Reflection week 11
We have Unit Beruniform (U.B) camp at TRRC, Tambunan.
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Reflection week 15
In this week we learn about the Humanistic approach. Below are some understandings about these types of approach;
- Students’ need such as self – actualizations
- Need of attention from teachers, need to learn.
- Students come to learn something
- To use praises and positive feedback to motivate students to learn
- Installed fairness among students in the class
Some knowledge that is included in mathematical knowledge;
- Factual knowledge : defined and proven
- Procedural knowledge : deals with algorithms and there is procedure to be follow
- Conceptual knowledge: understanding meaning of Mathematical concept.
Reflection week 13
In this week we continue learn on the learning theories which in this week we touch about the constructivism and cognitivism theories. About the constructivism theories, it actually encourages pupils to construct their own ideas and using their own mind to generate or create new information according to what they have learned. About cognitivism, each pupils have their own level of cognitive skills but it is depends on the cooperative between teacher and pupils to enhance their cognitive thinking skills. By that, pupils can generate their ideas.
Reflection week 12
After being a month ‘out – station’, we continue back our lesson. In this week we learnt about Behaviorism and Cognitivism Learning theories. After discussing it, we discuss about the implication of Behaviorism through teaching and learning Mathematics. From our group, we decide that through behaviorism learning theories will be provided and opportunity to achieve success in learning and teaching Mathematics.
Reflection week 9
We have our School Base Experience. My S.B.E school’s is Sk.Stella Maris, Tanjung Aru,
Reflection week 8
In this week we have a lots of institute program like the Bina Insan Guru Program which held at Kg.Jawi – Jawi, Kota Belud, we been there about 4 days. At the same time, we also have our Education department visit to the Bahagaian Teknologi Pendidikan Negeri Sabah which locates at Penampang.
In Madam Lam class we had learnt about cooperative learning. In cooperative learning students in purposely structured heterogeneous groups to support the learning and others in the same group, mean they will each other in the group in order to make everybody understand to the learning session.
Beside that we are also learnt about the collaborative learning. Actually it is one of the methodologies and environments in which all learner engage each other in a common task in which each individual depends or and is accountable to each others among them and their environment.
In my opinion, when I learn this kind of types learning actually it encourage me to learn more about it which will be so useful during our next practicum. Any than that, it give us the opportunity to construct our own ideas and share them with others.
This week we learn about how to teaching mathematics concept to our pupils. There are a lot of types of strategies in teaching the concept mathematics. I am preferred to the multicultural approach.A multicultural approach in teaching mathematics is one of the best strategies because:
- Humanizes mathematics lessons and topics where people all over the world have developed mathematics practices consistent with their needs and interests, specifically for practical, aesthetic and recreational purposes. Many cultures have developed counting practices consistent with their needs. Others also have made use of arts and designs that were rich in symmetry, transformations, proportions, etc. Finally, many cultures developed games and other fun activities that employ mathematics concepts such as networks, strategies, and patterns.
– Doing mathematics is a universal activity; hence, everyone does some form of mathematics. Therefore, students see that mathematics is indeed for everyone and not for a few.
Gives a holistic learning and connects to other disciplines (interdisciplinary approach), and determines the usage of mathematics in society and in other groups – Students see the application and connection of mathematics not only in other disciplines but also in the real world. When students get exposed to the use and importance of mathematics in the real world, questions like “Why are we learning this?” and “When are we ever going to use this?” are answered automatically and clearly. Also, different professions and jobs use mathematics differently and accordingly.
Corrects inaccuracies within mathematics, increases the universality of mathematics, and recognizes and acknowledges the existence of “other” mathematics – In using a multicultural approach to the teaching of mathematics, the teachers are helping to overcome the existing deep-rooted Euro-centric bias relating to the origins and practices of mathematics. For example, is it still accurate and correct to call it Horner’s Method when the Chinese have used it about four hundred years earlier? (Li and Du, 1987) Also, multicultural teaching gives a clearer picture of how mathematics is done and practiced formally in an academic setting and informally outside the classroom. For example, drawing a rectangle in an academic setting will most likely start with the sides rather than with the diagonals, a practice commonly used in some parts of Africa (Gerdes, 1999).
