Line 8: |
Line 8: |
| # To develop basic competencies in the use of digital tools and processes | | # To develop basic competencies in the use of digital tools and processes |
| # To create resources for teaching learning using Geogebra | | # To create resources for teaching learning using Geogebra |
− | # To access and share Geogebra based lessons for Mathematics teaching<br> | + | # To access and share Geogebra based lessons for Mathematics teaching (Geometry topics for class 8 and 9, first term) |
| | | |
| === Agenda for the workshop === | | === Agenda for the workshop === |
Line 21: |
Line 21: |
| || '''Workshop Resources''' | | || '''Workshop Resources''' |
| || '''Expected outcomes''' | | || '''Expected outcomes''' |
− | |-
| |
− | || Day 1
| |
− | ||
| |
− | ||
| |
− | ||
| |
− | ||
| |
| |- | | |- |
| || 9.30 – 10.00 | | || 9.30 – 10.00 |
Line 33: |
Line 27: |
| | | |
| Logistics of the workshop | | Logistics of the workshop |
− | || Participant handout folder with agenda and workshop circular copy | + | || Participant handout with basic Geogebra lesson |
| || All teachers and the resource persons get to know each other | | || All teachers and the resource persons get to know each other |
| |- | | |- |
Line 40: |
Line 34: |
| || Context sharing and expectation setting | | || Context sharing and expectation setting |
| | | |
− | The scope of the TCOL program and the activities Indicative curriculum and timetable
| + | Understanding the scope of TCOL program |
| || Presentation on planned program (ODP) | | || Presentation on planned program (ODP) |
| | | |
Line 48: |
Line 42: |
| || 11.15 – 1.00 | | || 11.15 – 1.00 |
| || Geogebra for mathematics teaching | | || Geogebra for mathematics teaching |
− | || 1. Mapping how Geogebra can support attainment of mathematics learning | + | || 1. Getting familiar with creating sketches using Geogebra |
− | | + | || 1. Introduction to Geogebra |
− | 2. Getting familiar with creating sketches using Geogebra
| + | || 1. Participants are able to: - Open a Geogebra file and play with it - Play around with the interface - Create basic sketches using Geogebra - construction of simple geometry objects, save a Geogebra file |
− | || 1. Textbooks | + | 2. Participants are able to develop a lesson plan with Geogebra (working in groups) |
| | | |
− | 2. TPCK use cases document 3. Introduction to Geogebra (both pages)
| |
− | || 1. Participants are able to see how Geogebra can support mathematics learning in ways that complement traditional mathematics teaching
| |
− |
| |
− | 2. Participants are able to: - Open a Geogebra file and play with it - Play around with the interface - Create skteches using Geogebra - Using textbox, export image features - Saving a Geogebra file - Using the input bar
| |
| |- | | |- |
| || 1.30 – 4.00 | | || 1.30 – 4.00 |
Line 66: |
Line 56: |
| | | |
| 2. TPCK use cases document 3. Introduction to Geogebra (both pages) | | 2. TPCK use cases document 3. Introduction to Geogebra (both pages) |
− | || 1. Participants are able to develop a lesson plan with Geogebra (working in groups) | + | || 1. 3. Use the slider and input bar options in Geogebra and able to build animations |
− | | |
− | 2. Participants are able to see the advantage of a Geogebra mediated lesson over traditional forms of mathematics teaching
| |
− | | |
− | 3. Use the slider and input bar options in Geogebra and able to build animations | |
| |- | | |- |
| || 1.30 – 4.00 | | || 1.30 – 4.00 |