task 4 ppm - group 2 - presenting information
TRANSCRIPT
MATHEMATICS TEACHING PLANNING
“Critical Teaching Skills For Presenting Information”
Group II
Name NPMPipin Devi Erasanti A1C010018Nia Winiarti A1C010004Risnanda Arifin A1C010027Alif Aditya A1C010022Hapni Puspita Sari A1C010037
Semester : VLecturer : Dewi Rahimah, M. Ed
Study Program of Mathematics EducationMathematics and Natural Science
Faculty of Teachersip and Education ScienceBengkulu University
2012
Critical Teaching Skills for Presenting Information
1. Give comments on the following video by connecting it to the
responding to english language learners when presenting
information.
a. Communicate meanings of new terms and concepts
by using gestures, facial expressions, voice changes,
pantomimes, demonstrations, rephrasing, visuals,
props, manipulatives, and other cues (Salend and
Salinas 2003).
According to us, teacher’s explanation about the
relationship between volume of pyramid and volume of
prism uses nice gestures. The demonstrations are also very
interesting by using sequence steps. So, it can making us
understand what the teacher‘s meaning. Beside that,
teachers also uses best way by using more than one props
to teach one material, so it can make all students including
english language learners understand what the expected
from the lesson, being taught by the teacher.
This video is very interesting presentation and very
helpful for students when they are learning about how the
relationship between volume of pyramid and volume of
prism is. Moreover, here teacher uses more than one
examples, to show the relationship between volume of
pyramid and volume of prism. Teacher uses the square
pyramid and square prism, then triangular pyramid and
triangular prism, after that circular prism and cone.
b. When you present, enunciate clearly, but don’t raise
your voice (Reed and Railsback 2003).
We think, the teacher teaches very well because he
enunciate clearly and doesn’t raise his voice.
c. Repetition can help students acquire the rhythm,
pitch, volume, and tone of the new language (Salend
and Salinas 2003).
In our opinion, the teacher in the video, he try to explain by
repetition that can help students acquire the rhythm, the
point what he is teaching. For example: when the teacher
want to show that the height of triangular pyramid is equal
triangular prism, teacher try to repeat that and show that
by props.
d. Don’t speak too quickly and use brief pauses at
natural points to allow learners to process what they
are hearing.
According to us, the teacher’s speaking is not too quickly
and it’s also clear. So easy for us to understand.
e. It is important to write clearly and legibly. Print
rather than use cursive until you are sure your
English Language learners can read cursive (Reed
and Railsback 2003).
In the video, teacher doesn’t write the steps but just write
the conclusion at the end. But according to us, it’s
important to write the steps for making us more
understand.
f. Avoid idioms and slang, as they can be confusing for
English language learners (Reed and Railsback
2003).
We think, the teacher doesn’t use avoid idiom or slang. It’s
very clear for us, so we can understand his idiom
g. Summarize the important points of the presentation
frequently, always making sure to emphasize key
vocabulary words (Reed and Railsback 2003).
We think, the teacher emphasizes the important point
and show the important point more than once. For example
when he want to demonstrate that volume of triangular
prism can be got by three time volume of triangular
pyramid, in the first teacher emphasize that the height and
the base area of triangular pyramid and triangular prism
are equal, and show them by props.
2. Give comments on the following video by connecting it to the
ideas that may help in planning demonstration.
a. Actually act out the skill you are teaching, rather
than just explaining and asking students to imagine
what you want them to do.
We think, in the video teacher has well explanation
because she acts out her skill when teaching. For example:
when demonstrating about pie, teacher bring real abject
that is circular object. ”All right, start the carefully in the
urgent, and I can do very best job that I can” and she is
rounding the circular object.
b. Use a “think-aloud” to explain what you are doing as
you do it. For example, when teaching the steps for
finding of coordinate teacher says “Next thing to do is get
the calculator, use the tool that is calculator to find 4.66
divided by 1.5 I get 3,11”
c. Supplement the demonstration with visual supports.
In our opinion, teacher explain well because when
demonstrating for getting the point of pie teacher use
circular object to make it clear.
d. Demonstrating the new skill or knowledge only once
is generally not enough.
According to us, in the video when the teacher put the
circular object in the urgent point and she rounds the
circular for getting new point of pie, that’s step is not
enough if only once. Because we think that is new skill for
student. So, more than once is better for making student
understand.
e. Actively involve students in the demonstration as
appropriate, being careful about not asking them to
do the demonstration for you.