Gives an education in awareness of students’ background(s) – It is true that students learn from teachers; however, it likewise is true that teachers learn from their students. Hence, making use of a multicultural approach enriches both students and teachers as they understand and value each other better.
Promotes critical thinking – Due to the fact that multicultural teaching of mathematics is multi-faceted, the students think of the subject more deeply and more broadly. The thinking, learning and application of the concepts are done in multiple perspectives.
Week #13
This week we learn about humanistic approaches and how to ues in the term of learning and teaching.
The Humanistic Approach began in response to concerns by therapists against perceived limitations of Psychodynamic theories, especially psychoanalysis. Individuals like Carl Rogers and Abraham Maslow felt existing (psychodynamic) theories failed to adequately address issues like the meaning of behavior, and the nature of healthy growth. However, the result was not simply new variations on psychodynamic theory, but rather a fundamentally new approach. The Humanistic Approach can be related to Behavioral psychology.
There are several factors which distinguish the Humanistic Approach from other approaches within psychology, including the emphasis on subjective meaning, a rejection of determinism, and a concern for positive growth rather than pathology. While one might argue that some psychodynamic theories provide a vision of healthy growth (including Jung's concept of individuation), the other characteristics distinguish the Humanistic Approach from every other approach within psychology (and sometimes lead theorists from other approaches to say the Humanistic Approach is not a science at all). Most psychologists believe that behavior can only be understood objectively (by an impartial observer), but the humanists argue that this results in concluding that an individual is incapable of understanding their own behavior--a view which they see as both paradoxical and dangerous to well-being. Instead, humanists like Rogers argue that the meaning of behavior is essentially personal and subjective; they further argue that accepting this idea is not unscientific, because ultimately all individuals are subjective: what makes science reliable is not that scientists are purely objective, but that the nature of observed events can be agreed upon by different observers (a process Rogers calls intersubjective verification).
The issues underlying the Humanistic Approach, and its differences from other approaches, are discussed more fully in the text, but the sources below provide useful supplementary information. One point worth noting: if you want to fully grasp the nature of the Humanistic Approach, you cannot consider it in abstract terms. Instead, you must consider if and how the ideas connect to your own experiencefor that is how humanistic psychologists believe the meaning of behavior is derived.
Week #7
This week I learn about one of the mathematics teaching methods and technique which is known as expository. Expository writing is a rhetorical mode of writing in which the purpose of the author is to inform, explain, describe, or define his or her subject to the reader. Expository text is meant to ‘expose’ information and is the most frequently used type of writing by students in colleges and universities. A well-written exposition remains focused on its topic and listing events in chronological order. Examples of this type of writing are cooking instructions, driving directions and instructions on performing a task. Key words such as first, after, next, then and last usually signal sequential writing. Personal pronouns may be used in such writing, if needed. There are few types of expository such as sequence, descriptive essay, classification, comparison, cause and effect and expository dialogue. This structure is also known as ‘process or collection’ and is a form of expository writing that is used if the author intends to inform his or her readers by listing the order of steps in a process or listing events in chronological order. Examples of this type of writing are cooking instructions, driving directions, and instructions on performing a task.A descriptive essay is a type of expository writing that enables the reader to whatever you are describing. One should write using all the senses: sight, smell, touch, hearing, and taste. One should also think about what makes the place you are describing important. Where are all the other objects compared to the one you are describing? What do you want the reader to feel? Is your essay descriptive enough to allow the reader to create a mental image in their mind? What does the setting remind you of? Also you have to explain to the reader what you're writing about. Classification is an organizational strategy in which authors arrange groups of objects or ideas according to a common topic in detail. Placing different objects or ideas in categories is a type of classification. Comparative text shows how two or more subjects are similar or contrasting. This type of structure is often used in determining which the better of two or more choices is. Cause and effect writing identifies the reason for something occurring and lists what occurs because of that reason. This is also known as analysis. In fiction writing, particularly in plays or screenplays without a narrator, expository dialogue refers to information conveyed by one character to another, with the additional (and sometimes main) purpose of informing the reader or audience of some information. Writing natural-sounding expository dialog is a major challenge of good play writing. Sometimes a character is introduced who "doesn't know what's going on," specifically so that the situation may be explained to that character, and in the process, explained to the audience.
