transfer, and knowledge transfer helps students understand the context and significance of research. When research, teaching, and knowledge transfer activities are integrated, it provides students exposure to the interdependence of these areas and allows them to experience the dynamic nature of knowledge creation.
The document describes a classroom visit and observations of the classroom facilities, learner characteristics, and teaching-learning management. It notes the classroom has wall displays for announcements and calendars, a teacher's table, learner desks, and learning materials/visuals. It also discusses observing the physical, socioemotional, and cognitive characteristics of learners as well as their differences. The teaching-learning management involves higher education.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
Students perception toward teacher strategykylasamson1
This document summarizes a student research study on student perceptions of teacher strategies and the classroom environment. The study was conducted at Pedro Oloy N. Roa Sr. High School in Cagayan de Oro City. The researchers surveyed 180 randomly selected grade 10 and 11 students. The study aimed to determine if student perceptions were positive or negative, and if perceptions differed by gender or grade level. Results showed that student perceptions of teacher strategies and the classroom environment were overall positive. No significant differences were found between gender or grade level groups.
One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.
1. The document discusses observations of classroom behaviors and the teacher's strategies to address disruptions. It notes that effective teaching practices can reduce disruptive behaviors.
2. Specific disruptive behaviors observed included students calling out, disturbing others, wandering around, and teasing peers. The teacher addressed these by establishing turn-taking, reminding students to pay attention, giving warnings, and motivating/scolding students.
3. Additional teacher qualities like encouraging questions, relating lessons to life, and giving motivation were seen as effective in handling the class. Students were generally engaged in activities like questioning, note-taking, and group work.
John carroll’s model of school learningcik noorlyda
John Carroll proposed a model of school learning where the amount learned is a function of time spent learning, including the time needed, time allocated, perseverance, and engagement; academic aptitude and quality of instruction also impact the time needed to learn; and academic learning time measures the quality and quantity of time students spend successfully learning important content.
This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.
Teaching Mathematics through Integrated Brain Gym in Pair Checks of Cooperati...iosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
This document contains a student teacher's portfolio, including:
1. An acknowledgement expressing gratitude to friends, family, teachers and mentors for their support.
2. A table of contents outlining the portfolio sections.
3. An introduction explaining the purpose of a teaching portfolio to showcase skills and evaluate lessons.
The portfolio goes on to include the student's creed, prayers, teaching beliefs, reflection on experiences, teaching philosophy, career plan, description of their school site, community outreach efforts, lessons, student works, forms and resume.
This document summarizes Elizabeth Kloskin's teaching portfolio and strategies. It describes how she had 4th grade students research important early 21st century figures by choosing a person to study, conducting research, and writing a biography profile in the form of a Facebook page. It also discusses how she used learning centers, thinking partners, a classroom library, guided reading, and an Everglades research project to engage students and reinforce lessons in an interactive way. Feedback to students and parents included using a red folder system to communicate about student progress.
Mdm Cheng Hwai Jen, a physics and mathematics teacher, has incorporated iPads and other technology into her lessons to make learning more engaging for students. As an ICT mentor, she trains other teachers on using tools like blogs and online resources. She helped two younger teachers integrate blogs into their lessons. Mrs. Rosvinder Sidhu, an English teacher, uses iPads and videos to teach math concepts to primary students of different abilities. As an ICT mentor, she trains colleagues and helps develop their technology skills through mentoring. Both teachers believe technology can improve learning outcomes for students.
1. Teaching demonstration involves showing clear examples through experiments to connect theories to practice, as it can be difficult for students to understand theory application.
2. The document describes a teaching demonstration conducted by education students at Queen of Angels Learning Center, where they taught a mathematics lesson on distance formula to 10 students.
3. Overall, the demonstration was a success, though students were initially hesitant to participate, and allowed the education students experience in handling real classroom situations before student teaching.
