Reflection of Pro- D day

I visited the Beaty Biodiversity Museum on professional development day. School programs and hands-on activities stations were set up throughout the museum collections. Nancy Lee was a fantastic tour instructor. I took a museum tour for teachers with her as a group 1. She gave us so many tips about how to plan field trips or school programs with students.

I learned many tips that are helpful for all subjects’ teachers such as: as a teacher, how would I give a small introduction to students about the field trips/ school programs so that students can be prepared with questions in advance. As a result, they will have more learning benefits from the trips/school programs. I also learned how I can encourage a creative learning environment in the classrooms by encouraging learning curiosity and presenting presentations.

I think that professional development day fosters opportunities for teachers to learn essential skills (communication skill, time management skill, leadership skill, and many others) to become better, more efficient teachers which help them succeed.

I have attached the photos of hand-on activities for school programs:

1.       Observing nature for grades k - 4: Students draw fish by using a ruler, rectangle, semi-circle, and triangle so that they can learn more than one subject at the same time. I mean, they can learn about shapes and sizes (Math subject), about fish species (Science subject), and about the drawing (Art subject).

2.       Sketching for grades k - post secondary: students can visualize the animals and sketch the specimen.

Eisner: three curricula

During the reading of the article about the three curricula that all schools teach, I had 3 stops- The explicit curriculum, the implicit curriculum, and the null curriculum.

The explicit curriculum means what is formally taught in the school. There are many goals that are associated with the explicit curriculum that schools offer to students. I have become aware of those explicit goals; they are appearing in school district curriculum guides and the course planning materials. In other words, it includes subjects' content, classroom practice, and the standard of lessons.

Reading about the implicit curriculum, I noticed it is the hidden goals of the schools.  The article mentions “the implicit curriculum of the schools is carried by the organizational structure of the school and by pedagogical rules that are established in school” (page 96). It is extreme and schools teach far more than they advertise. For example, competitiveness is fostered by the grading system and the differentiation of classes into ability groups (different grades have different values). In other words, the implicit curriculum shapes students’ character. It often creates a habit of what types of character traits are valued and considered important in the community. I think that it is a really important curriculum.

Lastly, I stopped at the null curriculum. I noticed it has two major dimensions: the intellectual processes and the content/subject area. Some intellectual processes are emphasized and neglected by schools. The content/subject area is sometimes present and sometimes absent in the school curriculum. For example, some nonverbal thoughts or imagination are not emphasized in schools.  In other words, the null curriculum means what is not taught in the schools.

I think that the article helps to expand our ideas about the 'curriculum'.  The mandated BC Provincial The curriculum is directly connected with Eisner's ideas because of BC Provincial The curriculum orientation guide mentions the same curriculum needs and curriculum model. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/fil es/Curriculum_Brochure.pdf

Math lesson plan micro-teaching Reflection

As a group, we chose Primary trigonometry Ratios from Math 10 Foundation of Math and Pre-calculus. All members of our group were actively involved in the math lesson plan for micro-teaching. Everything went according to our lesson plan, and we were able to complete the lesson on time.

I learned many strategies such as: how to teach in an interesting way, how do students get involved in the class actively, etc. During the lesson, I introduced the primary trigonometry ratios concept through the diagram of the right triangle on the whiteboard. It worked well to explain the concept of the primary trigonometric ratios. I explained the connection between my microteaching lesson plan and our real-life experiences. I noticed that students were more comfortable in learning the concept through the activity. Students were able to identify the right-angles, the hypotenuses, and three different types of triangles in the activity sheets. Now since there was another class in the adjoining room, in order not to disturb them, I had to keep my voice low. However, there were a few times when the students felt that I should have spoken a little louder. 

I have also attached self-assessment and peer-assessments.