Week 6
This week, I have learned about a classroom questioning. This is a method we use while teaching which can enhance the student involvement in the teaching and learning process. We use questioning everyday in our daily life in order to gain information from other people but in class we use questioning skills to make the students to think and moreover to test them.
In questioning, we need to be patient in the sense that not giving an answer to a question that we ask if the student can’t answer it straight away. We must give them time to think of an answer. When they still couldn’t answer then we provide them the answer. Question might not being ask only by teacher but also the students. They can ask question the teacher to obtain any useful information or guidance.
From this lesson, I have learned that to be an effective teacher we need to ask more question and get response from the students. To give a question, we need to consider the student level of knowledge so that we can ask them question suit to their level.
Reflection (Week 6)
This week I learned about questioning which use is in teaching and learning session. One of the example that I got through to the internet, there is something said about Socratic teaching method. According to it, this type of method, using questions and answers to challenge assumptions, expose contradictions, and lead to new knowledge and wisdom is an undeniably powerful teaching approach.
A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. The present review focuses on the relationship between teachers' classroom questioning behaviors and a variety of student outcomes, including achievement, retention, and level of student participation. This means that certain other subtopics within the general area of questioning are excluded from the present analysis. It does not deal, for example, with the effects of textual questions or test questions, and it is only incidentally concerned with methods used to impart study skills, including questioning strategies, to students. (Kathleen Cotton)
So, there are many purposes why teacher use the classroom questioning. There are;
· To develop interest and motivate students to become actively involved in lessons
· To evaluate students' preparation and check on homework or seatwork completion
· To develop critical thinking skills and inquiring attitudes
· To review and summarize previous lessons
· To nurture insights by exposing new relationships
· To assess achievement of instructional goals and objectives
· To stimulate students to pursue knowledge on their own
These purposes are generally pursued in the context of classroom recitation, defined as a series of teacher questions, each eliciting a student response and sometimes a teacher reaction to that response. Within these recitations, students follow a series of steps (consciously or unconsciously) in order to produce responses to the questions posed. These steps include:
- Attending to the question
- Deciphering the meaning of the question
- Generating a covert response (i.e., formulating a response in one's mind)
- Generating an overt response; and often
- Revising the response (based on teacher probing or other feedback)
So, in general the roles of classroom questioning have drawn a following conclusion when we apply the questioning teaching method. When we using Instruction which includes posing questions during lessons are more effective in producing achievement gains than instruction carried out without questioning students. Beside that, the Students perform better on test items previously asked as recitation questions than on items they have not been exposed to before. Furthermore, Oral questions posed during classroom recitations are more effective in fostering learning than are written questions, and also at the same time, Questions which focus student attention on salient elements in the lesson result in better comprehension than questions which do not.
Week #6
This week I learn the arts of questioning. Questioning is important and can be embarrass, rather than inquire. They can leave a student feeling exposed and stupid, more willing to skip class than to be humiliated again (Bly 1986). While this account of classroom questioning is grim, it is also partial. We have seen skilled teachers raise questions that ignited discussion, offer a question that promised to simmer over several days, or pursue a line of questioning that led to understanding. Those teachers suggest a counter-portrait of classroom questioning, one that contains detailed clues about how the language of classroom dialogue can be used to establish and sustain not just a momentary discussion but a lasting climate of inquiry. There's many types of questioning such as inference, interpretation, reflective and so on.
Questioning is a social outcome-students need the face-to-face skill of raising questions with other people: clarity about what they don't understand and want to know; the willingness to ask; the bravery to ask again. It is as central in chasing down the meaning of a dance, the lessons of the Korean war, or the uses and abuses of nuclear reactors. One could rephrase the Chinese proverb: Ask a man a question and he inquires for a day; teach a man to question and he inquires for life. Moreover, being asked and learning to pose strong questions might offer students a deeply held, internal blueprint for inquiry -apart from the prods and supports of questions from without. That blueprint would have many of the qualities that teachers' best questions do: range, arc, authenticity. But if the sum is greater than the parts, there might be an additional quality-call it a capacity for question finding (Getzels and Csikszentmihalyi 1976).
