Strategies for teaching Mathematics efficiently:
Excellent mathematics teachers arouse curiosity, challenge student’s thinking and actively engage them in learning mathematics. Employ wide variety of stimulating activities such as online interactive quizzes, role-plays and Jigsaw puzzle. These activities are intended to ignite the spark of creativity and kindle student’s enthusiasm.
Mathematicians promote that assisting students to “transform texts into maths formulas and formulas back to words” (Shults, 2008) is an excellent way of helping students to read, comprehend the process of calculating interest amounts, apply the concepts and present the solutions.
Encourage students to use the learning journal to write down their logical thought processes and describe the strategies they use to solve problems.
Integrate literacy and numeracy into the Mathematics learning experiences. Provide students with the multimodal literacy capabilities needed to participate in the literate rich twenty-first-century.
Teach students reading, comprehension, transformation, processing skills and encoding by using Newman’s prompts. This strategy brilliantly covers all the elements of literacy required to decipher mathematical paradigms.
Newman’s research shows that students make more than 50% of errors in reading, comprehension and transformation while solving mathematical problems. Hence, put more emphasis on teaching students these skills in the lesson plans.
The teaching strategies 3-minute pauses, mentally rehearsing, using graphic organisers, and practice schedule assist students to think analytically, review the steps in the mind logically, organise the information efficiently and practise to master the mathematical paradigms methodically. O’Donnell et al. (2011, p. 502) approve that deliberate practice is crucial to master complex skills. Provide opportunities for students to practice mathematical problems using authentic modes and learning resources.
Provide rationales, to explain why the lesson is worth their effort, can be an effective motivational tool because it helps students persevere and develop autonomy. It also generates identified regulation i.e. the self-determined type of extrinsic motivation that is associated with both high autonomy and positive functioning (Reeve, Jang, Hardre, & Omura, 2002, as cited in O’Donnell et al., 2011, p. 455). For example: While teaching Trigonometry and Statistics, show students the “benefits of learning those topics” Graphic Organiser
Trigonometry benefits:
http://vijay-managingelearning-test.weebly.com/trigonometry-benefits.html
Statistics benefits:
http://vijay-managingelearning-test.weebly.com/statistics-benefits.html
to aid students to realise the importance of calculus for their academic success and beyond.
I have provided students the benefits of learning mathematics http://vijay-managingelearning-test.weebly.com/why-learn.html, Real life example http://vijay-managingelearning-test.weebly.com/real-life-example.html and advantages of learning about money and financial mathematics http://vijay-managingelearning-test.weebly.com/advantages.html
Communicate with students how they can become smarter and brilliant by studying Mathematics. Scientists endorse that solving numerical problems stimulates brain cells. The stimulation and use leads to great neural interconnectivity, enlarges the brain’s plasticity and enables people to become smarter and brilliant (O’Donnell, Dobozy, Bartlett, Bryer, Reeve & Smith, 2011, p. 97). The numerical problems provide the developing brain with the stimulation it needs to connect more and more neurons together, thus enhancing brain development, learning and cognitive development (O’Donnell et al., 2011, p. 98).
Gather students’ prior knowledge and learning styles and prepare the learning material suitable for the cohort’s learning preferences and needs.
http://vijay-managingelearning-test.weebly.com/students-prior-knowledge.html
Use the process diagrams (see http://vijay-financialratios-test.weebly.com/interest-rate-flowchart.html) to assist students to understand the concepts thoroughly and derive the solutions methodically.
The “Australian Association of Mathematics Teachers” recommends using technological resources for learning mathematics (Goos & Bennison, 2004). Technology-enhanced tools enrich students “Attention, Relevance, Confidence and Satisfaction” (ARSC).
According to Mathematical Learning Theory (Atkinson, 1972), optimal learning performance can be attained by giving students adequate time to learn. With interactive resources, students have the opportunity to learn at their own pace. Moreover, interactive technology’s immediate feedback motivates students and increases their learning confidence, and offers students’ sense of empowerment and accomplishment (Fudin, 2012).
Integrate audio-video teaching aids into the learning activities as digital natives learn productively with curiosity and passion.
Use the teaching aids that actively engage learners and demonstrate hypothesis using real life examples. Therefore, students develop skills required to investigate life-related scenarios using subject matter.
Scaffold students to derive accurate solutions, and further synthesising and justifying solutions for the real-world scenarios.
Integrate General Capabilities into the lesson plans (http://vijay-managingelearning-test.weebly.com/general-capabilities.html).