In our opinion when teaching how to calculate the
coordinates teacher should involve student. The first
coordinate she has got, for the next teacher should involve
student. But in this video teacher doesn’t involve student
in demonstration.
f. When teaching a complicated skill, demonstrate
each individual step of the skill, but also
demonstrate all steps together.
We think when teaching about pie, in this video teacher try
to explain every individual steps well and practice it. She
explain the steps then she practice it. She also says the
step while she is demonstrating the step.
3. Give examples responding to diversity when planning visual
supports in teaching one topic in mathematics.
Topic: Triangle
a) Increase the number of visual supports used.
In topic triangle we can use some visual support. For
instance: we can use power point, GSP, overhead
transparency, carton, millimeter block, origami. Power
point for explaining the material concept, picture of
triangle, and other. GSP for drawing triangle, overhead
transparency carton can be used for explaining the
material, showing the draw that has been drawn by the
teacher, millimeter block and origami can be used for
drawing triangle or to proved area of triangle.
b) Be sure that all students, including those who are
English language learners, can understand wording
on visual supports.
For example: when drawing triangle teachers show the
ways to draw in power point so student understand, then
teachers ask student to draw and follow the way in power
pint. Ways for drawing triangles and the picture:
1. By using pair of compasses , make small arc wit has
center in point B, measure the radius that is not equal
AB, called it arc 1
2. By using same measure of pair of compasses in the
first step, make next arc that has center in point A and
called arc 2. The intersection of arc 1 and 2 called C
3. Drag line from A to C, and drag line from B to C, so we
get a triangle.
c) Use visual prompts (for example, color-code) to
highlight essential information.
For example: Teachers use blue color to show the formula
in triangles, or green color to show every concept of
triangle.
d) Provide individual copies of the visual support (such
as checklists of steps to follow for getting help) for
students to have at their desks.
For example: when teacher explain the material about
drawing triangle, then teacher share the hardcopy that has
been copied to students.
e) Use pictures to supplement written words o a visual
support.
For example: teacher explains definition of triangle and
teacher will give the picture for making clear.
“Triangle is a plan that formed by three point that aren’t
linear and each of point connected by segment”.
4. Give examples responding to diversity when giving directions
in teaching one topic in mathematics.
Topic : Circle
a) Shorten and simplify directions.
For example: teachers ask students to draw circle that has
radius 3 cm by using pair of compasses. The purpose:
student can draw a circle if known the radius.
b) Give fewer directions at a time and have students
repeat or paraphrase what are to do (check for
understanding).
For example: teacher give direction how to draw and find
the area of circle, then teacher give question to students ”
draw and find the area of circles if we know the diameter:
a) 4cm ; b) 6cm ;
c) 8cm ; d) 10cm ”
(Here student will repeat again the knowledge that has
been given by the teacher).
c) Cue directions with numbers (for example, “first” or
“second”) and gestures (showing one finger, then
two).
For example: teacher explains how to draw circle, then
teacher give direction to students for drawing circle that
has radius 4 cm, for drawing the circle. First, draw a point.
Second, Find the distance of both feet of jangka by using
ruler, the distance 2 cm. Third, put the needle of pair of
compasses feet in the point has been drawn. Fourth,
round pencil part of pair of compasses feet in 3600.
d) Emphasize key words with intonations in your voice
and with gestures.
For example: teacher says about radius ” Remember,
radius is the distance from the center of a circle to its
perimeter. The radius is equal to half the diameter”.
(teacher’s gesture can be, teacher’s show his/her finger).
e) Make the directions into a list of steps that students
can check off as they complete each step.
According to our example in point (4.b), then teacher give
the way for getting the correct answer in the white board.
For example: to draw circle that has diameter 6 cm
1. Draw a point.
2. Find the distance of both feet of pair of compasses by
using ruler, the distance 3 cm.
3. Put the needle of pair of compasses in the point has
been drawn.
4. Round pencil part of pair of compasses feet in 3600 . So,
we get a circle.
ways for finding the area of circle
1. Find the radius of circle
Diameter = 6 cm
Radius =1/2 dari diameter
Radius i= ½ 6
radius = 3 cm
2. Area of Circle
A = πr2
3. Put the known value to the formula
A= 3,14 (3)2 = 28,26
(And like as the example above for the other questions.
So, student can check their works)
f) Check for understanding by asking specific
questions to prevent cultural misunderstandings.
Example: we want to know students’ understanding of
step to draw circle. So teacher ask “ What is the first thing
you should do for drawing a circle?”