Project cooperative learning and peer tutoring in overcoming mathematics an...Taw Mei Yoke
This document describes a study on using cooperative learning and peer tutoring to reduce mathematics anxiety among students. The study involved interviewing students to identify those with high math anxiety, then observing them during peer tutoring and cooperative learning activities over 3 weeks. Data was collected through initial and final interviews using a math anxiety questionnaire, as well as observations of the sessions. The goal was to decrease students' math anxiety levels and increase their confidence through these collaborative learning approaches. Limitations included the short time frame and using a modified existing math anxiety scale instead of a validated scale.
Project Teacher Refinement and Teacher EnhancementSusanna Pierce
1) The document summarizes a project to improve teacher training and enhance student learning at the Scheel Center in Guatemala.
2) It identifies problems like classroom discipline issues, ineffective use of time, and lack of supplies and resources.
3) The proposed solutions include implementing routines, differentiating instruction, using cooperative learning, connecting with organizations to obtain donations, and providing training to teachers on topics like student learning styles, the learning cycle, and assessment strategies.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
10 innovative learning strategies for modern pedagogy of subject at secondary...Dr. Goutam Patra
This excerpt proposes ten innovative learning strategies for modern pedagogy at the secondary level: 1) Crossover learning links formal and informal learning. 2) Learning through argumentation helps students think like scientists. 3) Incidental learning occurs unintentionally. 4) Context-based learning relates new information to what is already known. 5) Computational thinking breaks problems into smaller parts. 6) Remote labs allow hands-on science experiments. 7) Embodied learning involves mind and body interaction. 8) Adaptive teaching personalizes learning. 9) Analytics of emotions assess cognitive and non-cognitive learning. 10) Stealth assessment measures learning processes without exams. The conclusion is that innovative approaches can create engaging teaching and learning environments.
The document describes observations of three teachers' lessons by a resource teacher. All three teachers began their lessons by clearly stating the objectives and intended learning outcomes. Their objectives were specific, measurable, attainable, results-oriented and time-bound. This helped guide the structure and progression of the lessons. The objectives addressed cognitive and psychomotor domains as students gained knowledge and skills. Having objectives in these domains helps create a well-rounded learning experience for students.
The document discusses 10 innovative teaching strategies to increase student engagement: 1) personalized learning, 2) project-based learning, 3) inquiry-based learning, 4) jigsaws, 5) asking open-ended questions, 6) flipping the classroom, 7) using QR codes, 8) culturally inclusive teaching, 9) providing feedback, and 10) using flexible learning environments. These strategies aim to improve academic outcomes by introducing new methods that appeal to different learning styles and promote active, collaborative, and self-directed learning.
A Case Study on the Methods of Intervention in Inclusive Classroomsijtsrd
The concept of inclusive classrooms are more of a topic of debate and research in the Indian classrooms of today. Students with mild to moderate learning disabilities are often found in regular schools along with the normal students struggling hard to fit in. While a few students struggle really hard to learn and compete with the other students in the same classroom. There are a few blessed students with learning disabilities who get friends in the class to accept and accommodate the differences. It is not enough if the teachers are given training to accommodate students with differences and special needs, it is also important to make the students at each level to make them appreciate and accommodate differences. With the right kind of intervention the students having difficulty in learning fare well in not just the exams but also in life. Miss. Sai Shri Ramamurthy "A Case Study on the Methods of Intervention in Inclusive Classrooms" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31884.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31884/a-case-study-on-the-methods-of-intervention-in-inclusive-classrooms/miss-sai-shri-ramamurthy
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.
The document discusses the meaning and nature of learning. It defines learning as a change in behavior resulting from experience. Learning can occur through direct experiences, such as writing by practicing writing, or vicariously by observing others. The document outlines several definitions of learning provided by different scholars and discusses 10 key aspects of the nature of learning, such as learning being universal, continuous, and resulting in a relatively permanent change in behavior.
An effective teacher should engage in objective post-lesson reflection by overcoming fundamental attribution error, plan lessons with student learning processes in mind by facilitating Gagnes' 8 learning processes and using constructivist approaches with advance organizers and mediators, and create a safe positive classroom environment by increasing positive reinforcement and associations.
role of concept based teaching & teaching methodologies.pptxRabiaMazharWahla
Concepts are knowledge tools that identify, define, explain, analyze and differentiate real life events.