Identity formation is predominant in young adolescents’ lives. The opportunity to explore who they are in an inspiring environment is important to them (Stowell et al., 1996, p. 61). Tiered interactive activities provide a stimulating environment in which students experiment with what they know without fear of being criticised unduly. The thrill, instant gratification and feedback offered by digital resources inspire students to learn with enthusiasm and passion and contribute towards shaping a cohesive self-identity.
For example: I have incorporated Diagnostic quizzes (Trigonometry): http://vijay-managingelearning-test.weebly.com/diagnostic-test.html, Tiered activities (Simple interest and trigonometry) http://vijay-managingelearning-test.weebly.com/quizzes.html, quizzes of various difficulty (Financial ratios) http://vijay-financialratios-test.weebly.com/quizzes.htm and technology driven interactive learning tools (Simple interest, Trigonometry and Statistics) http://vijay-managingelearning-test.weebly.com/interactive-learning.html into the learning experiences.
Games offer students an exciting learning platform to develop logical and strategic thinking at their own level (Vale, n.d.). Howard and Fogarty (2004, p. 161) advocate that ‘the concept of fun is not to be underestimated in middle years learning’. The interactive games, based on fun, catalyse motivation and meet the multiple intelligences of twenty-first century young adolescents (Molyneux & Godinho, 2012).
According to "cognitive neuroscience", the human brain pays more attention to new experiences than routine activities (Bowperson, n.d., p. 1). Interactive web-based activities offer students the novelty required for the brain. Additionally, creative activities engage both the left and right spheres of human brain thus enhancing learning retention (Mackay, 2012).
Employ Graphic Organisers and Note-taking strategies to enhance student’s cognitive development and organisational skills. National Center on Educational Outcomes (2002) promotes that Graphic Organisers assist students to comprehend difficult concepts of word problems and mathematical processes. Encouraging students to use Graphic Organisers along with the teacher constructed text is a standard practice in teaching mathematics at all levels (Portman & Richardson, 1997).
Provide opportunities for students to read questions and understand and interpret word problems, apply the concepts logically, convert texts into mathematical symbols, solve the problems and derive the solutions methodically.
Tips to solve word problems efficiently:
1. Read the problem thoroughly
2. Reread: Read the problem once again to interpret the problem accurately
3. Draw a diagram to depict the given values
4. Label the diagram with all the given values
5. Write down clearly any given values that are not represented in the diagram
6. Write down what you need to find out (the unknown values)
7. Identify the trigonometric formula you can apply to determine the unknown value
8. Solve the formula using algebra
9. Write the solution in general terms
10. Justify the solution
11. Recheck all the steps from 1 to 10
"Intelligence is something we are born with. Thinking is a skill that must be learned” (de Bono, n.d., as cited in Loh, n.d.). Therefore, integrate sequence of increasing difficulty cognitive objective (knowledge, comprehension, application, analysis, synthesis and evaluation) questions (http://vijay-managingelearning-test.weebly.com/blooms-taxonomy-model.html) into the lesson plans to challenge students, induce curiosity and inspire them to deepen their understanding, develop higher-order thinking skills and become effective learners.
Shults (2008) introduced the term THIEVES for inspiring students to use every part of the textbook to learn systematically and become experts in Mathematics.
T. H. I. E. V. E. S
“T” represents Title,
“H” represents Headings,
“I” represents Introduction,
“E” represents Examples,
“V” represents Visuals and Vocabulary,
“E” represents End of chapter questions
Jigsaw puzzle: In this approach, students develop critical thinking including identifying the important ideas from the learning material, summarising and explaining to other team members (Killen, 2013, pp. 247-250). This cognitive elaboration process assists students to understand and remember the information (Killen, 2013, p. 229). McInerney and McInerney (1994, as cited in Braggett, 1997, p. 81) advocate that this strategy is admirably suited to young adolescents because it is most effective for mastering complex conceptual material.
In the middle years of schooling, school mathematics, and thus the development of numeracy, is challenged by students’ disposition towards the study of mathematics (Dole, 2005). Address this challenge by adopting Dimensions of learning 1 & 5 and 16 Habits of Mind strategies coupled with effective scaffolding. Progressing learning from easy to more difficult, familiar to unfamiliar, routine to non-routine (QSA, 2012), breaking the tasks into manageable sections, making students believe that they have the capabilities to complete tasks and encouraging students to practise positive self-talk is likely to overcome student's fear of mathematics.