Question finding is the ability to go to a poem, a painting, a piece of music-or a document, a mathematical description, a science experiment-and locate a novel direction for investigation. This ability is difficult to teach directly, yet it may be one of the most important byproducts of learning in an educational climate in which the questions asked are varied, worth pursuit, authentic, and humanely posed.
Questioning is a social outcome-students need the face-to-face skill of raising questions with other people: clarity about what they don't understand and want to know; the willingness to ask; the bravery to ask again. It is as central in chasing down the meaning of a dance, the lessons of the Korean war, or the uses and abuses of nuclear reactors. One could rephrase the Chinese proverb: Ask a man a question and he inquires for a day; teach a man to question and he inquires for life. Moreover, being asked and learning to pose strong questions might offer students a deeply held, internal blueprint for inquiry -apart from the prods and supports of questions from without. That blueprint would have many of the qualities that teachers' best questions do: range, arc, authenticity. But if the sum is greater than the parts, there might be an additional quality-call it a capacity for question finding (Getzels and Csikszentmihalyi 1976).
Question finding is the ability to go to a poem, a painting, a piece of music-or a document, a mathematical description, a science experiment-and locate a novel direction for investigation. This ability is difficult to teach directly, yet it may be one of the most important byproducts of learning in an educational climate in which the questions asked are varied, worth pursuit, authentic, and humanely posed.
Reflection (Week 5)
In this week, we had been learning many types of approaches and teaching types. Firstly, we learn about the types of teaching methods like, Teacher centre, Student centre and also Media centre. We have divided into 3 groups which each groups have their own rules to explain about their teaching types. My group had given a task which explains about the teacher centre method. In my opinion, this types of teaching are more depend on the teacher to handle and controlled the teaching and learning session, but after a few reading and discussion with my group members, actually this kind of teaching is use more on explain the concept or definition of the topic we have to teach. By this way, it is easier for the pupils to understand first before they continue on the activity about the topic.
Beside that, in this week, we also learn about the Inductive and deductive approaches. A little information about these approaches, inductive begins with presentation on specific examples and ends with the formation of generalized principles, but the deductive it begins with presentation of generalized principles and ends with the generation of specific examples.
Both of this teaching types and also approaches, I realized actually there are variety of teaching and learning techniques outside but requires us to discover it. by discovering it, we not only can use it as in our teaching session in the future but also help us to be a critical thinker in order to produce an excellent teaching and learning session
Week 5
This week we have learned about the type of learning which we can apply in school. There is three types of learning that i have learned that is teacher centred method, student centred method and media centred method. This three method have its own characteristic and each one has a different effect to student. For me, i rather use all of it by combine it all together because it is much better than using only one of it. Over all i understand all the types of learning and i think i can apply it when we became a teacher in the future.
Week #5
Our task this week is to study one of the mathematics teaching method and techniques. In logic, we often refer to the two broad methods of reasoning as the deductive and inductive approaches. Deductive reasoning works from the more general to the more specific. Sometimes this is informally called a "top-down" approach. We might begin with thinking up a theory about our topic of interest. We then narrow that down into more specific hypotheses that we can test. We narrow down even further when we collect observations to address the hypotheses. This ultimately leads us to be able to test the hypotheses with specific data which is a confirmation (or not) of our original theories. Inductive reasoning works the other way, moving from specific observations to broader generalizations and theories. Informally, we sometimes call this a "bottom up" approach (please note that it's "bottom up" and not "bottoms up" which is the kind of thing the bartender says to customers when he's trying to close for the night!). In inductive reasoning, we begin with specific observations and measures, begin to detect patterns and regularities, formulate some tentative hypotheses that we can explore, and finally end up developing some general conclusions or theories. These two methods of reasoning have a very different "feel" to them when we are conducting research. Inductive reasoning, by its very nature, is more open-ended and exploratory, especially at the beginning. Deductive reasoning is narrower in nature and is concerned with testing or confirming hypotheses. Even though a particular study may look like it's purely deductive (e.g., an experiment designed to test the hypothesized effects of some treatment on some outcome), most social research involves both inductive and deductive reasoning processes at some time in the project. In fact, it doesn't take a rocket scientist to see that we could assemble the two graphs above into a single circular one that continually cycles from theories down to observations and back up again to theories. Even in the most constrained experiment, the researchers may observe patterns in the data that lead them to develop new theories.
