CBSE �Orientation Training Programme to �TGTeachers
State Training Centre,
Puducherry
16.05.2023 & 17.05.2023
Express 1 using your favourite concept
What I know | What I want to know |
| |
Objectives of Teaching Mathematics
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols and underlying processes and skills;
to develop ability to think, analyze and articulate logically;
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
feel the flow of reason while proving a result or solving a problem;
apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method;
to develop awareness of the need for national integration, protection of environment, observance of small family norms, removal of social barriers, elimination of gender biases;
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
to develop necessary skills to work with modern technological devices and mathematical softwares
to develop interest in mathematics as a problem-solving tool in various fields for its beautiful structures and patterns, etc.
to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics;
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
to develop interest in the subject by participating in related competitions;
to acquaint students with different aspects of Mathematics used in daily life;
to develop an interest in students to study Mathematics as a discipline.
Mathematics is the abstract science of number, quantity, and space, either as abstract concepts, or as applied to other disciplines such as sciences, technology and engineering.��Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, the ability to apply this Knowledge and acquired skills in their daily life and the skills to think mathematically. It also includes understanding of the principles of reasoning and problem solving.� �Children learn to rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.��Mathematics is offered at two different levels� i.e. Mathematics (Basic) & Mathematics Standard to suit needs of different learners.
Break
Discussions
Lunch Break
Annual �Curriculum �Plan
Lesson Plan
Cognitive Domain
Psychomotor Domain
Affective Domain
Why use Bloom’s taxonomy?
To write learning objectives
To plan curriculum
To align objectives to assessment techniques and standards
To incorporate knowledge to be learnt effectively
To facilitate permanent acquisition of learning
To help students develop higher thinking skills
HO 8B
Writing Clear Learning Objectives
Helps to specify the level, criteria or standards for the knowledge, skills, abilities, competencies, attitudes or values that your students are expected to be able to demonstrate.
Use Bloom’s action verbs to write your objectives to make your objectives capable of being measured by an assessment tool, instrument, or metric.
Planning Appropriate Instruction
Guide you to plan for your instruction. So, you know how to proceed to develop students’ thinking skills.
Consider your students’ learning needs before you decide which level of Bloom’s taxonomy you need to focus on.
Posing the Right Questions
Our questions can pose different cognitive demands on our students.
It is important to know what kind of questions we need to pose at each stage of our lesson to support our students to learn better.
Closed questions : to activate students’ prior knowledge and assess their understanding of previous lessons.
Open questions : for application, analysis, synthesis and evaluation.
Differentiating Your Lessons
You can provide an extra challenge for early finishers, working on more challenging higher order thinking tasks.
Using this taxonomy, you can also plan for a variety of tasks within the same level or category catering to the needs of multiple intelligence.
For stimulating students’ interest and maximizing more learning opportunities.
Curricular Expectations - NCERT
Mathematisation (ability to think logically, formulate and handle abstractions)
Develop ability and attitude for— mathematisation rather than knowledge of procedures.
Mathematical vocabulary.
Consolidation and generalisation of the concepts learnt so far.
Understanding and proving mathematical statements.
Addressing problems that come from other domains such as, science and social sciences.
Itegration of concepts and skills that the children have learnt into a problem-solving ability.
Analysing and constructing the processes involved in mathematical reasoning.
Establishing linkages between mathematics and daily life experiences and across the curriculum.
Lesson Planning
DEVELOPMENT OF LESSON PLAN
SMART Learning Outcome
Specific – What exactly will they be able to do?
Measurable – How will you know you’ve met your objective?
Achievable – How are you going to take to attain it ?
Relevant – Does it have an impact on the goal ?
Time-bound – Does it include specific timeline ?
HO 9B
KWL(H) Chart
(What we know, What we want to know,
What we have learned, How we know it).
enables students to trace the progress throughout the course of study.
Warm up Activity / Introduction
Trigonometry
History / Mathematicians
Modeling
Behavioural modeling demonstrates
how to perform the activities.
Cognitive modeling articulates
the reasoning that learners should use while engaged in the activities.
Approaching a Geometry Sum...
Guided Instruction
a learning approach in which the educator uses
To guide student thinking and
To facilitate an increased responsibility for the completion of a task.
Scaffolding
BREAK
Hands-On
Project-Based Learning – Athletics Track
large and small group discussions,
where students critically analyze individual and group thoughts and discussions
will attempt to synthesize the information in order to draw conclusions about the given problem or issue.
Area related to circles
SOH-CAH-TOA mnemonic:
Some Old Horses
Can Always Hear
Their Owner’s Approach
Oscar/Had
A/Heap
Of/Apples
The Old Arab
Carried A Heavy
Sack Of Hay
Connecting to real world....
