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?”