Week 5 Reflection
This week, we started to have floating class. For Madam Lam class, luckily we manage to have it in Math room. It will be easy for us to have presentation session because there have LCD. On Tuesday, Madam Lam teach us on types of learning that might be apply in T&L. There are Teaching centred, pupils centred, and media centred. During the class, we are divided into three groups and each groups will take one of the type of learning. For my groups, we need to find information about pupils centred. After 15 minutes discussion, we need to present our part. The most important thing is we need to convince others that the pupils centred is the best way to be implement during T&L.
After the presentation session end, Reccyka conclude that every type of learning have their own advantages and disadvantages depend on the teacher to choose which one is suitable. For me, the combination of tree type of learning is the best to be carry out.
After the presentation session end, Reccyka conclude that every type of learning have their own advantages and disadvantages depend on the teacher to choose which one is suitable. For me, the combination of tree type of learning is the best to be carry out.
Week 4 Reflection
This week, Madam Lam was outstation and did not manage to enter our class for the whole week. However, that is ISL 3 that we need to do. This ISL is about Microteaching. For this ISL, I manage to get some information from the internet.
Week 3 Reflection
For last week ISL 2, we were ask to prepare a lesson plan based on the handout given by Madam Lam. For our group, we had prepared the lesson plan for topic Whole Numbers and Mass. We been ask to do this work according to the topic, it mean, our group had to prepare four different lesson plan which is related to each other.
For my part, I prepare the lesson plan on whole number that also related to lesson plan that prepare by Farid. During completing this task, I found that is not easy to become a teacher, we need to plan very well before entering the class and teaching the pupils.
For the next class of this week, Madam Lam teach us on how to conduct the Math lesson in the classroom. Madam Lam also ask us to draw a picture on environment in a classroom during the T&L using our imagination. I could see different pictures from my friend. I also conclude that the pictures are actually base from their experience during in primary and secondary school.
For my part, I prepare the lesson plan on whole number that also related to lesson plan that prepare by Farid. During completing this task, I found that is not easy to become a teacher, we need to plan very well before entering the class and teaching the pupils.
For the next class of this week, Madam Lam teach us on how to conduct the Math lesson in the classroom. Madam Lam also ask us to draw a picture on environment in a classroom during the T&L using our imagination. I could see different pictures from my friend. I also conclude that the pictures are actually base from their experience during in primary and secondary school.
week 2 Reflection
This week, we continued our lesson on the first topic ‘Planning and Teaching Lesson’. Last week, Madam gave us an ISL 1 Task which is Curriculum of Mathematic in Primary school. Madam ask us to complete this task in group, my group member are Samsul, Awang, and Farid. Unfortunately, Awang and Farid cannot take part in this group work because they involved with KAGUM Unit Beruniform.
So, Samsul and I divided the work and will combine the work later. For our group, we got the topic of whole numbers and mass. My part is topic of mass. We manage to get the curriculum specification from the internet. We take information from it as our point or content during the presentation session.
During the presentation session, I can see connection from one topic to another topic in the curriculum. For example topic of whole numbers, it also applied in all topic. It is because of the topic itself is a basic to other topic. Other thing that I learn from these presentations is the arrangement of the topic in the curriculum. The arrangement of the topics is done according to the level of the pupil’s ability in the primary school.
So, Samsul and I divided the work and will combine the work later. For our group, we got the topic of whole numbers and mass. My part is topic of mass. We manage to get the curriculum specification from the internet. We take information from it as our point or content during the presentation session.
During the presentation session, I can see connection from one topic to another topic in the curriculum. For example topic of whole numbers, it also applied in all topic. It is because of the topic itself is a basic to other topic. Other thing that I learn from these presentations is the arrangement of the topic in the curriculum. The arrangement of the topics is done according to the level of the pupil’s ability in the primary school.
week 1Reflection
First of all, I would like to thank to Madam Lam because willing to teach us on Planning and Teaching Mathematics which is one of our major subject for this semester. As the beginning for this course, Madam Lam gave us some briefing about this subject. According to her, this subject very interesting and will gave us exposure on how to prepare the lesson plan and strategies to teach Mathematics to primary school student in the future.
