Suggested Enrichment Program Using Cinderella (DGS) in Developing Geometric C...Mohamed El-Demerdash
Herbsttagung des Arbeitskreis Mathematikunterricht und Informatik (AKMUI), from 26th till 28th September 2008. I contribute with a talk entitled: "Suggested Enrichment Program Using Cinderella (DGS) in Developing Geometric Creativity"
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMatthewTennant613
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, mus ...
These are the following general tips in having micro-teaching through face-to-face and virtual. These may be helpful to you as your guide in conducting micro-teaching to your students.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Basic phrases for greeting and assisting costumers
Outcomes based teaching learning plan (obtlp) technology and instrumentation in mathematics
1. GOV. ALFONSO D. TAN COLLEGE
Bachelor of Secondary Mathematics Education (BSME)
Outcomes – Based Teaching and Learning Plan in _Technology and Instrumentation in Mathematics
Course Title
TECHNOLOGY and INSTRUMENTATION
IN MATHEMATICS
Course Code Math 117
Credit Units 3 Course Pre-/Co-requisites Algebra and Geometry
Course Description
(Based on CMO No. 75
Series of 2017)
This course is designed to develop the students’ skills in designing instructional materials and in using technology to facilitate the learning of
mathematical concepts in a secondary math class. It intends to familiarize the future teachers with various math instructional tools including
different application software which they can use in the future. The aim of this course is to present and produce a wide variety of mathematical
instruments which the students can later use in teaching their classes.
Program Intended
Learning Outcomes
(PILO)
At the end of this course, graduates will have the ability to:
a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices .
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes .
g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
i. Exhibit competence in mathematical concepts and procedures.
j. Exhibit proficiency in relating mathematics to other curricular areas.
k. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics.
l. Demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics.
m. Demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity.
n. Use effectively appropriate approaches, methods, and techniques in teaching mathematics including technological tools.
o. Appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.
PRELIMINARY Essential Learning
Intended Learning Outcomes
(ILO)
Suggested
Teaching/Learning
Activities (TLAs)
Assessment Tasks
(ATs)Week Content Standards
Declarative
Knowledge
Functional Knowledge
CCCPHILOSOPHY:WeCreatePossibilitiesforLife-LongLearning CCC VISION:TheSanctuaryforQualityEducation forTotal Human Development
2. 1
Demonstrate
knowledge on
Instructional
materials
Background of
Instructional materials
Discussing to students the
importance of Instructional
materials as aid of
instruction to help the
student understand better
the concept of mathematical
ideas.
Value different instructional
materials and adapt it in their
teaching career.
Oral recitation
Rubric
MIDTERM MIDTERMS
2 - 3
Demonstrate
competencies in
Developing Instructional
Devices with
Accompanying Activity
Sheets
Manipulative in
Mathematics
Fraction
Demonstrating the process of
making instructional materials
use to discuss the concept of
fraction
Create a model of instructional
materials and apply it in discussing
fraction in discussing the concept of
fraction
Collaboration
Rubric
Law of signed
number
Discussing the process ofmaking
materials to showthe concept of
the law of signed number
Construct a design of instructional
materials that help the student
understand the concept of the law of
signed number
Group Activity
Rubric
4
Geo board
Showing a model of Geo Board
and discussing its
usefulness in solving basic
mathematical problems
Make a Geo board and use it to solve
some problems
Problem solving group
Rubric
Platonic solids
Explaining the use of platonic
solid and discussing the process
and its usefulness in
Create an output of a platonic solid and
use it to associate to real- life scenario
Collaboration
Rubric
3. demonstrating basic mathematics
problem
6
Archimedean solids Showing a model of
Archimedean solid
Make an Archimedean Solid and use it
as a model to solve real- life problems
on geometry Group Activity
Rubric
SEMI-
FINALS
8 - 9
Demonstration
competencies in
creating visual aids
Charts and graphs Presenting different types of
charts and graphs
Make a charts and graphs suitable for a
specific problem and present it in class.
Collaboration Rubric
10 - 11
Power Point
Presentation (PPT)
Discussing the process of
making PPT and explaining its
importance as medium of
instruction.
Make an activity using power point
presentation and show it in the class.
Group Activity
Rubric
12
Diorama
Showing a sample of diorama
and discussing its importance
in mathematics as an
instrument for learning.
Show problem that involves real -life
situation and present it using the
Diorama.
Problem solving group Rubric
FINALS
13-14
Demonstrate
competencies in
applying instructional
materials in teaching
mathematics
Seminar
Discussing the students howto
conduct Seminar workshop and
showing its guidelines to have an
effective learning outcomes on
the students.
Conduct a seminar workshop on the
instruments use in teaching
mathematics effectively.
Workshop
Rubric
15-16
Demonstrate
Familiarity in using
Computer Software
involving Mathematics
IBM SPSS Statistics
Features and uses of
-IBM SPSS statics
-Algebrator
-MathType
-Geometer’s Sketchpad
-etc
Discussing the different steps
how to use SPSS, Algebrator,
MathType and Geometer’s
Sketchpad as well as their
importance
Gather data, interpret and analyse using
the SPSS
Compute expression using Algebrator
-Encode expressions and equations
using Mathtype
-Draw geometrics figures using
Geometer’s Sketchpad
Research/ Field Study
Class performance
Individual presentation
Rubric
4. 17-18
Demonstrate
Competencies in
demonstration with
various instructional
materials in teaching
Mathematics
Application of various
instructional materials
Introducing and orienting the
proper application of instruction
materials in a classroom setting
Demonstrate their competencies in
applying instructional materials in
teaching students
Teaching
demonstrations
Rubric
Basic Readings "http://image.slidesharecdn.com/instrumentationinmathematics-150520062039-lva1-app6891/95/instrumentation-in-mathematics-instructional-materials-15-
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Extended Readings To be provided
Course Assessment The students will conducta seminarworkshop on a selectedtopic ondifferent instrument usedin teachingmathematics.
5. Course Policies LanguageofInstructions
Attendance
As identifiedin the student handbook
Homework,Quizzes,and SeminarWorkshop
Special Requirement
GradingSystem
Activities - 50%
Examination - 50%
100%
Classroom RulesandRegulations
Committee Members CommitteeLeader : FRITZIEB. AZUELO
BSEd-Mathematics
Members : Elton John B. Embodo
Consultation Schedule FacultyMember :
ContactNumber :
E-mailaddress :
ConsultationHours:
TimeandVenue :
Course Title A.Y. Term of Effectivity Prepared by Approved by Page/s
Technology and
Instrumentation in
Mathematics
2016– 2017
FRITZIE B. AZUELO
ELTON JOHN B. EMBODO Rene M. Colocar, Ph.D.
College Administrator 5