Presentation on theme: "ACTION PLAN The CitySchool GULSHAN BOYS CAMPUS SENIOR SECTION"— Presentation transcript:
1ACTION PLAN The CitySchool GULSHAN BOYS CAMPUS SENIOR SECTION MATHEMATICSAshar Ali
2LONG TERM GOALSDeveloping critical thinking skills and grooming the slow learners to secure good grades with the help of 21st century methods and make learning Mathematics fun.
3SHORT TERM GOALSModifying my questioning strategy and encouraging independent and collaborative work through group discussions that will enhance their skills and improve their concepts by the aid of the 21st century technology.
4INSTRUCTIONAL STRATEGIES AND TASKS 21st Century Mission NCLB“ No Child Left Behind “Instructions / Strategies will comprise of:Quizzes .Questions involving higher order thinking.Use of Information technologyGroup activities to build a team work spiritPresentations to lift their confidence levelPosting of the assigned tasks on wiki & CLMS
5Strategies Approach Mode MultimediaPresentationsObservation SkillsInstructionallessonsQuestions involving higher order thinkingThinking SkillsQuestioning skillsWorksheets and Questionnaires.Independent andGroup workExplanatory SkillsReviewing .Practical ApplicationTeam work
6Task to promote research work by using internet Arrange topics on individual and group level basis to improve InterpersonalskillsAUGUSTSEPTEMBEROCTOBERNOVEMBERModifyingquestioningstrategy to promote higher order thinkingAn opportunity to work in groups and present work in front of the class
7Bloom's Taxonomy is a hierarchy of skills that reflects growing complexity and ability to use higher-order thinking skills (HOTS).
8Competence Skills Demonstrated Question Cues: Knowledge Comprehension observation and recall of informationknowledge of dates, events, placesknowledge of major ideasmastery of subject matterlist, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.Comprehensionunderstanding informationgrasp meaningtranslate knowledge into new contextinterpret facts, compare, contrastorder, group, infer causespredict consequencessummarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extendApplicationuse informationuse methods, concepts, theories in new situationssolve problems using required skills or knowledgeapply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discoverAnalysisseeing patternorganization of partsrecognition of hidden meaningsidentification of componentsanalyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, inferSynthesisuse old ideas to create new onesgeneralize from given factsrelate knowledge from several areaspredict, draw conclusionscombine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewriteEvaluationcompare and discriminate between ideasassess value of theories, presentationsmake choices based on reasoned argumentverify value of evidencerecognize subjectivityassess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
9Types of QuestionsWithin the context of open-ended mathematical tasks, it is useful to group questions into four main categories.1. Starter questions These take the form of open-ended questions which focus the children's thinking in a general direction and give them a starting point. Examples: How could you sort these ? How many ways can you find to ?2. Questions to stimulate mathematical thinking These questions assist children to focus on particular strategies and help them to see patterns and relationships. This aids the formation of a strong conceptual network. Examples: What is the same? What is different?3. Assessment questions Questions such as these ask children to explain what they are doing or how they arrived at a solution. They allow the teacher to see how the children are thinking, what they understand and what level they are operating at. Examples: What have you discovered? How did you find that out? 4. Final discussion questions These questions draw together the efforts of the class and prompt sharing and comparison of strategies and solutions. Examples: Who has the same answer/ pattern/ grouping as this? Why/why not? Have you thought of another way this could be done?
10SOLUTIONS TO ANTICIPATED CHALLENGES Uncomfortable ingroup work.Might feel shy in giving presentation.Students might not have computers at home.No access to internet at home.Difficulty in attempting high order thinking questionsMotivation.Counseling.Encouragement.Marking on Individual Efforts.Use of Internet at school.Support sessions.
11is do we understand what the term literate means in the 21st century? Modifying the Aids of Teaching.CHALLENGESStudents might not have computers at home.No access to internet at home.The questionis do we understand what the term literate means in the 21st century?“ A person who hashis/her personaladdress “---WE NEED A DIFFERENT PERSPECTIVE ---Every single child in our country might not have a computer nor an internet connection at home but most ofthem do own a cell phone.Power point is a very useful tool, it can be used to create graphics which can then be utilized to create videos because the data can be stored in phones memory and reviewed anytime to recall the concepts.
