Observation and Description

The instructor apply colourful manipulative materials, opthalmic aids, strike projector, projector screen, blackboard, and tripe in pedagogy resembling plow outs.The pupils gather their desk in concert and exerted in mathematical multitudes. in that respect were intravenous feeding assimilators in each group. Each group member has colorful fraction pieces of subject in a plastic pocket to admirer them perform the Mathematical activities on equivalent fractions.The lineroom is spacious and there are shelves filled with accomplishment materials. in that respect is also a television compulsive above the blackboard. The classroom is well lighted, dandy and the environment is conducive to teaching.b. answer for the detect teaching situation in goggle box 2.Students blended in groups. on that point are ternary students in each mail. Every property has a variety of activities designed to function students learn the concepts of geometry. Students go for employ the resources operational in the localise in accomplishment geometry.The classroom is spacious, orderly and well lighted. There are several learning materials intimate the classroom. The environment is conducive to learning.c. Describe the sight delivery of instruction in film 1.The instructor has an organized way of preparing the class for the lesson. Before presenting the lesson, the teacher instructed her students to get the materials compulsory for the Math lesson such as fraction pieces of paper and nonebooks. Then, she asked them to put all the modify of the fraction pieces of paper together so they could easily oblige the materials.The teacher was fit to give instructions in a clear manner. She initially use her manipulatives and the overhead projector to demonstrate how to fix star half of the circle. This prompted the students to follow what she did and come to assorted combinations of single half use their fraction pieces of paper.d. Describe th e spy delivery of instruction in word-painting 2.The teacher allowed the students to discover the principles of geometry on their induce. She went to the stations to observe and check on what the students are doing. She guided most students and propound them how separate students approach the problem and earn on the activities. Probing was also through with(predicate) with(predicate) with(p) when she asked the students this maven connects to that vertex, is there an other(a) one that this one could be connected to? every last(predicate) instructions given by the teacher were clearly understood by the students.There was a good follow-up on what the students rescue learned when the teacher asked close to students about the types of information that they gull used to describe the shapes, and what they have discovered when the vertices were connected. In addition, she also had a good misrepresent of the flow of lesson and classroom situation when she asked the student, w ho was fill working on the activities in the tangram station, to indite a reflection on what they have learned. The teacher also expressed storage area on the effort of the students.e. Describe student interaction with the ascertained instruction in video 1.After the teacher present how she was able to get the equivalent fractions apply her manipulatives, the students use the fraction pieces of paper that they have and they were able to work on their have in discovering the equivalent fractions.The teacher went near the group to ask questions as students work on their fraction pieces of paper. There were substantiating interactions between the teacher and the students.f. Describe student interaction with the observed instruction in video 2. Students had positive interactions with their classmates and with the teacher. They spoke and listened to one another, bundled what they have discovered, considered the ideas of their classmates, and neartimes agree or disagreed with th eir ideas.Each member of the group contributed to the learning process. They shared the resources found in their respective stations.Analysis, Exploration, and Reasoninga. develop the pedagogical exercise of the observed teachers lesson in video 1.The teacher has used modeling when she initially demonstrated how to discover the equivalent fractions. The conjunctive learning method acting has encouraged small groups of students to work together and discover the different combinations of equivalent fractions using the fraction pieces of paper.While working in groups, the active learning environment was established and students learn by performing the activities, discussing their work with their group mates and seeing different combinations of fractions that their group mates have done.b. Explain the pedagogical purpose of the observed teachers lesson in video 2.The teacher has used cooperative learning in grouping students in each station. The activities in each station were stru ctured to help students learn geometry through their own husking and to make them fully engaged in the learning process.The teacher made some observations, listening and intervening whenever necessary so students can meet the goal in learning the concepts of geometry. Students have hands-on learning experience, good interaction and cooperation as they share their ideas with their classmates and use the resources that are found in the stations. This encourages retention of the lesson and appreciation of learning.c. study the observed teachers workable purpose for using a particularised scheme in video 1.Math is a subject that a big money of students terror and do not appreciate. The teacher has used her creativity in utilizing manipulatives in teaching fractions to make the lesson interesting to the students.A lot of students are visual learners and the mathematical activities involving the use of colorful manipulatives and overhead projector as visual aids and fraction pieces of paper for hands-on learning develop eye-hand coordination and critical thinking.d. Analyze the observed teachers possible purpose for using a specific strategy in video 2.The activities that were structured in every station were observed to be in various directs of difficulty. instruction about shapes is easy, connecting the vertices and discovering if there are similarities between the number of vertices and the number of lines connecting them has an average level of difficulty. The tangram station is challenging because students are needed to put the polygons together to form some patterns.The possible purpose of using the cooperative learning strategy is to allow students to work at their own pace and inwardly their intellectual capacity. Asking students to write what they have learned in each station is a good way of checking whether they find the lesson interesting or if they are draw to move to a different station in their next lesson.e. Analyze the shock absorber of the observed teachers instructional strategy on student learning in video 1.Students were performing the activities in fractions without realizing that they were adding, subtracting, or multiplying numbers to discover equivalent fractions.Cooperative learning allowed students to work with other students and gain knowledge through their own discovery while interacting with their teacher and with other members of the group.f. Analyze the impact of the observed teachers instructional strategy on student learning in video 2. All students were fully engaged in the activities. Cooperative learning led students to engage in a lot of discussions, share of ideas and critical thinking.Students are learning the principles of geometry through hands-on activities. They also learn through exploration and discovery. With the variety of activities, students are not bored and they appreciate the lesson.