Math Lesson plan for micro-teaching

MATH LESSON PLAN FOR MICRO TEACHING

Subject: Math	Date: Oct. 16, 2019	Duration: 15 minutes
Introduction	Trigon" is Greek for “triangle”, and "metric" is Greek for measurement. This lesson will help students to understand the concept of the primary trigonometric ratios are special measurements of a right triangle (a triangle with one angle measuring 90°) and it's importance.
Class Profile	Foundations of Math and Pre-Calc Grade 10 Class. A small group of 8-10 students. (role-playing with EDCP 342 Teacher Candidates)

Big Idea(s) https://curriculum.gov.bc.ca/curriculum

“Trigonometry involves using proportional reasoning to solve indirect measurement problems.”

Curricular Competencies https://curriculum.gov.bc.ca/curriculum	"Visualize to explore and to illustrate mathematical concepts and relationships." “Represent mathematical ideas in concrete, pictorial, and symbolic forms.”
Content Objectives	"primary trigonometric ratios" -          Sine and Cosine -          Right angle problems -          Contexts involving direct and indirect measurement
Language Objectives	Review: Right Angle, Similar Triangles, Hypotenuse New: Sine (sin) Ratio, Cosine (cos) Ratio, Adjacent Side/leg, Opposite side/leg,

What the students will do

Students will apply sine and cosine ratios and solve for unknown values in right-angle triangles.

Materials and Equipment Needed for this Lesson

Activity Sheet, Whiteboard with markers

	Lesson Stages	Learning Activities	Time Allotted
1	Warm-Up	Students will be asked to identify right-angles, hypotenuses, and similar triangles, based on visuals provided by the teachers. *If students struggle to review these concepts, more time will need to be allotted to review before introducing trig ratios* Questions for assessing understanding: “Where do you see right-angles or right triangles in everyday life?”	1 minute
2	Group Activity	Candidates work on given Activity Sheet, to measure and get the idea of the trigonometry ratio. Walk around and give hints to groups, help them to correct any errors made.	5 minutes
3	Presentation	Conclude the activity and introduce “What are the sine & cosine ratios?" How to use the formulas to find the sine and cosine ratios and solve examples.	3 minutes
4	Practice and Production	Candidates work on given problems in groups or individually. For a mistake made by most groups, gather all students and explain the concept.	4 minutes
5	Wrap-up and review	Given them a short worksheet for classwork Assign homework for practice for them	2 minutes

Assessment/Evaluation of Students’ Learning

Students should demonstrate the difference between the Cos ratio and the Sin ratio. Students should consistently identify the adjacent, opposite, and hypotenuse sides of a right-angled triangle.

  

Geometric Puzzle

Thirty equally spaced points on the circumference of a circle are labeled in order with the numbers 1to 30? Which number is diametrically opposite to 7?

Answer: let suppose that diagonal line between 7 and n(number)is the diameter of the circle.
that means 180 degrees.

30/2= 15 (because of 30 equally spaced points on the circumference of a circle)
Therefore, n=7+15=22.

The extended puzzles are:
1. possible solution:
21 equally spaced points on the perimeter of the equilateral triangle are labeled in order with the numbers 1to 21? Which number is diametrically opposite to 7?

The one possible answer is: 14 & 21                         

2. Not possible puzzle: 
Thirty unequally spaced points on the circumference of a circle are labeled in order with the numbers 1to 30? Which number is diametrically opposite to 7?

Answer: The puzzle does not have only one answer because if we enlarge the circumference of a circle then the diametrically opposite to 7 number is the different number than the reduce circumference of a circle has. The answer does not remain the same number as we reduce or enlarge the circumference of a circle then the diametrically opposite to 7 number.

• What process did you use to work on and solve this puzzle?

I drew the circle and 30 equally spaced points on the circumference of a circle are labeled in order with the numbers 1to 30, and I have realized that if I draw the large circle and label the number 1 to 30 then I have 15 number which is diametrically opposite to 7 but if I draw the small circle and label the number 1 to 30 then I have 22 number which is diametrically opposite to 7. I have noticed that if I change the circumference of a circle then my answer is also changed.

I think that there is no value to give the students impossible puzzles. It does not make sense for them to spend so much time behind the unsolvable puzzle.

• What makes a puzzle truly geometric, rather than simply logical?

