Professional Documents
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Knowing your students and their special needs should be the foundation to all lesson
plans. Teachers always play the roles as the organizers, the guides, and the participants of
the classroom. By teachers constantly asking students why and how, students become the
center of the class and therefore "classroom of teaching" becomes "classroom of learning.
The design of this lesson has focused on the integration of the teaching materials and the
construction of a complete knowledge structure. In order to better achieve the goal of the
lessons, instructors must keep in mind that students have varying rates in absorbing the
materials. It is important to note that teachers must adjust the teaching materials and
teaching and developing students abilities are conducive to their mastery of knowledge.
In order to achieve the goal, teachers must implement new materials in the curriculum
Vasyl Sukhomlynsky once said, "Pupils and teachers must pay attention to the
inner spiritual state of the people who surround you and to support people in times of
need." (Riabokon, 2008) In a classroom setting, when students are truly motivated and
focused, their enthusiasm for learning is bolstered and creativity is improved. Textbooks
forward the particular learning task of this lesson: understand the fairness of the game
and can according to the requirements of different subject designed eligible game;
however, this is just an explicit teaching goal or a small goal. I learned this idea from
authors, (UbDs) primary goal is delineating and guiding application of sound principles
series of interconnected and gradual progress into the classroom. The particular
classroom instruction should also be satisfied with the long-term goal of the math
Its important to keep in mind the long-term goal when teaching probability. Students
will develop awareness of probability and random events by data collection, sorting,
analyzing and inference. At the same time, teachers should also build emotional
connections with their students gradually. Therefore, the teaching aims of my lesson are:
understanding of the fairness of the game, students can design applicable probability
communication skills via data collection, observation and analysis, and groups activities;
3. Emotion and Attitude: experience objective reality of test data, feel the close ties
between mathematics and real life, enhance the student's mathematics application
lecture discussion are all considered examples of teaching pedagogy. However, these are
the basic teaching characteristics for teachers to apply to their classrooms. (Haberman,
1991) To learn from prior experience, I designed my class according to the cognitive law
of students:
Changes the process of teaching students to students who discover and solves problems.
The class creates situations to induce students to think independently, and explore
actively. This positive class environment also produces group discussion, the class show,
Combining intuitive demonstration methods and multimedia display, this method guides
students in a relaxed and happy environment to learn mathematics, and actively guide
students to observe, operate, think, and reflect on the idea that mathematics originates
from life, and encourage students to utilize their knowledge in real life applications.
To ensure that the students are enthused and motivated enough to think critically
Students will observe and experience the process of constructing knowledge as the
practitioners. Students will also figure out and mobilize their initiative and enthusiasm of
study.
& Brophy, 2008; Weinsrein & Novodvorsky, 2006) Guiding the students to explore and
the problem and improve the level of thinking. Let students address the problems by
themselves, training the student to discover problems by merely providing them the
appropriate tools to solve and analyze the problems. By completing the task, solving the
problem through their own operation, students will experience the surging feel of
accomplishment and thus build up confidence. This method teaches students not only
knowledge and skills but also teaches students how to acquire knowledge on their own.
At the same time, in the process of students' hands-on practice, students exchange
discussions, and cooperate with each other so that students can learn from one another.
Teamwork can help students learn to identify, analyze, and solve problems given to them.
For example, students are asked to design their color spinner (day 5 activity). This
thinking ability so students can better grasp the content of the lesson. The new curriculum
are important ways to learn mathematics," so that students can participate in the operation,
which can increase students' interests in learning. Through group communication, the
class display can provide students with the opportunity to perform, and highlight the
students' role in the teaching activities. Cultivating students' reverse thinking ability can
help students better grasp the content of this lesson. The mastery of knowledge, the
formation of skills, and the creation of a good study technique must be realized through a
certain amount of practice. Students should be taught to apply what they have learned to
solve simple, practical problems. Therefore, practice is an essential part of the student
learning process. Practice through the design of the game can make it easy for students to
consolidate the knowledge, inspire the students' interest in learning deeply and also
provide a suitable condition for teachers to assess the students' ability to study efficiently.