Inspire students to master mathematical paradigms through complex reasoning processes such as Problem Solving and Decision Making models.
Provide opportunities for students to develop multifaceted higher order thinking and deep learning through researching, analysing, and exploring creative ways to derive methodical solutions. Facilitate students to develop higher order thinking skills by engaging in Problem-based Learning, Six Thinks Hats and Bloom’s Taxonomy sequence of questions.
Newman prompts and Four Resource Model: These models deeply encompass all the aspects of literacy competencies essential to master complex mathematical models in the middle phase of schooling.
Constructing meaning from mathematics involves discovering how mathematics can be applied to realistic problems (Stowell et al., 1996, p. 37). Put great emphasis on helping students to understand the relationships between what they are studying and the real-world. Incorporate the real-life mathematical questions in the curriculum and assessment to make it meaningful for young adolescents.
Facilitate learning activities that will extend student’s learning and apply the methodical and rigorous process of complex reasoning by employing Dimensions of Learning 3 & 4, Bloom’s Taxonomy and De Bono’s Six Hats strategies.
Encourage in-depth learning as it has the potential to engage students’ imaginations and emotions in learning and build their confidence and pride and inspire students to keep learning and develop lifelong learning skills (IERG, n.d.).
Teach students ‘learning how to learn’. Incorporate learning activities and self-assessment in the instruction for students to acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance.
The efficient way to check student’s in-depth understanding of the learned knowledge in the classroom is to use an extensive range of assessment techniques catered for diverse learners.
Engage in high quality profound assessment tasks that are interesting, technically sound and provide results that demonstrate and improve targeted student learning.
Adopt the assessment practices that help students develop the skills, dispositions and knowledge needed to engage them intellectually and emotionally in their academic work that is connected to real world applications. Set realistically high and personally meaningful expectations and goals, and provide regular, timely and specific feedback that inspires them to reach their full potential.
Employ an extensive repertoire of educational practices and brain-based learning and active information processing strategies that are claimed by researchers and experienced teachers to work well in both the middle and senior years of schooling.
The approaches outlined above are certainly not definitive. It is imperative for teachers to continuously review the practices and refer the current professional literature in mathematics and select the appropriate techniques for teaching Mathematics.
Putting theory into practice:
I have applied mathematics content knowledge and teaching strategies to develop engaging teaching activities.
http://vijay-managingelearning-test.weebly.com/activity-1.html
http://vijay-managingelearning-test.weebly.com/activity-2.html
http://vijay-managingelearning-test.weebly.com/activity-3.html
http://vijay-managingelearning-test.weebly.com/activity-4.html
Diagnostic quizzes (Trigonometry):
http://vijay-managingelearning-test.weebly.com/diagnostic-test.html
Tiered activities (Simple interest and trigonometry):
http://vijay-managingelearning-test.weebly.com/quizzes.html
Quizzes of various difficulty (Financial ratios):
http://vijay-financialratios-test.weebly.com/quizzes.html
Technology driven interactive learning tools (Simple interest, Trigonometry and Statistics):
http://vijay-managingelearning-test.weebly.com/interactive-learning.html
Differentiation example (maths simple interest - tiered activities):
http://vijay-managingelearning-test.weebly.com/differentiation.html
Integrating literacy and numeracy into maths curriculum:
http://preserviceteacherresource.weebly.com/literacy-and-numeracy.html
Four Resource Model:
http://vijay-managingelearning-test.weebly.com/four-resource-model.html
Newman Prompts:
http://vijay-managingelearning-test.weebly.com/newman-prompts.html
Six Thinking Hats:
http://vijay-managingelearning-test.weebly.com/six-hats-thinking.html
Metacognitive Questions:
http://vijay-managingelearning-test.weebly.com/metacognitive-questions.html
Improving numeracy:
Tips to improve numeracy; Solve-IT:
http://vijay-financialratios-test.weebly.com/numeracy.html
Calculating interest rates flowchart:
http://vijay-financialratios-test.weebly.com/interest-rate-flowchart.html
Grade record sheet:
http://vijay-managingelearning-test.weebly.com/grade-sheet-and-check-chart.html
Year 9 Assessment Items:
http://vijay-managingelearning-test.weebly.com/year-9-assessment.html
Incorporating general capabilities in the learning experiences:
http://vijay-managingelearning-test.weebly.com/general-capabilities.html
Business/Accounting subject:
Comparing and contrasting:
