planning of maths lessons
TRANSCRIPT
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THE PLANNING OFMATHEMATICS LESSONS
YEARLY PLAN
DAILY LESSON PLAN
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YEARLY PLAN / SCHEME OF WORK A plan prepared by teachers based on syllabus for
a particular subject A guide for implementing T&L activities based on
syllabus for the whole year
WHY ? Study & interpretation of syllabus Arrange contents & skills to be taught
Implementation of T&L based on schedule Planning of lesson based on scheme of work Select T&L strategies Prepare T&L materials
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Preparing Yearly Plan
FORMAT semester, week, topic, skills & time allocation foreach skill
WHEN? before the new year / semester starts HOW? brief but clear
arrangement of topic & skill based on stages of physical & cognitive development of pupils, theirprior knowledge & previous skills acquired
OTHER FACTORS TO BE CONSIDERED ?
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DAILY LESSON PLAN
An action plan for a lesson in written form While preparing for a lesson, a teacher should study the
syllabus - concepts & skills to be taught select & prepare T&L materials
arrange T&L activities to achieve T&L objectives allocate appropriate time for each activity / step of teaching FORMAT
day, date, class, time & duration of lesson
topic / learning area, sub-topic / skill / learning objectives pupils prior knowledge contents or examples, T&L activities, instillation of values
& thinking skills, use of T&L materials (in columns)
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LESSON PLANNING : WHY ? so that lesson can be carried out smoothly & effectively
helps the teacher to remember contents of lesson enables teacher to use T&L materials in an allocated time helps the teacher to determine the learning outcomes ,
select appropriate contents & strategy to improve theeffectiveness of a lesson
helps teacher to evaluate & modify T&L objectives as wellas steps in delivering a lesson
planning of follow-up activities improve teachers confidence while delivering the lesson as a document of record that can be used for reference &
constructing questions helps in class control
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COMPONENTS OF A LESSON PLANNING pupils prior knowledge, skills to be taught,
learning outcomes, T&L materials, values &thinking skills to be instilled
IMPLEMENTING Induction set Development - contents, skills, T&L strategy, use
of T&L materials, instilling values & thinkingskills, reinforcement CLOSURE summary, follow-up activities, evaluation
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PRIOR KNOWLEDGE Level of knowledge, ability or experience
that have been acquired by the pupils beforea T&L session
enables teachers to: determine the learning outcome determine the T&L strategy select the relevant material relate to induction set
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LEARNING OUTCOME
Pupils achievement based on skills taughtafter the T&L activities Specific - What skills to be learnt?
Conditions? Measurable - Change in behavior?Minimum achievement? Explicit?
Audience - Who are the learners? Realistic - Based on pupils ability? Time frame - By the end of the lesson?
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Example of a learning outcome
Skill : Convert proper fractions to itsequivalent fractions
By the end of the T&L session, pupils are
able to:(a) state orally an equivalent fraction of a
proper fraction based on flash cards shown
(b) write equivalent fractions of a properfraction using the multiplication methodcorrectly
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CRITERION OF SELECTING
EFFECTIVE T&L MATERIALS Relevance with the T&L activity Attractive Inexpensive or low cost Can be carried, used & kept easily
Moral values Unique
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EFFECTIVE T&L MATERIALS
Help teachers to deliver concepts easily,accurately & quickly
Help pupils to learn concepts accurately inan interesting way & remember theconcepts for a longer duration
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INDUCTION SET
Aims at attracting pupils attention towardsthe contents / skills to be taught Get pupils ready & interested to follow the
lesson Use of interesting T&L materials Motivation through story telling or game
Revision or recall of prior knowledge NOT content of the lesson NOT more than 5 minutes
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SELECTION OF CONTENTS
Based on learning outcome Based on pupils prior knowledge Relevant with pupils ability & maturity
Covers cognitive, affective & psychomotoraspects
Instillation of moral values
Instillation of thinking skills Integration of skills - speaking, reading &
writing
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STAGING OF CONTENTS
From easy to difficult From concrete to abstract From fact to theory From past experience to something new
From specific to general (inductive) From general to specific (deductive)
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SELECTING T&L STRATEGY
By subject Based on learning outcome Based on pupils ability Based on T&L activities
Based on the principle of integration
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REINFORCEMENT ACTIVITY
To reinforce the concept or skill just learnt Examples: written exercises enrichment activities
quiz
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CLOSURE Summary - to summarize important points state/write down important points; use
diagrams; questioning
Evaluation - to evaluate achievement of learning outcomes written test; questioning; observation;
checking pupils work Follow-up activities - to further reinforce
pupils understanding & mastery of skills
homework; worksheet; project
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INSTILLATION OF VALUES
Extrinsic & Intrinsic values relate values to content example: fairness can be related to division &
fractions; tidiness can be related to performing
operations in standard algorithms awareness about the importance of values in
everyday life
instill values among pupils practice values in learning activities example: during cooperative learning, pupils
cooperate with others & respect each other
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MORAL VALUES Kind Independent Good character Respect Loving & caring Fair Freedom
Brave Clean (physical &
mental)
Honest Hardworking Cooperative Moderate Thankful Rational Societal spirits
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THINKING SKILLS
Explain relevantinformation & discardirrelevant information
Translate to & frommathematics language
Making estimates Arrange Draw diagrams Mental processing Interpret / rearrange
information Classify into category Recognize relationships
Use analogy Recognize patterns Use logical reasoning Make generalization Compare & contrast Find all possible solutions Working backwards
(finding sub-goals)
Recognize fallacy Trial & error