A word or a phrase that summarizes ideas, observations and experiences….It's such a tool That provide mental images to facilitate communication and provide better understanding of a phenomena.
Conceptual teaching approach is a method that focuses in developing deep understanding of concepts rather than rote memorization.
Conceptual learning is a process by which students learn how to organize information in logical mental structures.
It emphasizes on connecting new information to existing knowledge and promoting critical thinking skills
Conceptual learning is a catalyst for challenging students to think at more advanced levels.
Concept based teaching allow students to deepen their knowledge of a certain subject and not just memorize the facts. It draws upon their prior knowledge and continues to expand their knowledge year after year.
When we stress on conceptual teaching, we are occupied with less, but we are able to teach more substantially. It is a case of ‘less is more’!
This is precisely the emphasis of concept-based teaching’
This document discusses strategies for dealing with heterogeneous student groups in the classroom. It begins by defining heterogeneous groups as those with students of varying instructional levels. Some advantages are improved reading levels through teamwork and skill-building. Key strategies discussed include cooperative learning, adapting materials to different ability levels, ensuring all students have chances to participate, and maintaining interest and discipline. The conclusion states that heterogeneous classrooms can help ensure no student is left behind, though students may not perform better academically but likely will not perform worse either.
The document discusses interactive teaching methods and classroom activities that promote student interaction. It describes how interactive tasks should simulate real-life communication, require students to exchange information to complete the task, and allow for unpredictability. Some example activities mentioned are information gap activities, conversation grids, ordering and sorting tasks, problem-solving discussions. The purpose of interactive activities is to provide language practice and opportunities for students to build language skills through meaningful communication.
Brown Neutral Aesthetic Minimalist Simple Bohemian Furniture Interior Design ...MaylanieLamarca1
This document discusses interactive learning and teaching. It defines interactive learning as a hands-on approach where students engage with lesson materials, each other, and teachers. Some examples of interactive learning activities provided are problem-based learning, project-based learning, simulations, group work, and peer review. Both advantages like student engagement and flexibility, and disadvantages like differing opinions are outlined. The document also discusses how to adapt texts for English learners through summarization, elaboration, rewriting, and translation to key concepts and vocabulary.
The document discusses effective teaching strategies and lesson planning. It states that traditional lecture-style teaching limits student learning and engagement. It recommends using interactive activities, discussions, demonstrations, role-plays, cooperative learning, and inquiry-based teaching to enhance student participation and allow them to construct their own knowledge. The document also provides guidance on developing lesson plans, including identifying learning outcomes, allocating time, selecting materials, and incorporating introductory, developmental, concluding, and assessment activities.
The document discusses how technology can enhance learning environments by allowing students to take a more active role in discovering and constructing knowledge. It describes four key learning theories supported by technology: meaningful learning through relating new concepts to prior experience, discovery learning by exploring new ideas, generative learning by mentally connecting concepts, and constructivism by actively problem-solving real-world issues through hands-on activities and simulations. Overall, the document advocates for learning approaches empowered by technology that engage students in knowledge generation rather than passive memorization.
Active Learning engages students in problem-solving and critical thinking. Play-Based Learning utilizes playful activities to teach concepts. Hands-On Activities involve practical tasks like experiments. Project-Based Learning encourages applying knowledge to real-world projects. Peer Learning promotes interaction among students. Flipped Classroom involves students studying independently before class. Research-Based Learning enhances interest through research. Interdisciplinary Learning integrates multiple subjects. Holistic Development nurtures intellectual, emotional, and social growth. Critical Thinking fosters deeper understanding. Metacognition develops awareness of the learning process. Creativity encourages self-expression.
The document discusses several concepts related to pedagogy and learning theories:
- Pedagogy is the study of teaching methods and how the learning process is influenced. It considers interactions during learning and how teaching/learning are shaped by psychological, social, and political factors.
