a. INTRODUCTION
Describe the approach/strategy used.
b. DEVELOPMENT
What were the challenges encountered during implementation?
What were the tactics employed to resolve the difficulties met?
What further improvements can be suggested?
c. PERSONAL REFLECTIONS
What new insights/discoveries have I made in relation to my role as a teacher?
How will I make use of this new knowledge in future?
What further information or knowledge should I seek to expand my knowledge in relation to this context?
Problem solving heuristics are given enough emphasis in PYSS. It is a good practise for us teachers to introduce the Polya's problem solving model to the Sec 1 students here. However, there are times when teachers are guilty of asking students to "forget" about the method they learn in primary school and instead "follow" the new method that will be taught in Secondary school.
ReplyDeleteFor example, model drawing. Sec 1 students are used to the model drawing method and finds it had to accept the concept of algebra as model drawing is more familiar and easy to comprehend.
Instead of asking them to “forget” the method, one should instead compare and show students why algebra is now preferred instead of model drawing. This can be done by showing students examples that involve negative numbers. It would not be possible for students to draw models depicting negative numbers. Thus, the need to study algebra.
By explaining and rationalising the heuristics, students will then be able to understand better. Yes, both methods are equally useful and good to learn but one (i.e. algebra) is preferred to the other because of its wider usage.
Teachers should not compare and inform students that one heuristic is better than the other. Instead, teachers should equip students with the many problem solving heuristics available and leave them the option to explore and choose the heuristics they want to use. Of course as a teacher, we should inject and give our valuable input of which method would be the best or most preferred for certain types of questions.
Aisyah
:)
Mrs Chan happened to drop by on my first lesson for Chapter 10: Data Handling for Class 202. Instead of introducing the topic of Dot Diagram to my students, I decided to test the students' creativity and ability to interpret how they visualise dot diagram as. Students have learned pictogram and bar chart in primary school and thus, they were told to use their pre-requisite knowledge to envision for themselves how they would represent the Maths results written on the board on a dot diagram.
ReplyDeleteStudents were each given a small whiteboard and a marker and told to construct their very own version of a dot diagram. While many seemed to be unsure of how to start, others started to represent the data given in a pictogram. Instead of drawing pictures for their pictogram, they replaced it with dots. A very good start indeed.
Students were given approximately 15 minutes to represent the data on their very own dot diagram. As I walked around to check on the students work, I was actually surprise to see many creative “dot diagrams”. I started to pick out some so that I am able to show the class. At the end of the activity, students were told to lift up their boards so that I am able to have a quick glance of their progress.
Students were told to comment on the few chosen “dot diagrams” that I have selected. While most that I chose was non-examples, I also did choose that were well done. The purpose of showing the non-examples were not to criticise the student’s work but were actually for them as a class to learn from one another. I really feel that the use non-examples to teach is a good method to show students the common mistakes that they are capable of doing. They also are able to learn by visual aids of these non-examples.
Mrs Chan’s Feedback:
Thank you for an interesting lesson on dot diagram. The use of white boards is a great! The students were actively engaged.. sketching and writing on the boards. The lesson was delivered with clarity. There is also good rapport between you and the students. I enjoyed the lesson as much as your students!
What I have done well:
Personally, I feel that it is fine to move away from the norm once in a while. In this case, students could have drawn their dot diagram on their Maths exercise book. However, I chose to have them draw their diagram on a small whiteboard instead. Firstly, students feel that it is fun to draw on the whiteboard than their exercise book. This helps to create interest and enthusiasm in the students to learn the topic. Secondly, as it is their first time constructing a dot diagram, I would not want them to construct it on their exercise book yet as they have the tendency to construct a wrong diagram. They might mistake it to be a real dot diagram when doing revision in the future.
