• Visual – animation • Can discover the properties regarding parallel line • Use of non-example to enhance learning • Time constraint, if class, if class is big, need 2 teachers
• I have learnt how to construct squares, parallel lines, etc • I learnt how to show vertically opposite angles, alternate angles using GSP • The use of GSP makes the lesson more engaging and more convincing • The monitoring of students using the software
• Students can learn thru’ self-interactions/self-discovery if GSP work file is done well. • Engaging /interesting for students thru’ learning • How to engage students using GSP vs chalk/board
• GSP files cannot be locked so pupils can alter them Learning Points • Use of conjectures • Exterior Learning – What if • How to construct simple polygms
• More engaging with students • Students get to prove the properties & convince themselves • Get students to think about other conditions under ‘what-if’ section
• Time management • Would students be focussed or will be enjoying the new software so much so it will get distracted
• Self-explanation to arrive at the result • Student-centred learning. then teacher talk • Hands-on activity rather than chalk & board • Students may be lost & not sure of the aim of the activity
• Students able to explore, form conjectures – students learn on their own • Learning is interesting, interactive better able to bring concepts across than using traditional board • Time management for lesson
• Very interactive & pupils are easily convinced • Learning by pupils themselves & they can remember better • Room for discussion between pupils so Maths language is used. • Pupils who are not familiar with GSP may lose interest
• Interactive • Challenges students to explore • Allows students to visualise what textbook cannot do. • What if the class cannot keep same pace with one another?
39 comments:
Related to real life applications or what you see in everyday life.
• Exploring Learning
• Conjectures
• Interesting
• Time taken to conduct lesson
• experiential learning
• Students more convinced on why the angles are equal
• Student-centred Learning
• Instead of designing line, students drawing point & the whole template change.
• GSP is powerful to let students be convinced of certain geometrical properties
• Will it be too time-consuming for lesson progress? As it takes quite long to visualise the concept of parallel lines
• Students get to explore and discover
• Students get to generalise their discoveries
• It is visual and interactive
• Can the weaker students cope?
• Visual
• Interesting
• Animations
• Time-consuming to create
• Visual – animation
• Can discover the properties regarding parallel line
• Use of non-example to enhance learning
• Time constraint, if class, if class is big, need 2 teachers
• I have learnt how to construct squares, parallel lines, etc
• I learnt how to show vertically opposite angles, alternate angles using GSP
• The use of GSP makes the lesson more engaging and more convincing
• The monitoring of students using the software
Learning point
• Structure of learning point
• Transversals
• Non parallel lines & transversals
• Time-consuming
• IT infrastructure of school
• Pertaining (GSP workshop) for students
• Fun & interesting
• Visual
• Room for exploration
• Time consuming
GSP
• Engaging
• Enhancing Learning
• Visual
• Students must know GSP already
• Exploration – student-centred
• Enhance understanding of students
• Arouse interest in students
• Students able to explore various options
• Able to do measurements fast and accurately
• Can teach terms on GSP more interesting
Learning Points from wkshp
• Refresh my GSP skills
• Students already know this property about parallel lines. So this learning task does not really enhance their learning.
• Difficulty in facilitating classes with varied abilities
• Visual
• Pupils-centred lesson
• Interesting
• Too many trouble-shooting to do if pupils do not follow instruction
• Helps student to understand better
• Engaging
• Students get to explore
• It is time-consuming without practice on paper or examples students may not know how to apply the conjectures made
• Students can learn thru’ self-interactions/self-discovery if GSP work file is done well.
• Engaging /interesting for students thru’ learning
• How to engage students using GSP vs chalk/board
• GSP files cannot be locked so pupils can alter them
Learning Points
• Use of conjectures
• Exterior Learning – What if
• How to construct simple polygms
• More engaging with students
• Students get to prove the properties & convince themselves
• Get students to think about other conditions under ‘what-if’ section
• Time management
• Would students be focussed or will be enjoying the new software so much so it will get distracted
• Student-centred
• Discovery based (TLLM)
• Visual aid for students
• Too much preparation time required
• Engaging for students
• Student-centred learning
• Students discover on their own
• Time constraint will require more than 1 trainer in the class
• Visual learning
• Hands-on experience
• Student-centred learning
• Different learning abilities
• A good visualisation tool
• Machine “hangs”
• Pupil “hangs”
• Teacher “hangs”
• Student-centred learning
• Encourage thinking
• Promote expression of thoughts through forming of conjectures
• Management of time/ability
• Self-explanation to arrive at the result
• Student-centred learning. then teacher talk
• Hands-on activity rather than chalk & board
• Students may be lost & not sure of the aim of the activity
• Strengthen my GSP basic skill
• What happen if student are lost
• Explain intuitive for this lesson
• Class needs 2 teachers
• Exploration – student-centred
• Enhance understanding of students
• Arouse interest in students
• Students able to explore, form conjectures – students learn on their own
• Learning is interesting, interactive better able to bring concepts across than using traditional board
• Time management for lesson
• Very interactive & pupils are easily convinced
• Learning by pupils themselves & they can remember better
• Room for discussion between pupils so Maths language is used.
• Pupils who are not familiar with GSP may lose interest
• Very basic
• Can be more engaging
• Can be fun
• Hands-on
• Experiential
• Visual impact
• Exploration
• Student-centred
• Hands-on
• Student-centred
• Manipulative
• Visual
• Same questions need more guidance
• Giving challenging tasks
• GSP enhances the learning of geometry specially those difficult pupils
• Experiential learning
• different teaching approach
• Time may be a factor
• Progressive in nature
• Good use of IT
• Involves students move
• Weaker students may lose interest when they can’t follow
• Interactive approach
• Visual
• Students can learn thru’ discovery
• Independent learning - Platform for TLLM
• Ability to cover syllabus
• Interactive
• Challenges students to explore
• Allows students to visualise what textbook cannot do.
• What if the class cannot keep same pace with one another?
• Visual and hands-on
• Convinced of the geometrical properties
• IT-based instead of just book and board
• Different students have different abilities. Therefore, teachers might have difficulty conducting lesson and attend to weaker students.
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