In ten years, I spend as much time as I can with the most talented classes teaching logical thinking and deductive unit in Euclidean geometry.
Also, I spend my time defending Class formal geometric proof approach.
One of the activities I always do is to give my students a series of five questions written down as the geometry of the circle.
In Abd, which extended through the point E so that AE @ AB. If a circle drawn through the A, B and D to F sections show that FD FE @.
This strategy has a number of steps, and is used after all the basic instruction and practice geometry circle is complete. This is the last step in my teaching this unit.
Here?s my strategy.
Step 1 students in the class were given five problems similar to the one above for homework. They need to draw diagrams and write each one a testament to all problems.
Step 2 At the beginning of the next class (we have 70 lessons minutes), divide the class into five groups, giving each student a number from one to five.
Step 3 I organized 5-6 tablets / tablet area in my room or in the surrounding area. (I use the mobile plates.) Sam allocate each group in plaque area.
Step 4 Each student group is assigned a number which is the number of problems that will write a complete proof with diagrams in his boat. They will explain their solution to their groups as they go.
Step 5 students in their groups to interact with the teachers? students when necessary to gain more explanation or discussion about the ?correctness? of evidence.
Step 6 Once a student completes his ?proof?, he / she meets with the group in order to allow a ?teacher? again to give his testimony to your problem.
Step 7 movements of a group of teachers to intervene only as a last resort.
Step 8 After the procedure is completed, the class meets in their normal positions, where the teacher asks students to share any problem encountered any evidence innovative.
Step 9 teacher analyzes the process by highlighting all the important issues are not defined in step 8
I feel my students always have a lot of this process. Here are some of the comments made during our evaluation activities.
First I found I get better as a language student explained in ?our?.
Second We all helped each other.
3 Another gave us a good idea.
4 It was more fun than in normal classes.
For me, as a teacher, positive results were:
Communication skills are developing.
The students were on task willingly.
They are taking what they did.
Mentoring between students is beginning to develop.
This strategy can be used successfully in a wide range of subjects, such as simultaneous equations and trigonometric.
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