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TIEE Mathematics teachers program 2023-24 (view source)
Revision as of 04:15, 24 July 2023
, 04:15, 24 July 2023no edit summary
=== Objectives: ===
=== Objectives: ===
* Discussing appropriate pedagogical processes by integrating with UDL principles to help children achieving the class level learning outcomes - Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies - Explore various econtent, tools, software for teaching, learning and assessment for the subject. Tools : Geogebra, Gcompris, turtle block, robo compass, Phet, Street Map, etc, - Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration topic wise for class 6 and class 7 syllabus.
* Discussing appropriate pedagogical processes by integrating with UDL principles to help children achieving the class level learning outcomes - Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies - Explore various econtent, tools, software for teaching, learning and assessment for the subject. Tools : Geogebra, Gcompris, turtle block, Robocompass, Phet, Street Map, etc, - Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration topic wise for class 6 and class 7 syllabus.
* Integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children - understand the genesis and importance of School Based Assessment, - familiarize with learner-centred approaches for assessment, - facilitate integration of teaching learning process with assessment procedures, - develop context-based exemplars in the relevant subject areas for the purpose of assessment.
* Integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children - understand the genesis and importance of School Based Assessment, - familiarize with learner-centred approaches for assessment, - facilitate integration of teaching learning process with assessment procedures, - develop context-based exemplars in the relevant subject areas for the purpose of assessment.
* After going through this module the teachers will know about the transactional strategies including ICT integration and the assessment part that can be adopted to engage the children in learning.
* After going through this module the teachers will know about the transactional strategies including ICT integration and the assessment part that can be adopted to engage the children in learning.
** Accessing and sharing resources to the peer group for the benefit of all teachers
** Accessing and sharing resources to the peer group for the benefit of all teachers
** Exponents and introduction to algebra
** Exponents and introduction to algebra
==== Innovative teaching practices ====
1. Self composed poems for important concepts.
2. Mathematical stories to create interest in the Subject.
3. Use of innovative teaching aids in the classroom.
4. Self-framed worksheets from simple to complex to reteach the difficult concepts for slow learners.
5. Some interesting games and puzzles designed to motivate the students to love mathematics.
6. Some innovative techniques used in class-room teaching-learning process to remove math-phobia.
7. Hand-outs are provided to students to remove common misconceptions.
8. Innovative Remedial Measures are adopted according to the type of errors committed by the students in their Formative Assessments.
For example:
1. For computational errors :- drill work is practiced.
2. For language comprehensive errors: - suitable questions with solutions are provided & explained in detail.
3. For careless errors:- common misconcepts are listed out from the past experience, so that students recall them while solving questions.
4. For incorrect formulae error: handouts with correct formulae & figures are provided and wherever possible explained through activities.
9. Suitable innovative and interesting activities are carried out in the classroom
10. Suitable and appropriate activities are carried out by the students under the guidance of the teacher. The activities end up with a number of questions so that the aim of the activity is clearly understood by each and every child in the class.
The students perform some of the activities in groups too, for example while playing mathematical games a lot of peer learning takes place.
11. Instead of giving the exact or accurate solution for the problems many times open-ended questions are preferred which ensures a wider
scope for thinking and reasoning.