"Intelligent students are justified in their aversion to mathematics if not given ample
mathematical symbols assists the mind. To help them to such an experience is one of the
most important tasks of the teachers (Booker, Bond, Sparrow & Swan)," said George
the students explore the way to solve the problem in textbooks, let students solve
There are many classic exercise problems provided in the textbooks. Textbooks provide
problems in varying difficulties that may challenge the students. However, textbooks
only provide the necessary teaching materials for teachers, and teachers can make
appropriate adjustments according to the actual situation of students. In the form of the
problem, I will gradually summarize and utilize the use of teaching materials. Educators
should use textbooks in a flexible manner to control the learning materials, and to
conform to the actual students abilities. This will aid them in learning. The teaching
calculating probability of simple events, solving practical problems, and let students
experience the application of probability in real life. Students will be able develop adept
2. Trust students and provide students with abundant opportunities to express themselves
I agree with Dwecks idea of mindsets. He said A growth mindset doesnt imply that
everyone is the same or that anyone could be Einstein, but it does imply that everyones
intellectual ability can grow and that even Einstein wasnt Einstein before he put in years
display their talents by class activities can more conducively help teachers to discover
students unique insights to use as reference for future teaching guides. Teachers should
teaching process I try to break the idea of only focusing on teaching knowledge and skills.
I focused more on the process of using teaching methods that utilize the implementation
of emotional attitude and values. This type of teaching reflects the interaction between
the instructor and the students. Educator and students, together, explore and create a
cooperative development and thus form a better learning community. Educator and
3. Teaching effectively while guiding students ideas with attention to time consumption
The content of the section is a random way of thinking and students dialectical thinking
is usually not matured enough. There may be students whose understandings do not reach
their desired goal. Before the group discussion, students should have time to think
independently. Let students share their questions and ideas. I should give appropriate
guidance to group discussions to make the cooperative learning experience more efficient.
Guidance can include knowledge inspirations, answering student problems and
the schemes that are drafted, there must be the inclusion of a plan that would be used in
attaining the confirmation of the viability of the lessons taught. The lesson plan would be
considered successful owing to the approach included for the potential determination of
the intended value (Anderson, 2015). A detailed account on how and why the assessment
The primary reason for the assessment of students is to gauge the suitability of the
intended plan. The success in the lesson is founded on the response given by the students
relative to the expectations that had been initially drawn out. The type of responses given
in the course of assessments would be indicative of the suitability of the lesson (Artzt,
Armour-Thomas, Curcio, & Gurl, 2015). With the assessments comes the practicality of
informative of the need for a revamp on some of the modalities employed in the course of
determine the capacity of the retention of the learners. For lesson one, it would be ideal to
ask the students to respond to the concepts taught. A reminder of the classroom goals
would reiterate the fundamental knowledge acquired (Arends, 2014). It would also be
significant to test the mastery of the concept of probability and determine the capacity of
value of the teaching approach. The responses given during assessments reflect the
potential lessons that have been learned. There would be a possibility that the weaknesses
Anderson, J. (2015). Affordance, learning opportunities, and the lesson plan pro
forma. English Language Teaching, 69(3), 228-238.
Arends, R. (2014). Learning to teach. New York NY: McGraw-Hill Higher Education.
Artzt, A. F., Armour-Thomas, E., Curcio, F. R., & Gurl, T. J. (2015). Becoming a
reflective mathematics teacher: A guide for observations and self-assessment.
New York NY: Routledge.
Booker, G., Bond, D., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics.
Frenchs Forest, N.S.W.: Pearson Australia.
Dweck, Carol. S. (2010). Mind-Sets and Equitable Education. Principal Leasership. Vol.
10, Iss. 5, p. 26-29 (4pp.)
Haberman, M. (1991). Phi Delta Kappan, Pedagogy of poverty versus good teaching, 73,
290-294
Weinstein S. Carol. (2006). Characteristics and Contradictions of the Middle and High
School Classroom. Middle and Secondary Classroom Management. Chapter 1
Weinstein S. Carol. (2006). Designing the Physical Environment. Middle and Secondary
Classroom Management. Chapter 2