What I can improve on:
While many were engaged when doing the activity, I still managed to catch a handful of my students who was doodling on the whiteboard instead. When questioned why they were not constructing the dot diagram, a few said that they did not know how a dot diagram looks like and thus do not know how to begin. It took lots of scaffolding and motivation to get these students started. What I could actually have done was to have a differentiated lesson catering to the needs of the different students in class. While most of them are able to think creatively and venture out of their comfort zone to construct their own dot diagram, there was still a handful who needs to be spoon fed before they can start. These students are used to having the teacher explaining concepts and them doing the sums that they are not used to creative learning. Perhaps I could have provided more scaffolding before allowing the students to construct their own diagram.
Aisyah
:)
Term 2 Reflections Week 1
ReplyDeleteWeek 1 marks the start of the R&R lesson on Pythagoras Theorem. Main focus was to ensure that the lesson includes rigour; an engaging activity where students are able to benefit from and relevance to the subject. The topic was spread among 3 lessons which includes;
1) Classroom based activity where students had to discover the theorem through cutting, pasting and measuring of triangles.
2) IT- based lesson where students uses the GSP template to change the sides and angles of triangles. Here, students continue to discover that Theorem applies only for right angle triangles.
3) Outdoor learning activity where students make use of the materials provided (raffia string and measuring tape) and the concept of Pythagoras Theorem to measure the height of the second floor of Blk D.
Based on my observations, I could see that the students were enjoying the lesson. It was the first time witnessing my Class 211 actively engaged during the IT lesson. Based on my past experience last year, while taking them for ICT lesson, some of my students will be exploring other websites and not on task. This was a pleasant surprise and personally encouraging to me. Students were amazed when they witnessed for themselves how the theorem fails when they manipulate the right angle triangles to form non- right angle triangles.
Students were particularly excited for the outdoor learning activity. The thought of learning beyond the classroom excites them. Here, I witnessed how creative and innovative my students were when they designed the different ways to measure the height of the second floor. While many of them reflected on how the activity was fun and exciting, some also shared the difficulties they faced while executing their plan. The fact that the students were able to reflect on their “mistakes” showed that they were learning. Not only did the students have fun, I did as well. Participating with the groups to go about doing their activity was not only fun under the sun but I also enjoyed myself , laughing and having a good time learning Maths beyond classroom.
How I can improve:
1) Time management. It would have been better if I was able to go through the after action review of the activity on the day itself. Instead, I allowed my students to take more time than required to execute the activity and thus allowing me to discuss the after action review of the activity the following week. By this time, students might have already forgotten what they have done right or wrong during the activity.
Term 2 Reflections Week 2
ReplyDeleteWeek 2 was the continuation of R&R in 211’s lesson. This time, the focus was on Congruency, another relatively simple topic. To introduce this topic, students are told to spot the difference between two similar pictures. Students enjoyed this activity. Next, students were given a few triangles and are told to identify triangles that are the same. They were also given transparency with printed triangles so that they are able to impose it on the paper to look out for congruent triangles. These activities brought out students pre-misconception where triangles of the same shape but different size are congruent. Students tend to identify the word “same” with “same shape but different size”. Words such as ‘same’, ‘similar’, ‘identical’, etc are thus explained clearly to clear misconceptions. Seeing the students engaged in their activities and learning the definition of congruency at the same time was pleasing. I even heard a student commenting, “Maths lessons these few days are so fun!”
However, I did not manage to do the same activities with Class 202 even though they are studying the same topics. This was because of the lack of time. What surprised me was when my students mentioned, “Why 211 get to do fun activities for Pythagoras Theorem?” Apparently, 202 witnessed the outdoor learning activity that was conducted with 211 in Week 1. The fact that 202 were interested to do the activity was encouraging and this showed interest. While I promised them that I will try my best to squeeze in the activity, I did not manage to in the end. This made me promise myself that I will always try to be fair and never short changed my students when it comes to learning. Thus, I will be conducting R&R activities on 202 as well.