For me, I am really excited to learn this subject because this is the most important subject that I have to master before teaching the pupils in the future. Other than that, this subject will gave us general picture on what we will doing after grade as a Math Teacher. This subject also will gave us some advantages to carry out the effective teaching and learning session in school.
As a conclusion, I will try my best to follow the lesson session and will put a lot of effort learning this subject.
For me, I am really excited to learn this subject because this is the most important subject that I have to master before teaching the pupils in the future. Other than that, this subject will gave us general picture on what we will doing after grade as a Math Teacher. This subject also will gave us some advantages to carry out the effective teaching and learning session in school.
As a conclusion, I will try my best to follow the lesson session and will put a lot of effort learning this subject.
Reflection week 4
This week we are given tasks which require as knowing about the Micro teaching and also at the same time, tried to get a deep understanding on it. from what I read, this micro teaching is teaching techniques enable the teachers to review back on what she or he had teach to the student. In addition it will help the teacher to make their teaching and learning session will improve on the next time on their teaching session. Any than that, since it is been videotape, teacher is not only the person reviewing it but together with the master teacher and the students, so that there are constructive feedback carried out.
Below are some of the steps in order to make micro teaching or teaching methods.
i) Lesson planning - having clear cut objectives, and an appropriate planned sequence.
ii) Set induction - the process of gaining pupil attention at the beginning of the class.
iii) Presentation - explaining, narrating, giving appropriate illustrations and examples, planned repetition where necessary.
iv) Stimulus variation - avoidance of boredom amongst students by gestures, movements, focusing, silence, changing sensory channels etc.
v) Proper use of audio - visual aids.
vi) Reinforcement- Recognizing pupil difficulties, listening, encouraging pupil participation and response.
vii) Questioning - fluency in asking questions, passing questions and adapting questions.
viii) Silence and nonverbal cues (body language)
ix) Closure - method of concluding a teaching session so as to bring out the relevance of what has been learn, its connection with past learning and its application to future learning.
By mastering this micro teaching technique, It increases the confidence of the learner teacher since that our teaching and learning session are more arranged, instructional and clear on what we have to present or teach to our students.
Below are some of the steps in order to make micro teaching or teaching methods.
i) Lesson planning - having clear cut objectives, and an appropriate planned sequence.
ii) Set induction - the process of gaining pupil attention at the beginning of the class.
iii) Presentation - explaining, narrating, giving appropriate illustrations and examples, planned repetition where necessary.
iv) Stimulus variation - avoidance of boredom amongst students by gestures, movements, focusing, silence, changing sensory channels etc.
v) Proper use of audio - visual aids.
vi) Reinforcement- Recognizing pupil difficulties, listening, encouraging pupil participation and response.
vii) Questioning - fluency in asking questions, passing questions and adapting questions.
viii) Silence and nonverbal cues (body language)
ix) Closure - method of concluding a teaching session so as to bring out the relevance of what has been learn, its connection with past learning and its application to future learning.
By mastering this micro teaching technique, It increases the confidence of the learner teacher since that our teaching and learning session are more arranged, instructional and clear on what we have to present or teach to our students.
Week #4
This week we were given a task which requires us to master the micro teaching methods and skills. A micro teaching is an 8-10 minute lesson in which we will put into practice the elements of effective teaching. At registration we will be assigned to a small group of eight to ten other students. Then we will work with this group during portions of the Orientation and will do the micro teaching with them. Each group will be led by a faculty member or experienced student. After that we will present our lesson with our group members serving as students. The presentations will be videotaped. We will then view and critique our own videotape using the principles learned in the Orientation. Our private replay and self-analysis will be followed by a one-on-one conference with our group leader. The conference will help us identify strengths in our presentation and provide suggestions for the areas we would like to improve. Micro teaching provides us with an opportunity to “get our feet wet” in teaching before we go into our first class session, laboratory, tutorial, or other interaction with students. So as a conclusion micro teaching is like a "mirror" for us to observe and improve our weakness plus as a platform to find the best way to present better teaching.
Week 3
This week, i have learned about daily lesson plan. In developing a unit plan we need to consider a few things that is objectives, content, methodology, and evaluation. By completing this four task, we will gain a direction and even partially planned. This is important for a teacher to know how to make a lesson plan. a lesson plan will always change according to the subject we want to teach.
