Document: Invite

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Wu Suet Yu's Teaching Plan (Lesson Flow and Justification)

8. Lesson Flow

Time

Procedure

Rationale

Knowledge review:

- Teachers will explain common mistakes that students committed in the follow-up worksheet.

- Abled students will be invited to explain the challenging questions to the class. If no students are able to complete the exercise, the teacher will take the role to explain the questions.

Teachers may ask:

“How do you know your answer is correct?”

“Do anyone have a different answer as (someone)?”

“What is the key steps in finding a projection of (point/line) on the plane? ”

- To ensure the students have enough knowledge to learn new concept.

- Guiding question should be used to guide students to find the answer by themselves and explain their answer more clearly.

Knowledge building:

First, the teacher will group students talk about first question on worksheet to bring will be used out the concept of ‘line of intersection’.

- The teacher will ask students to complete question 2 on worksheet, i.e. finding angles between two planes that have different size.

- The teacher will distribute the tablets and protractors to students after the students understand the task.

- The teacher will demonstrate how the program on GeoGebra works before letting the students to work on their own.

- The teacher should walk around to check if students understand the tasks, know how to use the Geogebra program and assist them if needed.

Teachers may ask:

“How many groups of angles can you get?”

“Which type of angle is it?”

àInduce an important question “Which angle(s) should we choose to represent the angle between two planes?”

- The teacher will guide students to find out the size of the angle between two planes using GeoGebra and protractor.

- The students are required find the group of angles that has same size as the angle between two planes.

Teachers may ask:

“What is special about the angles in a cuboid?”

- The teacher will ask students to find out the relationship between the lines forming the angle and the intersecting lines.

- Students will be invited to show their answer with explanation using the GeoGebra. The screen of the tablet will be projected to the projector screen so that every student can see.

Teachers may ask:

“This group said that …, then does this group agree with them and why?”

- To show that there are angles in different size between two planes

- Teachers may be switch on all tablets, make sure all of them work before the lesson.

- The tablets allow students to check the angles sizes with GeoGebra.

- This helps filter the possible candidate of the angle between two planes

- To show that “the lines forming the angles should be perpendicular to the intersecting lines”

- Students are allowed to use GeoGebra in helping them to develop the relationship.

- The teacher should induce discussion within students.

- If students answer correctly but explain unclearly, the teacher may guide them to explain with proper questioning.

- If students answer incorrectly, the teacher should be ready to take the role (which will be shown in GeoGebra).

Debrief:

- The teacher will debrief the activity and ask students to conclude the key points in finding the angle between two planes and write them on the worksheet.

- To consolidate the knowledge they receive/ discover in the activity

Learning tool making:

- The teacher will distribute the material and teach students to make the tools.

- The teacher will demonstrate the usage of the tools.

- Use tool to help students to visual the angle and build up a personal meaning of it.

9.Teacher material

a. GeoGebra:

(Teacherversion)https://www.geogebra.org/3d/t7r8knpc

(Studentversion)https://www.geogebra.org/3d/pzcbg9re

b.Follow-up Worksheet – Appendix 1

c.Lesson PowerPoint – Appendix 2

https://docs.google.com/presentation/d/1zf7EP-jWxCbr0X6vVGLRa-thYSRnabUSydbO0aoY-q4/edit?usp=sharing

d.Lesson Worksheet – Appendix 3

e.Instruction for Tools Making – Appendix 4

10. Justification:

This lesson design consists of a flipped classroom and two learning activities. Before the lesson, students will watch the flipped classroom video, which is aiming to revise some useful knowledge that students should know before attending the lesson. A follow-up worksheet is also assigned to the students to motivate them to watch video and serve as a pre-assessment of students’ readiness. Thus, the teacher can clarify students’ misconceptions in the beginning of lesson. It will facilitate student to learn the new concepts. Moreover, heterogeneous grouping is adopted in the lesson. Since “angles between two planes” is a difficult topic that requires excellent visualization of the 3-D figure, which students usually feel hard to understand. Therefore, two-people grouping can also maximize the engagement of each student while it is hoped that abler students could help the weaker students to learn the topic in such grouping.

The grouping will be used in the learning activity that building up the concept of “angles between two planes”. It is believed that students have a rough idea about the angles between two planes but they do not know the accurate mathematic meaning of it. In most textbooks, there are not much description about it. Usually, the steps of finding the angle are just list out the without letting the students to fully understand the concept. In sight of this, this activity is designed to help students build up a concrete idea of “angles between two planes”. As a result, scaffolding is employed in this activity. Throughout the activity, the students will take the role to actively exploring the idea by accomplishing the given questions and tasks. Meanwhile, the teacher will facilitate the learning progress by effective questioning, constantly giving feedbacks to students and keep track on students’ performance. Since the students find out the answer step-by-step and conclude the findings on their own, they can gradually develop a personal meaning of the concept. Hence, they can establish a more concrete idea of “angles between two planes”.

Scaffolding is useful only when students can visualize the 3-D figures. Regarding this problem, GeoGebra is introduced in the activity. It serves for two purposes. Firstly, for some weaker students, GeoGebra provides a dynamic pictures of the 3-D figures, so the students may understand the 3-D figure better. Secondly, for all students, it consists of different useful tools like angle measuring function, so all students can freely explore the figure to enhance the learning. Apart from this digital teaching aids, a tool will be made by every student in the end of the lesson. According to Vygotsky (1978), learning is mediated through signs. The tools made contains signs that help students to internalized the concept and produce a personal meaning of the angle.

To conclude, the lesson design and teaching aids both play an important role in the learning and teaching. To amplify the learning outcome, the teachers are also vital since they manage the flow of the lesson. It is important to have a student-centered and highly interacted lesson, so that teacher will receive feedback from students to amend the lesson and the students will know how to understand their problems and improve.

DMU Timestamp: November 27, 2019 01:26