Lastly, it is localized since it is anchored on their experiences in the previous assessment methodologies and made use of localized and indigenized material to design their Math Binder. Room Interior Completion/Renovation. The “Room Interior Completion/Renovation” as an authentic assessment methodology is patterned from several existing authentic assessment methodologies used by Mathematics teachers. These are the use of tools and measuring instruments in Mathematics, gather data and compute, floor planning and drawing techniques. This assessment methodology captured several assessment practices like letting the students measure areas, compute for the number of tiles needed for the floor as well as paint for the wall.
Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhabit High-Level Mathematical Thinking and Reasoning. Journal for Research in Mathematics Education, 28, 524-549. Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D.A.
The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
I will also invite her to my class and see a similar math lesson that they are taught to gain ideas and see from a different perspective. • Personal response and application: How has this assignment helped you? What lessons have been learned? How will you apply this to your role as an educational leader? The reflective statements may draw on previous experiences or future plans to use the information.
For example, use a KWL chart before reading and ask students to write what they know about the topic in the first column and then what they want to learn. This strategy in an efficient way for teachers because it supports them find out what students know before reading (Fogarty, 2007). For activating schema also I suggest to ask students to write something quickly about the topic, to measure their background knowledge about the topic and try to support them make connections between their background knowledge and their personal experience and then they can share information with their colleagues and learn from each other, so students will have input to understand the text better (Tompkins, Literacy for the 21st century, 2006). As I said visuals are very important for visual learners to learn. Indeed, I suggest to use a short video that displays something relates to the topic because students will enjoy watching it and at the same time, they will obtain some input that can scaffold them during while reading stage, according to Wright “Many media and many styles of visual presentation are useful to the language learner.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
Case Study Taking this as the central idea, maths teacherswe???? designed class lessons that asked students to use their intuitional knowledge and comprehension about percentages and proportions to relevant problems. Real and conceivable settings were developed that we hoped would connect with students’ familiarity and would motivate them to be involved in problem-solving behaviours. Most significantly, we hoped that classroom dialogue (of both students and teachers) would demonstrate and support self-regulating
For example, in a school students resolve the mathematics question in groups of six. Through this they are able to learn the importance of group work and also at the same time come up with different ideas in solving the problem.” While individual competence can be measured by individuals working alone, it can also be demonstrated when individuals collaborate with others to learn how to solve problems that they could not previously solve by themselves”, said Vygotsky,
I plan to be creative when it comes to math, and find ways where my students can construct their own learning and develop their own understanding behind the concepts of mathematics. I love the idea Tsuruda had of having students write reflections about their learning. I think this is a great way to gain insight on how his students learn, what they understand, and what they still need help on. I would like to use reflections in my math classroom one day because I believe it takes you into the student’s mind which will further help me as a teacher facilitate ways to build off the child’s knowledge in a way that is unique to their learning style. Overall, I believe constructivism is the best approach not only in math, but in every subject, because it focuses on the development of the whole child and creates life-long knowledge in an
Robert Gagne’s instructional design model Introduction This assignment is given from Mathematics education 3 and currently I am studying in Villa College as a primary degree student. As a primary degree student being aware of the most effective ways of teaching mathematical concepts to the students is very important to gain the attention of students to the learning process. And quality teachers should have a confident and a personal understanding of the concept and ethics of what they are teaching. In addition to this a teacher can become a quality teacher by doing researches on her own to find out the best ways to teach. Consequently this assignment is based on doing a small scale research on differentiating the effectiveness of Robert Gagne’s
I would use this day to allow the students to have independent work and practice time to work on the different properties that we studied during the week. I would have 4-5 activities picked out and ready for the students to work on. The first activity that I would have the students work on is an instructional math game on the laptops. The game is from Math Blaster and explains to students that a+b=b+a (commutative property), and then provides an example of this with numbers; (example- 3+6=9 and 6+3=9 or 9-6=3). Students would also be able to do an instructional computer game on the Associative property of addition.
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing
I observed Laua Kapeller’s fourth grade class at Blackhurst elementary on November 18, 2016. The concept of the day was to refresh the students on perimeter and area of objects for the subject of math. The methods Ms. Kapeller used to teach the students was by power point and wooden block that were one-inch-wide and one inch in height. She explained the directions to the class first before handing out the blocks. She separated the class into partners and later on in the activity the partners had to form a group by joining other partners because of the amount of blocks the activity called for.