Learning materials is a learning resource that is used in the learning process. According to Ibrahim (2003, p. 3), learning materials needed by the teacher to manage the learning process includes syllabus, lesson plan, students sheet activity, evaluation instrument or test, instructional media, and students ' book. Learning materials developed in this research include the lesson plan, students sheet activity, test, and instructional media.
Lesson plans
The Lesson plan is learning activities plan for one or more meetings. The Lesson plan was developed based on the syllabus to guide the students ' learning activities to achieve basic competency. There are thirteen components of lesson plan based on the regulation of minister education and
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176). Sheets are typically in the form of instructions and steps to complete a task. Student sheets activity contains a set of basic activities that must be performed by students to increase the understanding of the formation of basic capabilities corresponding indicators of achievement of learning outcomes that must be taken. In the development of these materials, Student sheets activity contain contextual problem-solving activities that assisted fraction card media to find the solution or other possible strategies.
Test
The Test is done to measure the standard to which learning outcomes desired behavior change in the learning objectives have been achieved by the students (Purwanto, 2009, p. 67). As a measure, the test must meet two requirements, namely the validity and reliability. Purwanto (2009, p. 114) describes the validity and reliability as follows. Validity; A test is considered valid if it measures what it is supposed to measure. There are two types of validity, content validity and construct validity. The Validity of the content is carried on testing the validity of its contents to ascertain whether the test item measures precisely the situation to be measured. Construct validity is testing the validity of which is done by looking at the suitability of the construction items are written with the criterion. Reliability; Reliability refers to the
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After connecting both fractions card, the next step is to compare the two parts of the connection card with one part-unit cards. After that, the students gave shading on the unit card that shows the sum of two fractions. The use of fraction card to add two fractions are shown in the following figure.
Addition of fractions using fraction card media
1/2 +
1/4
1/2 1/4
1/2 1/4
3/4
The picture above shows the addition using 1/4 and 1/2 fractional card. The red part is the sum of the two fractions. Students make a shading part on the card which is the sum of fractions. In addition, students are asked to write a form of addition on fractions using a formal notation.
The difference of fractions is determined by connecting both extend into the fraction card or put a card used for subtracting fractions over the deductible fraction card. Part of the card that looked represents the difference between the two fractions. Then the students leave the shades on the card that indicates the result of subtraction on fractions. Demonstration of subtraction on fraction can be seen in the image below.
Subtraction on fractions using fraction card media
1/2 -
1/4
1/2
Today, I want to teach you another way or a shortcut (algorithm) to solve three-digit number subtraction problems. Guiding Question Description for Students of Expected
Use information from the maps and the lesson in your response. Use complete sentences. Answer: They gained resources and materials
Ofsted’s 2012 report ‘Made to Measure’ states that even though manipulatives are being utilized in schools, they aren’t being used as effectively as they should be in order to support the teaching and learning of mathematical concepts. Black, J (2013) suggests this is because manipulatives are being applied to certain concepts of mathematics which teachers believe best aid in the understanding of a concept. Therefore, students may not be able to make sense of the manipulatives according to their own understanding of the relation between the manipulative and concept. Whilst both Black, J (2013) and Drews, D (2007) support the contention that student’s need to understand the connections between the practical apparatus and the concept, Drews,
All five of the activities were chosen in order to encourage children’s numeracy skills. The activities were based around the development of the four fundamental skills of numeracy learning. These are the ability to name and draw basic shapes and colours, able to count up to ten, begin to understand time and start to recognise patterns and routines. Monday’s activity, the Shape Art Mural, was chosen to allow four year olds to further their development for the milestone of naming and drawing basic shapes and colours. By incorporating both shapes and colours it allows for the activity to be more interesting for the kids.
Learning Outcomes (1) I can calculate simple interest on loans, interest rates, time period and repayments Process success Criteria (2) I can put the question into context I can work out simple percentage I can change percentage to decimal I can use calculator effectively I can change the subject of the simple formula I can use substitution to do calculations I can work out the interest when given time periods other than years. Starter (3) Display a three part question on the board. Ask the students to work out: a) The percent of a given amount b)
1. Which lesson or lessons are shown in the clips? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clips and the reasons for those changes.
The use of constant visual aids in material scaffolding would also help the student, especially if the mnemonic device was a poster in the front of the
In Math, Scott is working on developing a strategy to help him solve one-digit and two-digit multiplication problems. He has been exposed to the Bow-Tie method for two-digit, grouping and the array strategy for one-digit multiplication. He is doing very well at understanding and using the method to assist him in solving the multiplication problems. There have been improvements in his assessments by creating a strategy that works for him. After Scott has used the strategy over time, he will develop automaticity for solving the multiplication.
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.
Observation 9: Math Each day, students do something that is a part of their circle time and it covers much of their math learning for the entire day. At the start of the day, a student is picked to be pointer and the math fun begins. They start with the calendar and count how many days they have been in school that month with one-to-one correspondence. They go over the days of the week, the month, what the previous day was, and the next day will be.
What is Reliability and Validity? Reliability is the degree to which an assessment consistently measures whatever it measures (John, 2015). The students can be tested through whatever that they are measure with, as long as everyone have at least the same score no matter when or where they take the test.
CHAPTER FOUR: DISCUSSION AND CONCLUSION 5.1 Discussion and Conclusions This study explored the components of Lesson Study, which impacts, on the respondent’s teaching and student learning. This chapter discusses the results and offers an analysis of how the study results emphasis on the initial research questions as well as connect to literature review of the study. The discussion is arranged on the basis of research question. Summary of Findings Participants interview, observations and from many literature this study explore that TSN through Lesson Study is an innovative teaching approach comes from Japan.
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.
Although the lesson plan’s primary objective is to improve the overall quality of teaching to benefit students, this also improves teacher motivation and development. This is achieved through using the lesson plan as a permanent record of lessons taught. In the case where the lesson has been