To understand more about this topic, we need to read more from the notes that Madam Lam has given. I have gone through a little bit from the notes and it quite easy to understand the notes because most of it content is a guidance for us as a trainee teacher to start a lesson in class in a real situation.
From this topic, i have aquire a new skills that is to make a lesson plan (RPH). To make a good lesson plan we need to do a lot of obsevation so that we can improve or add-on something that can make our lesson interesting.
To understand more about this topic, we need to read more from the notes that Madam Lam has given. I have gone through a little bit from the notes and it quite easy to understand the notes because most of it content is a guidance for us as a trainee teacher to start a lesson in class in a real situation.
From this topic, i have aquire a new skills that is to make a lesson plan (RPH). To make a good lesson plan we need to do a lot of obsevation so that we can improve or add-on something that can make our lesson interesting.
Week #3
This week we were introduced with the method or technique to build our own daily planning lesson. So our group assignment is to do a lesson planning involving the topic of money and percentage. So during this experience, most of my time spending on reading and referring on the example of daily planning lesson of many experienced teachers. To build this plan is absolutely complicated at first because one need really specify the objectives and state the techniques or methods which has been used during this lesson. Moreover, one need to describe the teaching presentation and write a lot. But this what we called responsibility as an educator and a teacher. I realized that even though this task sometimes make us annoyed but without this daily planning lesson, we can produce a high quality lesson for our student plus this planning can guide us in teaching them according to their level.
Week 3
This week, we learned on methods in preparing a daily lesson plan. At first, I really couldn’t understand on how to fill up the form of daily lesson plan because we need to define the objective and suitable activities in the first place. So, in order to make a good lesson plan, I need to read and write a lot. But I realized that it was one of my responsibilities as a teacher in the future.
As our ISL task, we need to make 3-days continues lesson plan in groups. Means to say that 1st day, 2nd day and 3rd day lesson plan must have connection between them. I hope I can produce a great lesson plan.
Reflective log (Week 3)
We have done on presentation about Primary Mathematics Curriculum which our group present about the Money and Percentage syllabus in primary school. We precede our studies on the lesson plan but before that Madame Lam do quest us about all the question or maybe characteristic in doing the lesson plan. We given a situation and reflect on the question by giving proper answer which might we have to consider.
In addition, Madame Lam told us to do our own lesson plan following to the syllabus we choose (Money and percentage). This is my first experience doing lesson plan. I realize that it is not easy to do. There are many factors and technique we have to consider so that we can came out with a good lesson plan.
Reflective log (Week 2)
We are revisit back to the primary Mathematics Curriculum (
Actually by looking to the curriculum, we can get all the data. I realize that, we learn on what will happen in our future as a teacher especially in Mathematics subject. In addition, it is not easy to plan a good lesson plan. By looking each of the syllabuses, we must know the objective and what actually our goals are. Goal are easy to set but to achieve it are not easy. We have to prepare ourselves first so that we get what actually the lesson to be.
Reflective log (Week 1)
After a long holiday, we continued back focusing on our study. We face a new subject which is Planning and Teaching Mathematics (MTE 3107). This subject will be thought by Madame Lam Saw Yin.
A little bit about this subject, actually it telling us on how to planning an effective Mathematics lesson. Beside that, by this subject we can learn on how incorporate appropriate methods and techniques in planning by using relevant mathematical ideas.
In addition, we also teach on applications of mathematical learning theories in teaching and learning Mathematics.
In my opinion, this subject is more on preparing us to face the real situation of teaching Mathematics subject and so other subject. This is very good for us so that we can manage well in order to give the appropriate teaching and learning session.
Week 2
This week, we have learned about the mathematic specification for year 1 to year 6. By going through the mathematic syllabus, I can see the relationship between each topic. In each year the level of difficulty is different and appropriate for the pupils to learn. This week also, I have done some mistake that I shouldn’t do but I manage to ask forgiveness for it. Everyone makes mistake and one thing for sure, we learn from our mistake. I learned a lot from that day and never try to do it again without permission. I hope everyone will do their best for this semester especially on their study and me too will do the same.