- Participatory learning gives students space to create their own interpretations through participating in activities like creating wikis, blogs, and digital stories.
- Peer and self-assessment methods are used to help students correct their own mistakes and improve work by evaluating others' work.
- Building trust, openness, risk-taking, and relationships are important for classroom success as students must learn to trust and be trusted by others to feel comfortable sharing
This document discusses the benefits of hands-on learning in science education. It provides perspectives from teachers on why hands-on learning is effective, including that it improves student memory and engagement. Research evidence presented also supports the benefits of hands-on learning in increasing learning, achievement, skills, and positive attitudes towards science. Key benefits mentioned include improved content learning, motivation, creativity, and the development of independent thinking.
Laporan program taklimat post mortem dan verifikasi item instrumen saringanTeacher Nasrah
Program taklimat pasca ujian dan verifikasi item ujian saringan tahun 2015 diadakan di Sekolah Kebangsaan Bandar pada 27 Januari 2015. Program ini bertujuan untuk memperkukuh pengetahuan dan kemahiran guru dalam Program LINUS 2.0 dengan memberikan bimbingan tentang prosedur penandaan, pengisian borang, dan penulisan dokumen pengajaran. Kehadiran pentadbir dan guru adalah 99% dan program berjalan dengan lancar sesuai jadual.
Program Lesson Study bertujuan untuk memperkukuh pengetahuan dan kemahiran guru dalam pengajaran dan pembelajaran Numerasi Tahun 2 melalui perkongsian ilmu dan simulasi bimbingan bersama FasiLINUS Numerasi. Program ini berjalan lancar berdasarkan jadual dan melibatkan diskusi pelaksanaan saringan, bimbingan dan simulasi bimbingan antara guru dan FasiLINUS.
La lista incluye los nombres de varios maestros y maestras como PN MAWAR AFIZAN, PN MASAMAH USTAZAH NORLIDA, PN SITI MARIAM, PN ROZITA USTAZ NORHISHAM, PN ZAMATUN USTAZAH HABSHAH, PN SAFINAR, PN MARIA y PN ASITA EN MOHD NAZRI.
Carta organisasi program Literasi, Numerasi dan Saringan (LINUS 2.0) SK Bandar, Kota Tinggi tahun 2014 menunjukkan struktur kepimpinan dan jawatankuasa. Pn Nurlia bt Mohamad dilantik sebagai Pengerusi manakala Pn Sa'umah bt Mohamad sebagai Timbalan Pengerusi. Program ini diketuai oleh beberapa naib pengerusi dan penyelaras bagi memastikan pelaksanaan program berjalan lancar.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. HBMT 2203 Zamatun Nasrah binti Marwan 770218-01-5450
TABLE OF CONTENTS
1. Acknowledgements
2. Articles of Teaching Fractions with Tortillas
3. Articles of Fraction Circle Set
4. Question 1 (a) :Teaching Fractions with Tortillas
(i) Two strengths
(ii) Two weaknesses
5. Question 1 (a) :Fraction Circle Set
(i) Two strengths
(ii) Two weaknesses
6. Question 1 (b) : Approaches That I Would Choose and The Three Reasons
7. Question 2 : Teaching and Learning Activity Year Three
8. References
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QUESTION 1
Teaching Fractions with Tortillas
a) (i) Two strengths
1. As a Physical Materials
Teaching fractions with tortillas is one way of the variety of physical
materials that used to show the meaning of a fraction as “part of a whole”.
This method will provide a graduated and conceptually supported framework
for students to create a meaningful connection among concrete,
representational and abstract levels of understanding. Beginning with visual,
tactile and kinaesthetic experiences to establish understanding, students
expand their understanding through pictorial representations of concrete
objects and move to the abstract level of understanding.