http://vijay-managingelearning-test.weebly.com/comparing--contrasting.html
Problem Based Learning (PBL) approach:
http://vijay-financialratios-test.weebly.com/problem-based-learning-cycle.html
Jigsaw strategy implementation:
http://vijay-financialratios-test.weebly.com/jigsaw-strategy.html
Bloom’s Taxonomy Model:
http://vijay-managingelearning-test.weebly.com/blooms-taxonomy-model.html
Wiki activity:
http://vijay-financialratios-test.weebly.com/wiki-activity.html
Quizzes of various difficulty (Financial ratios):
http://vijay-financialratios-test.weebly.com/quizzes.html
Decision making process model using (DOL4):
http://vijay-managingelearning-test.weebly.com/decision-making.html
Sample assessment task:
http://vijay-financialratios-test.weebly.com/task-1.html
Assessment suggested response:
http://vijay-financialratios-test.weebly.com/task-1-suggested-response.html
Exemplars:
http://vijay-financialratios-test.weebly.com/exemplars.html
Example grade sheet:
http://vijay-financialratios-test.weebly.com/grade-sheet.html
Excellent mathematics teachers arouse curiosity, challenge student’s thinking and actively engage them in learning mathematics. Employ wide variety of stimulating activities such as online interactive quizzes, role-plays and Jigsaw puzzle. These activities are intended to ignite the spark of creativity and kindle student’s enthusiasm.
Mathematicians promote that assisting students to “transform texts into maths formulas and formulas back to words” (Shults, 2008) is an excellent way of helping students to read, comprehend the process of calculating interest amounts, apply the concepts and present the solutions.
Encourage students to use the learning journal to write down their logical thought processes and describe the strategies they use to solve problems.
Integrate literacy and numeracy into the Mathematics learning experiences. Provide students with the multimodal literacy capabilities needed to participate in the literate rich twenty-first-century.
Teach students reading, comprehension, transformation, processing skills and encoding by using Newman’s prompts. This strategy brilliantly covers all the elements of literacy required to decipher mathematical paradigms.
Newman’s research shows that students make more than 50% of errors in reading, comprehension and transformation while solving mathematical problems. Hence, put more emphasis on teaching students these skills in the lesson plans.
The teaching strategies 3-minute pauses, mentally rehearsing, using graphic organisers, and practice schedule assist students to think analytically, review the steps in the mind logically, organise the information efficiently and practise to master the mathematical paradigms methodically. O’Donnell et al. (2011, p. 502) approve that deliberate practice is crucial to master complex skills. Provide opportunities for students to practice mathematical problems using authentic modes and learning resources.
Provide rationales, to explain why the lesson is worth their effort, can be an effective motivational tool because it helps students persevere and develop autonomy. It also generates identified regulation i.e. the self-determined type of extrinsic motivation that is associated with both high autonomy and positive functioning (Reeve, Jang, Hardre, & Omura, 2002, as cited in O’Donnell et al., 2011, p. 455). For example: While teaching Trigonometry and Statistics, show students the “benefits of learning those topics” Graphic Organiser
Trigonometry benefits:
http://vijay-managingelearning-test.weebly.com/trigonometry-benefits.html
Statistics benefits:
http://vijay-managingelearning-test.weebly.com/statistics-benefits.html
to aid students to realise the importance of calculus for their academic success and beyond.
I have provided students the benefits of learning mathematics http://vijay-managingelearning-test.weebly.com/why-learn.html, Real life example http://vijay-managingelearning-test.weebly.com/real-life-example.html and advantages of learning about money and financial mathematics http://vijay-managingelearning-test.weebly.com/advantages.html
Communicate with students how they can become smarter and brilliant by studying Mathematics. Scientists endorse that solving numerical problems stimulates brain cells. The stimulation and use leads to great neural interconnectivity, enlarges the brain’s plasticity and enables people to become smarter and brilliant (O’Donnell, Dobozy, Bartlett, Bryer, Reeve & Smith, 2011, p. 97). The numerical problems provide the developing brain with the stimulation it needs to connect more and more neurons together, thus enhancing brain development, learning and cognitive development (O’Donnell et al., 2011, p. 98).
Gather students’ prior knowledge and learning styles and prepare the learning material suitable for the cohort’s learning preferences and needs.
http://vijay-managingelearning-test.weebly.com/students-prior-knowledge.html
Use the process diagrams (see http://vijay-financialratios-test.weebly.com/interest-rate-flowchart.html) to assist students to understand the concepts thoroughly and derive the solutions methodically.