Problem-based Learning
Recognising or Identification the Problem
Analysing the Problem
To Search the Expected Mathematical Relations
To Find the Solution
Check the Answer
Audio Visual Aids
Mathematics
in
Art
Addressing misconceptions....
Integrating Technology
Breaking the monotony
Putting it play way
Role Play
If X is sin A, what is Y ?
X Y
P Q R
If P is sin A, & Q is cos A, What is R ?
0. Using Formula......
7+6+5+4+3+2+1 = 28
Using Body Parts...
Art Integration
Reference Materials for �Secondary School Mathematics
Internal Assessment
and
its Structure
Internal Assessment (20 Marks)
Periodic Test
(05)
Pre Mid Term [PT1]
Mid Term [PT2]
Post Mid Term [PT3]
Average of Best 2
Multiple
Assessment (05)
Subject Enrichment Activity (05)
Mathematics –
Lab Activities and
Projects
Strategies: Quiz, Oral Test, Concept Map, Exit Cards, Visual Expressions
Portfolio
(05)
Class work plus peer assessment, self assessment, achievements of student in the subject, reflections, narrations, journals etc.
Assessment
The purpose of this kind of assessment is usually Summative and is mostly done at the end of a task, unit of work etc.
Assessment OF Learning
Assessment for Learning is usually FORMATIVE.
Assessment for Learning happens during the learning, often more than once, rather than at the end.
Students understand exactly what they are to learn, what is expected of them and are given feedback on how to improve their work.
Assessment FOR Learning
Through this process students are able to learn about themselves as learners and become aware of how they learn – become metacognitive (knowledge of one’s own thought processes).
Assessment AS Learning
Students reflect on their work on a regular basis, usually through self and peer assessment and decide what their next learning will be.
Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions.
Assessment
OF
Learning
Assessment
FOR
Learning
Assessment
AS
Learning
Periodic Test
Multiple Assessment
Subject Enrichment
Activity
Portfolio
Periodic Tests
To conduct 3 Periodic Tests
To take the average of best 2 scores of the individual student.
To follow a pattern, similar to the final end-of-course examination.
To have a gradually increasing portion of content.
Multiple assessment
Multiple assessment strategies are advised over the period of curriculum transaction.
The subject teachers would determine the type and frequency of these.
To develop simple scoring criteria and rubrics along with a technique chosen for multiple assessment.
To provide feedback to improve teaching and learning,
To use follow-up measures
Multiple assessment
This would make assessment more comprehensive and provide schools/teachers flexibility to use multiple and diverse techniques to assess learners viz. observation, oral tests, individual or group work, class discussion, field-work, concept maps, graphic organizers, visual representation etc.
Schools are given autonomy to use alternate modes of assessment as per the demand of the subject and the context towards addressing the goal of assessment for and as learning, such as, quizzes, project-work, Self and peer assessment, collaborative projects, experiments, classroom demonstrations, etc
Subject Enrichment Activities
To move from confirmatory nature of lab experiments to explorations
Students need to be encouraged to
Portfolio
Is a collection of chosen work by a student representing performances collected over time and describes the learner’s efforts, progress, and achievement in key areas.
It is a tool for assessing a variety of skills not usually testable in a single setting of the traditional written paper and pencil tests.
Assessment would include self and peer assessment among others.
Portfolio
The focus on self-assessment and reflection helps students to identify their strengths and weaknesses thereby facilitating setting up of realistic improvement goals.
Motivates students and helps to develop metacognitive skills which enable them to make adjustments not only in their learning in school but beyond as well
Provides an opportunity to share own learning with peers and review and give feedback on each other’s work.
Portfolio
The portfolio also provides an opportunity to learners to share and comment on each other’s work.
Such peer assessment facilitate understanding of criteria of good work to students.
It is advised that such criteria be developed and made clear to students. Initially this self and peer assessment would be a guided endeavor.
Using Rubrics as a part of FA..
How do Rubrics help….
Rubrics help students:
How do Rubrics help ?
Rubrics
Essential Parts of a Rubric
How to make a Rubric,….
Working on Handouts
With reference to
Initial Pages of Curriculum
[Internal Assessment Handouts]
And
Sample Question Paper
[Creating Sample MCQ,
Assertion-Reason and
Case Based Questions]
Resources…
Resources…
Resources…
Self Blend Model
COE, Chennai - Joyful Mathematics -2
5/18/2023
13
27
19
21
COE, Chennai - Joyful Mathematics -2
5/18/2023
13
27
19
21
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4
4
Thank you