2. As a Hands-On And Learning Experience
"Hands-on and learning by experience are powerful ideas, and we know
that engaging students actively and thoughtfully in their studies pays off in
better learning (Rutherford, 1993, p. 5).” This activity also provides students
with a similar set of experiences so everyone can participate in discussions on
a level playing field regardless of their socio-economic status. In this way,
special benefits are not awarded to those who, by virtue of their wealth or
background, have a greater number of experiences under their belts. It is also
forces student thinking by requiring interpretation of the observed events,
rather than memorization of correct responses.
3. To Build Self Confidence
Let the pupils do as many things by himself or herself. Young children
need to be watched closely. However, they learn to be independent and to
develop confidence by doing tasks. It's important to let them make choices,
rather than deciding everything for her. Encourage them to play with other
children and to be with adults who are not family members. The pupils need
social opportunities to learn to see the point of view of others.
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Young children are more likely to get along with teachers and
classmates if they have had experiences with different adults and children.
(ii) Two weaknesses
1. Hard To Make The Tortillas
Teaching fractions with tortillas is so hard for a teacher. It is because the
teacher has to make these tortillas about one to two kilograms and then fry it.
Soon in the school, these tortillas have to wait for the teaching and learning
time. It soon will be melting or damage and cannot be use anymore. When the
pupils touch these tortillas, it will dirt their hands and may be also their shirts
and uniforms. Pupils also will not focus on teacher’s instructions and they will
play with these tortillas.
2. The Size Of The Tortillas Is Not In A Standard Size
The size of the tortillas that with different radius and diameter and the
shapes also are the problems for teacher and pupils to recognize one half, one
quarter and three quarters. It is because after the pupils fold it into half or
quarter, it will have different size or tear off into different sizes. Teacher also
faces the difficulties to make tortillas with the same size. The thickness of the
tortillas will also interrupt pupils thinking and understanding about fractions.
They still cannot understand that fractions divide an object into equal parts.
3. Not Easy To Cut Into Same Size
Pupils will have difficulties to cut into same size especially for kids.
They do not have the skills to use and hold the knife to cut the food or tortillas
into same size with same radius or diameter into ½, ¼ and ¾.
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Fraction Circle Set
(i) Two strengths
1. To Stimulate Students To Participate In The Teaching and Learning Activities
The benefits of hands-on-learning in the school revolves around those
children who are either not as academically "talented" or have not shown
"interest" in school. This method tends to stimulate these type of students into
participating and eventually absorbing information that will believe they
would not get from "normal" show-me - tell-me methods. The single most
important benefit is that although it requires a great deal of preparation time,
once a system is developed, hands-on teaching makes teaching fun. If the kids
are learning and having fun doing it, then the teacher having fun at job, and a
happier person overall.
2. The Activity Will Be Stored In Their Memory For Useful Retrieval
Students in a hands-on mathematics program will remember the material
better, feel a sense of accomplishment when the task is completed, and be able
to transfer that experience easier to other learning situations. When more than
one method of learning is accessed as in hands-on learning, the information
has a better chance of being stored in the memory for useful retrieval. Students
who have difficulty in the learning arena for reasons of auditory deficiencies,
or behavioural interference can be found to be on task more often because they
are part of the learning process and not just spectators. Justifying why we
would use hands-on mathematics is based on all the research and methods
studies that are current. They support the notion of multi-faceted bombardment
of information and experiences so that the retention level is improved.
3. To Develop Pupils Critical Thinking Skills
Students who are involved in labs and activities are empowered in their
own learning process.
Developer Thoughts
I hear and I forget
I see and I remember
I do and I understand
- Chinese Proverb
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Although these words may not be the exact translation, they underscore
the need for a hands-on approach to science teaching. Without this approach
students must rely on memory and abstract thought, two methods which
restrict learning in most students. By actually doing and experiencing
mathematics, students develop their critical thinking skills as well as discover
mathematics concepts. This self discovery stays with students throughout their
lifetimes while memory fades.