Reflection
After a long break, we return to the institute and begin our session for the next semester. This is our first week and we still haven’t started any lesson on any subject. For Madam Lam subject Planning and Teaching Mathematics, we have started to do our ISL which is to find the mathematics curriculum specification for year 1 to year 6. For me I only manage to find the curriculum specification for year 4 and year 2 and I’m still trying to find the other through the internets.
I have already gone through the course pro forma and I found out that this subject will be an interesting subject. I’m looking forward to know this subject better and I hope I can cope up with the entire lesson which will come up later. I’m trying to change the way I study for this semester and I should start to reflect back what I have been through last semester.
Week 2
This week, we learned on mathematics curriculum specification for year 1 to year 6. By looking at the syllabus, it will be easy for a teacher making a lesson plan following all the data given such as learning objective and learning outcomes. A good lesson plan will make the teaching and learning process become more interesting and attractive.
For our ISL task, we were asked to search and present two topics from year 1 until year 6 mathematics curriculum specification. Our group chose Money and Percentage topics.
Week #2
This week a lot bad things happen in our country especially the event of the price of oil raised up. Even though, i am a student, this phenomena could still affects my life. I'm sure a lot of people feel the same way too. On 24th of June, my friends and me were on the way to a dental clinic at Damai, from our college at Gaya but we were trapped in traffic jam after a rumor said that all the oil station will be closed in the next few days. This cause a havoc everywhere. Many people rushed into the stations to filling petrols for their transportation. We were trapped for 4 hours. Of course I had to canceled my appointment. At that time I began to wonder about my preparations for coming exam. If I don't start early to revise my study, my mind would be ended up like this phenomena and its difficult for my mind to study last minutes. Maybe others have different opinions but I believe in the continuous self study because it will help our mind to prepare early and decrease pressure especially when the exam start tomorrow.
Week #1
First of all, i would like to thank you to Madam Lam for letting some of us to write our reflection via e-mail service rather than using traditional way which via log book. This week is the the first week of our new term so many new subject has been introduce such as Basic Calculus and so on. Our class also welcomed to our lecturers who will be first time teaching us except some lectures including Madam Lam and Madam Ju. This week also we were given explanation about our new syllabuses, B.I.G programme and others by our lecturers.
Regarding about building a blog site for Mathematics students, i managed to build one. Overall its still can be upgrade and a new experience for us to send our reflections which can be read by millions people via internet globally. I hope this idea can embark new atmosphere and spirit to students to get actively engaged in using internet as a medium of sharing and discussing especially Maths knowledge among them, lecturers or even other lecturers/students from different college and different country. So this week the most important lesson i learn is never afraid to take risk and always focused to take ourselves to the next higher level.
WEEK 1
Last week was the first week of the new term. This semester we will learnt a lot of new subjects. Madam Lam will teach us on Planning and Teaching Mathematics subject. This subject is more focusing on pedagogy skill. For me, it is important subject because as a preparation before going for practicum next semester.
Our first lesson was about mathematics curriculum for primary school. As we refer to the primary school syllabus, we will know that almost all sub topic in mathematics subject were repeated from year 1 until year 6 but the content was different and become more complicated.
As our ISL task, me and my group will present our work on mathematics curriculum specification (Money). I’m interested to know this subject very well and I should start collecting some information about this subject for my future references.
Our first lesson was about mathematics curriculum for primary school. As we refer to the primary school syllabus, we will know that almost all sub topic in mathematics subject were repeated from year 1 until year 6 but the content was different and become more complicated.
As our ISL task, me and my group will present our work on mathematics curriculum specification (Money). I’m interested to know this subject very well and I should start collecting some information about this subject for my future references.
Welcome!
This blog is especially for IP Gaya's Mathematics lectures and students. From this site, students able to send their reflections or any types of study discussions which related to Mathematics or any other subjects and at the same time, each student have the freedom to share and give their comments, suggestions or opinions. This site also can bring benefits to the lecturers to review the students' reflections and as a medium to share the knowledge related to maths studies and connected with the students no matter where the students are.
Last but not least, to all my fellow friends : lets support this idea by sending all your reflections or anything but must be related to maths study to this blog site. Thank you.
Last but not least, to all my fellow friends : lets support this idea by sending all your reflections or anything but must be related to maths study to this blog site. Thank you.