with stand-in lecturer, Ms Peggy Foo. In today's lesson, we learned about Math for younger children.
Top 8 Big Ideas:
1. Case Study videos.
Peggy showed videos of Lesson Study. She posed 2 Case Studies, which were of a teacher teaching the concept of More and Less to a group of K2s. We were encouraged to watch the video and observe. We were asked to think of one strength and one area to improve for the lessons. At the third video, a lesson conducted by Peggy herself, we were tasked to critique on areas such as...
2. Teaching points
Case Study 2:
Research Theme: How can we help pupils to explore options.
(not seen in photo is: 9. attitude/dispositions)
I picked up lots of points shared by fellow classmates.
This was Rahima's observations of Peggy in terms of Classroom management.
3. "There is no perfect lesson"
Peggy humbly admitted that it was her first time teaching a group of kindergarteners, and as much as we want to, the lessons we have planned may not run smoothly. We are reminded to try our best to make spontaneous changes, to be observant and listen to the children . I thought Peggy did well in her video lesson. I would love to be a participant in her Math lessons. As a teacher, she was quite animated, encouraging and demonstrated positive Math towards the class.
Then I reflected on the lessons I did at school today and self-evaluate against the nine categories. If there are areas I could pay more attention to, it would be on...
4. Questioning techniques and differentiation. Peggy led us into a discussion and we talked alot about lesson delivery and delved into "open-ended/close-ended questions" I thought that was a good reminder. Peggy explained how differentiation should be included to facilitate weaker and higher learners. Questioning techniques shoud include:
- types of questions
- numbers of questions
- waiting time: give students ample time to answer and give their explanation
- Teachers vs students: (i forgot what Peggy explained).
5. Prior to her video, we had a brain-game with Unifix Cubes, involving problem-solving, cooperation and creativity skills.
The highest number of structures was 25. Then, we struck of the common ones, to find out the most unique. In this activity, we were challenged to figure out that 5 cubes will still be 5 cubes regardless of the different structures produced. In the video, Peggy introduced to children 3, 4 and 5 cubes.
6. Mathematical Investigation:
What we did was called Mathematical Investigation. It can be done at the beginning, middle or end of lesson. It can be integrated with Arts, Language, Science, etc.
7. Research Study
Peggy concluded with great info on: (slides will be uploaded on Dr Yeap's I-Teach K blog.
8. We have homework!!!! Yippee!!! We got these tangrams Visualization exercise. Brainstorm. Good luck, Raudha.
Hope to win some precious pegs tomorrow. Lol!! Upon leaving the class, Peggy asked us to describe how/what we thought of tonight's workshop in one word.
I wrote: "worthwhile".
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