4. Pupils Become Independent Learners
If they conduct the experiments, it encourages questioning of the
observed events and the resulting data. When students carry out their own
experiments, they become very familiar with the events and the variables
involved. It also promotes cause and effect thinking. It will reduce dependence
upon authority. Practical experiences in generating hypotheses and planning
experiments will make the students more independent later when they no
longer have authorities standing by at every turn of their lives. The importance
of providing children with direct experiences with materials, objects, and
phenomena is supported by experience and understanding of how learning
takes place. While information can be remembered if taught through books
and lectures, true understanding and the ability to use knowledge in new
situations requires learning in which children study concepts in-depth, and
over time and learning that is founded in direct experience. Therefore, the
justification for hands-on learning is that it allows students to build
understanding that is functional and to develop the ability to inquire
themselves, in other words, to become independent learners.
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(ii) Two weaknesses
1. Hard to Understand The Language Or Terms In English
Experience has shown that the concept “Fraction” is abstract and
difficult to conceive, especially among pupils or students who speak English
as a second language. Fractions and any part of a whole are perceived as
equal. They are more got the picture if the teacher use bilingual to make them
understand the activity. If not they will not get what are the teacher trying to
tell them. They also cannot follow the instruction if they cannot understand the
language and the teacher will not achieve the objectives of the lesson. They
also cannot understand the terms of mathematics that teacher use during
teaching and learning session.
2. Pupils Face Problems In Visualisation During Teaching Session
Some of the pupils still cannot understand the visualisation that the
teacher uses during teaching and learning session. Especially when the teacher
draws and asks pupils to shade the part of the fractions, example ½, ¼ and ¾.
They also cannot apply what they have see on the blackboard into their books.
Some of them will write like a reflection from a mirror on their book. This will
make teacher cannot understand what they have learnt and see on the
blackboard. Every time teacher gives any exercise on what they have learnt,
they will write like a reflection from a mirror on their books. Some of them
also can understand what to write in numerator place and also denominator.
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b) The approaches that I would choose to teach fractions in the classroom is the
fractions circle set. It is because the teacher is using concrete resources in her
teaching and learning activities. In these middle years of primary schooling, the
teaching of common fractions frequently involves written activities which use
abstract representations of numbers, symbols and images. Many students, however,
still need the benefit of concrete materials and sensory motor experiences to enhance
their understanding of the concepts associated with common fractions. Sowell
(1989) and von Glasersfeld (2002) have argued for the continuing engagement of
students with concrete materials. They claim this builds deeper understanding of
mathematical concepts. Bastick (1993) has also argued strongly for the need to
develop deeper understandings in this transition phase of learning.
The fractions circle set is the applets used most often by teachers. The ways
teachers used the virtual manipulatives most frequently focused on investigation and
skill solidification. It was common for teachers to use the virtual manipulatives
alone or to use physical manipulatives first, followed by virtual manipulatives.
Virtual manipulatives provide that additional tool for helping students at all
levels of ability "to develop their relational thinking and to generalize mathematical
ideas" (Moyer-Packenham, Salkind, & Bolyard, 2008, p. 204). All students learn in
different ways. For some, mathematics is just too abstract. Most learn best when
teachers use multiple instructional strategies that combine "see-hear-do" activities.
Most benefit from a combination of visual (i.e., pictures and 2D/3D moveable
objects) and verbal representations (i.e., numbers, letters, words) of concepts, which
is possible with virtual manipulatives. The ability to combine multiple
representations in a virtual environment allows students to manipulate and change
the representations, thus increasing exploration possibilities to develop concepts and
test hypotheses.
This study focused on using manipulatives while teaching fraction concepts
including addition and subtraction, simplifying and equivalent fractions. The
students experienced the use of manipulatives while being introduced to fraction
concepts and were able to use them while working on problems. Along with the use
of manipulatives, students were taught math vocabulary that helped them understand
fraction concepts, thereby, helping them work with fractions.
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Teaching mathematics through the use of workbooks, drills, and memorization
has proven to be ineffective and outdated. Current research shows that children
cannot think, or stay on task, when they sit silently. The worksheet must be replaced
with an environment that offers the opportunity for children to think as they
manipulate objects.
