All 5 entries tagged Sct

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January 15, 2011

SCT5: Interactive IT resource


Check me out, submitting something five days before the deadline!

Here is my resource, which is a geogebra file with a dynamic right-angled triangle, and an accompanying worksheet that leads pupils through the process of discovering the trig ratios. This would be used as an introduction to trig, most likely in year 9.

trig_ratios_activity.ggb

sct5_trig.doc


Emma x x x


January 13, 2011

Wall Display (Spot the Deliberate Mistake)

Writing about web page /lydiaclarke/entry/sct4_classroom_display/

Writing about an entry you don't have permission to view

Jenni says there is something wrong on our wall display, but in typical Jenni style*, she is refusing to tell us what the problem is!!


*I'm STILL stuck on a puzzle from Problem Solving last year. Why couldn't you have just given us the answers????!!!! Put me out of my misery!!!!


January 12, 2011

T–Hop's Maths Trail

Writing about web page /lydiaclarke/entry/sct3_maths_trail/

Writing about an entry you don't have permission to view

Our Full maths trail can be found on Lydia's Blog here.


Emma x x x


October 26, 2010

Reflections on Feedback for SCT1

Follow-up to SCT1 Lesson Plan and Topic Plan from Emma's Adventures in PGCE-land

Whoops, it looks like I forgot to actually reflect on my peer assessment and use my feedback to improve my topic plan and lesson plan. I hope this didn't come across as me saying I'm so good I don't need to improve.

Here is the feedback I received:

sct1_peer_evaluation.docx

My main area for development is differentiation. Looking back at my lesson plan, I can see that I am not really taking into account the fact that some pupils will be completely lost during my explanations. I've written in my plan that I will focus on the lower-attaining pupils during individual work and I will explain to them again and help them get started. But although that will probably be somewhat effective, it doesn't make up for the fact that during a fairly large fraction of the lesson, there will be some pupils who, because they don't follow me, will switch off, lose focus, and perhaps even become disruptive. Bearing in mind what HS said about behaviour (that if pupils are badly behaved in a lesson you must first check your explanations were engaging and at the right level), clearly this is something that I should pre-empt by making sure my explanations will suit the whole class.

The thing is, until I've delivered this lesson to a class I won't really know how easy they will find my explanations to follow. I feel like I've made it as simple as I possibly could (whilst still staying somewhat true to a constructivist pedagogy*) so I don't really know how to improve it at the moment. But with experience, I will probably be able to tell better.

Emma x x x

*Yes I know "constructivist pedagogy" doesn't technically make sense because constructivism is a theory of learning and not of teaching. But I can't think of a better way of putting it.


October 07, 2010

SCT1 Lesson Plan and Topic Plan

Well, here they are. Don't be too harsh in your two stars and a wish :-)


lesson_plan-_fractions.docx

topic_plan-_fractions.docx


Emma x x x


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