The puzzle has mentioned the circle shape instead of any other geometric shapes and that makes a puzzle truly geometric, rather than simply logical. In other words, if we change the shape, our answers also change.

Battleground Schools Reading

During the reading of the article about the fraught history of mathematics education and the curriculum in North America, I had 3 stops- Progressivist reform movement for math, New math reform movement, and “Math –wars” based on NCTM Standard form.

The Progressivist reform movement for math wanted that the students understand the importance of learning math by doing the activity and effective inquiry so that they find out alternative ways to get the answers instead of memorizing the math rules without a sense of "why". I think that the reform movement helped the students to give importance to "doing" math rather than "knowing" math.

Reading about the new method reform movement, I realized how the movement made changes in the math curriculum so that schools play an essential role to generate a bright math future generation. In other words, the universities and National Council of the teaching of mathematics had to rewrite the Mathematics curriculum for elementary and secondary schools so that students become familiar with the foundation of advanced math concepts at the school levels. As a result, they become an expert on math when they are attending University. I think that it is a really important movement.

Lastly, I stopped at "Math-Wars" based on the NCTM standards Form. I tried to understand how the progressive and constructivist approaches were influenced to NCTM standards, and why parents formed lobby groups like "HOLD" (honest open and logical debate) to oppose the standard positions.  I think that “Math-Wars” were debates between parents who were worried about their children's academic careers and NCTM standards.

Micro-teaching reflection

My reflection: 

I have learned so many positive strategies such as: how to teach an interesting way, and how to apply those strategies into my academic subject, how do students get involved in the class actively. As I planed, everything went according to my lesson plan, and I was able to complete the lesson on time. During the lesson, I gave a demonstration to my students and it worked well. However, I had to make sure that my voice remains low so that other classes do not disturb.

For my next microteaching the session, I would like to make a connection between my microteaching session and our real-life experience so that students feel comfortable to learn it.

I have also attached self-assessment and peer-assessments.

Dishes Puzzle

How many guests are there?" said the official.
"I don't know.” said the cook, "but every 2 used a dish of rice, every 3 used a dish of broth, and every 4 used a dish of meat between them". 

There were 65 dishes in all.  How many guests were there?

Solution: Solve Algebra Equation.

Let’s suppose, G= Guests.

Every 2 used a dish of rice, means, G/2

Every 3 used a dish of broth, means, G/3

Every 4 used a dish of meat, means, G/4

Here the puzzle used “and” word means we are going to add them together, but there were 65 dishes in all.

Equation is:  G/2+ G/3+ G4= 65.

It has a common denominator, which is 12.

Therefore, 13G/12 = 65

G=60.

The answer is: there was a total of 60 guests.

No, it doesn't make a difference to our students to offer examples, puzzles, and histories of mathematics from diverse cultures.

Yes, the word problem/ puzzle story makes a difference to our enjoyment of solving it because students are actively involved in the learning process andthey like to learn math with fun.

Lesson Plan for Micro Teaching

LESSON PLAN FOR MICRO TEACHING

Subject: Garba Dance	Date: Oct. 2, 2019	Duration: 10 minutes
Introduction	Garba dance is a popular Indian folk dance. Garba is performed during Navratri – a 9-day festival of Goddess Durga.
Class Profile	22 Teacher Candidates

Background

Garba performances often include singing and a musical accompaniment traditionally provided by the double-headed drum. It is a joyful style of Dance, based on a circular pattern and characterized by a sweeping action from side to side.

What the students will do

Candidates will learn and perform some simple steps of the dance.

Materials and Equipment Needed for this Lesson

iPod, YouTube, and Spacious room

	Lesson Stages	Learning Activities	Time Allotted
1.	Presentation	I will show that some basic legs and movement steps by giving step by step demonstration.	2 minutes
2	Practice and Production	Candidates are going to learn basic Garba dance steps as a group by following my steps. They will do some practice about the dance steps.	5 minutes
3.	Assessment/Evaluation of Students’ Learning	They will dance as a group with some music. https://www.youtube.com/watch?v=4a25J3p0kVI	3 minutes