Second, when we use paper it is also save our budget. The important things is,
the teacher knows that the resources that they use is suitable with the teaching and
learning activities and also can help the teacher to achieve the objectives and the
pupils can use the resources and easily can help them to understand the concept of
fractions.
Third are the pupils will get the benefits from this active learning. "Active
Learning" is, in short, anything that students do in a classroom other than merely
passively listening to an instructor's lecture. This includes everything from listening
practices which help the students to absorb what they hear, to short writing exercises
in which students react to lecture material, to complex group exercises in which
students apply course material to "real life" situations and or to new problems. The
term "cooperative learning" covers the subset of active learning activities which
students do as groups of three or more, rather than alone or in pairs; generally,
cooperative learning techniques employ more formally structured groups of students
assigned complex tasks, such as multiple-step exercises, research projects, or
presentations. Cooperative learning is to be distinguished from another now well-
defined term of art, "collaborative learning", which refers to those classroom
strategies which have the instructor and the students placed on an equal footing
working together in, for example, designing assignments, choosing texts, and
presenting material to the class. Clearly, collaborative learning is a more radical
departure from tradition than merely utilizing techniques aimed at enhancing student
retention of material presented by the instructor; we will limit our examples to the
"less radical" active and cooperative learning techniques. "Techniques of active
learning", then, are those activities which an instructor incorporates into the
classroom to foster active learning.
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QUESTION 2
Teaching and Learning Activity to Divide Units of Time in Hour and Minutes
Learning Outcomes: Pupils will be able to:
iv) Divide units of time in:
a) Hours; and
b) Minutes.
Prior Knowledge Understand the relationship between units of time.
i) Use units of time and know the relationship between
a. Minute and seconds;
b. Week and days; and
c. Year and months.
ii) Convert weeks to days and vice versa.
Teaching Aids: i) Telling Time Song
ii) Power Point slide show
iii) Worksheets (Evaluation)
iv) A4 paper
v) Number Puzzle
Procedure:
PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Introduction Telling Time Teacher plays the song of “Telling Resources:
(10 minutes) Song. Time Song” 1) Telling Time
Song
Teacher asks pupils to sing along.
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PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Step 1 Introducing Teacher shows a Microsoft Power Resources:
(20 minutes) division of times Point slide show on introducing 1) Power Point
(hours and how to divide units of time in slide show
minutes) hours and minutes in long 2) A4 Paper
division.
Teacher gives a few questions and Moral Value:
asks pupils to do on the paper. 1) Be patient
Eg: vi)
46 hours
5 230 hours
-20
30
30
00
Teacher guides pupils to write the
question in long division and find
the answers of the questions.
Teacher proceeds with other
questions. Pupils try to solve the
questions in long division on the
blackboard.
Teacher checks the answers with
Microsoft Power Point slide show.
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PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Step 2 NUMBER Teacher asks pupils to work in Resources:
(15 minutes) PUZZLE pairs. 1) Number puzzle
2) A4 paper (to do
Teacher gives a worksheet to each the culcalation)
pair of pupils.
Teacher asks pupils to count and
fill in the number puzzle within
15 minutes.
Pupils that can give the correct
answers will be the winner.
Teacher can shows the answer on
the screen.
Step 3 SURF THE Teacher asks pupils to work in Resources:
(15 minutes) INTERNET pairs. Teacher give the website 1) http://www.softs
address that they have to surf. chools.com/math
/worksheets/divi
Pupils have to surf the internet sion_worksheets
and find the information about .jsp
times. 2) http://www.teac
hingtime.co.uk/d
Then, they have to print the raggames/sthec3
worksheets and do it. They have .html
to change the “dividend maximum
number” to 1000.
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PHASE CONTENTS TEACHING AND LEARNING REMARKS
ACTIVITY
Closure Fast Test Teacher gives each pupils a Resources:
(10 minutes) (Worksheets) worksheet. 1) Worksheets
Pupils have to answer the
questions as many as they can
within 10 minutes.
After 10 minutes, teacher will
collect all the worksheets to
evaluate the pupils.
Reflection: _________________________________________________________