Class 121 has been a joy to teach so far. Although the students are relatively weaker and digest concepts at a slower pace, it amazes me when the students actually demands for homework. Almost half of the class will let out a “yeay!” when homework is given. Also, co-teaching with Mdm Nava has been a great learning experience. In fact, I believe that as days go by, our co-teaching and co-operation is getting better. She reminds and advices me of the things I need to do and I do like wise for her. The fact that we are able to co-teach in class without overlapping or conflict of teaching methods is awesome. However, there are rare times when I become oblivious to the surroundings when I’m coaching a particular student at the same time Mdm Nava is teaching. This is something I need to avoid as it is important to send the message to the students that they would have to concentrate when the teacher is teaching, no matter who. Students should not have the idea that they may “switch off” while one teacher is teaching as he/she has the other teacher to ask for help from.
For Week 2, I have started to conduct consultation for the weaker students in 111 only. For the past weeks, I have the whole class staying back every Thursday for extra lessons. However, I realised that the class in general is very weak with a MSG of 5+ for Maths. Thus, my main aim now is to focus on the very weak ones first with hope to bridge them with the rest.
Term 2 Reflections Week 3
ReplyDeleteThrough conversations with both of my Sec 2 classes, many of the students found that Congruency and Similarity is a relatively easy topic. Many of them are able to do the exercises given in class. However, when it comes to pop quizzes or small test, many are confused between the two. Students tend to mark similar triangles the same way as they would for congruent triangles. It is also difficult for students to relate proportions to similar triangles.
I realise that this is the case because the topic ‘Proportions’ was taught in the earlier part of the year, that is, it was the first topic taught. Expectedly, students have “forgotten” and needs revision and recap for that particular topic. It is no wonder that ‘Similarity’ which involves the application of proportions was slightly difficult for students to comprehend.
Thus, I decided to spend a little bit more of time to revise ‘Proportions’. After all, since their exams are coming, it is wise to bring up the “older” topics so that students do not forget the concepts taught completely.
For my sec 111, I find it a challenge to get their attention. While classroom management is still manageable, attracting their interest is a challenge. Many seem to drift as the lesson progresses. Making the lesson more interesting would help, however, due to time constrain and the rush to finish syllabus, lessons are kept simple. Sometimes I feel that I am short-changing the students this way. There are many ways to make Maths lesson interesting but yet I’m not doing it for them. I admit, I use to have mini activities before introducing the topics for Term 1.
However, I realised that I have been falling behind in terms of syllabus as my students take a longer time to understand the concepts taught. Something simple like drawing of histograms seems difficult for them. Through discussions with other teachers, I realise that other classes are able to cover syllabus better and thus, I had to keep the lessons simple and easy for my students to understand compromising on the activities.
While not all lessons need activities, I do believe that activities can help build interest in students. This is important especially in class 111 where I feel that I am losing their interest in Maths. However, it is never too late and I should continue to work hard to try to win their interest. Only then will I be able to see them excelling for the subject.
Term 2 Reflections Week 4
ReplyDeleteStarting on Algebra this week (Week 4) reminded me of my first few lessons with my sec 2s, then sec1s, last year. I was posted to Ping Yi and given class 102 and 111 in Term 2. The first topic was ‘Algebra’. I remembered finding it a challenge to teach them algebra as the students were used to seeing numbers in Maths. The use of alphabets in Maths seems foreign to them. It was also hard for them to grasp the concept. Student are unable to differentiate that “ ” and that “ ”.
Thus, for this week, I recapped on Sec 1 Algebra concepts before starting on expansion and factorisation of algebraic expressions. I was pleased when students the students were able to remember the concepts taught last year and apply it to this year’s topic. However, not everyone is able to understand. I have students who have been doing well in other Maths topics but are weak in Algebra. Thus, consultation sessions are important to remediate. However, consultation after school hours had to be cancelled in Week 4 due to Speech Day rehearsals. Much has to be done in Week 5 to prevent these students from “falling” behind.
Aisyah :)