12Search “ O level math – Educating Pakistan “ on youtube
14Centre Of Enlargement E (0,0) Scale Factor = +2Centre Of Enlargement E (0,0)The Distance of the Image will be Twice the Distance between Object and E for k = 2.k = +ve the Image and the Object are on the same side of the E.Area of Image = k ² x Area of Object
15Search “ O level math – Educating Pakistan “ on youtube or “ Educating Pakistan “ on Facebook
17MY LONG TERM GOAL: Developing critical thinking skills and grooming the slow learners to secure good grades with the help of 21st century methods and make learning Mathematics fun. WAS I REALLY ABLE TO MAKE LEARNING MATHS FUN???
18As kids we used to construct a few shapes as a part of a game not knowing that they areenhancing our thinking and analyzing skills.Can you Sketch a similar figure without lifting the pen???The aim was to sketch the figure without lifting the pen.
25VERY HIGH ORDER THINKING edieval mathematician and businessmanFibonacci (Leonardo Pisano) posed thefollowing problem in his treatiseLiber Abaci (pub. 1202):Do u really think the last ice breaker was high order ??? TRY THIS.VERY HIGH ORDER THINKINGHow many pairs of rabbits will be producedin a year, beginning with a single pair, if inevery month each pair bears a new pair whichbecomes productive from the second month on?
26The expansion would carry forward, with each new pair coming to maturity and starting their own little Fibonacci Series to be added to the whole.Over the months, with no deaths, the rabbit pair expansion would look like this:1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89,
27Anyone can see that by December the poor owner would be inundated with rabbits.
29the QUESTION is how did we find this Answer? 11235813the QUESTION is how did we find this Answer?21346103772331448955
30Five plus eight makes thirteen. Each new number in the sequence is the combination of the two numbers before it.Five plus eight makes thirteen.Eight plus thirteen makes twenty-one.and so on.5+8=138+13=21
31Fibonacci for Fun:The Fibonacci Series has a whole lot of strange and interesting patterns. For example,The sum of any 10 consecutive numbers in the Fibonacci Series is divisible by 11.The square of a Fibonacci number, minus the square the Fibonacci number two terms before it, will yield another Fibonacci number.Piano keys in an octave are made up of Fibonacci Numbers; eight white, five black, and thirteen in all.
32The Fibonacci sequence makes its appearance in other ways within mathematics as well.For example, it appears as sums of obliquediagonals in Pascal’s triangle:
33Fibonacci Goes Gold in Art and Architecture Each number in the series is divided by the previous number.One divided by one is oneTwo divided by one is twoThree divided by two is 1.5Five divided by three is 1.666Eight divided by five is 1.600Thirteen divided by eight is 1.625Twenty-one divided by thirteen is 1.615The Golden Mean or The Divine Proportion is 1.618and it seems to be everywhere in art and architecture.
37is found at position number 7, the lucky number! 13, the unlucky number,is found at position number 7,the lucky number!1, 1, 2, 3, 5, 8, 13, 21, 34, 55,
38PREPARING OUR YOUTH TO HELP THOSE WHO CAN’T EDUCATING PAKISTANPREPARING OUR YOUTH TO HELP THOSE WHO CAN’TAFFORD EDUCATIONSTUDENTS OF THE CITY SCHOOL GULSHAN CAMPUS
39Discussion with Teachers www Word Processing Multimedia RESOURCESDiscussion with TeacherswwwWord ProcessingMultimediaSpreadsheet applicationsIntel® Teach ProgramGetting Started Course ManualIntel Trainers
40The Student-Centered Teaching Methodology CONCLUSIONImplementingThe Student-Centered Teaching MethodologyInteractive lessonsWorkingIndependentlyGroup WorkQuestions of High Order Thinking
41The Intel Teach Program was of great help and surely I’d like to apply what I learnt to my teaching methodology and strategies.Thank You.