The “Australian Association of Mathematics Teachers” recommends using technological resources for learning mathematics (Goos & Bennison, 2004). Technology-enhanced tools enrich students “Attention, Relevance, Confidence and Satisfaction” (ARSC).
According to Mathematical Learning Theory (Atkinson, 1972), optimal learning performance can be attained by giving students adequate time to learn. With interactive resources, students have the opportunity to learn at their own pace. Moreover, interactive technology’s immediate feedback motivates students and increases their learning confidence, and offers students’ sense of empowerment and accomplishment (Fudin, 2012).
Integrate audio-video teaching aids into the learning activities as digital natives learn productively with curiosity and passion.
Use the teaching aids that actively engage learners and demonstrate hypothesis using real life examples. Therefore, students develop skills required to investigate life-related scenarios using subject matter.
Scaffold students to derive accurate solutions, and further synthesising and justifying solutions for the real-world scenarios.
Integrate General Capabilities into the lesson plans (http://vijay-managingelearning-test.weebly.com/general-capabilities.html).
Identity formation is predominant in young adolescents’ lives. The opportunity to explore who they are in an inspiring environment is important to them (Stowell et al., 1996, p. 61). Tiered interactive activities provide a stimulating environment in which students experiment with what they know without fear of being criticised unduly. The thrill, instant gratification and feedback offered by digital resources inspire students to learn with enthusiasm and passion and contribute towards shaping a cohesive self-identity.
For example: I have incorporated Diagnostic quizzes (Trigonometry): http://vijay-managingelearning-test.weebly.com/diagnostic-test.html, Tiered activities (Simple interest and trigonometry) http://vijay-managingelearning-test.weebly.com/quizzes.html, quizzes of various difficulty (Financial ratios) http://vijay-financialratios-test.weebly.com/quizzes.htm and technology driven interactive learning tools (Simple interest, Trigonometry and Statistics) http://vijay-managingelearning-test.weebly.com/interactive-learning.html into the learning experiences.
Games offer students an exciting learning platform to develop logical and strategic thinking at their own level (Vale, n.d.). Howard and Fogarty (2004, p. 161) advocate that ‘the concept of fun is not to be underestimated in middle years learning’. The interactive games, based on fun, catalyse motivation and meet the multiple intelligences of twenty-first century young adolescents (Molyneux & Godinho, 2012).
According to "cognitive neuroscience", the human brain pays more attention to new experiences than routine activities (Bowperson, n.d., p. 1). Interactive web-based activities offer students the novelty required for the brain. Additionally, creative activities engage both the left and right spheres of human brain thus enhancing learning retention (Mackay, 2012).
Employ Graphic Organisers and Note-taking strategies to enhance student’s cognitive development and organisational skills. National Center on Educational Outcomes (2002) promotes that Graphic Organisers assist students to comprehend difficult concepts of word problems and mathematical processes. Encouraging students to use Graphic Organisers along with the teacher constructed text is a standard practice in teaching mathematics at all levels (Portman & Richardson, 1997).
Provide opportunities for students to read questions and understand and interpret word problems, apply the concepts logically, convert texts into mathematical symbols, solve the problems and derive the solutions methodically.
Tips to solve word problems efficiently:
1. Read the problem thoroughly
2. Reread: Read the problem once again to interpret the problem accurately
3. Draw a diagram to depict the given values
4. Label the diagram with all the given values
5. Write down clearly any given values that are not represented in the diagram
6. Write down what you need to find out (the unknown values)
7. Identify the trigonometric formula you can apply to determine the unknown value
8. Solve the formula using algebra
9. Write the solution in general terms
10. Justify the solution
11. Recheck all the steps from 1 to 10
"Intelligence is something we are born with. Thinking is a skill that must be learned” (de Bono, n.d., as cited in Loh, n.d.). Therefore, integrate sequence of increasing difficulty cognitive objective (knowledge, comprehension, application, analysis, synthesis and evaluation) questions (http://vijay-managingelearning-test.weebly.com/blooms-taxonomy-model.html) into the lesson plans to challenge students, induce curiosity and inspire them to deepen their understanding, develop higher-order thinking skills and become effective learners.
Shults (2008) introduced the term THIEVES for inspiring students to use every part of the textbook to learn systematically and become experts in Mathematics.
T. H. I. E. V. E. S
“T” represents Title,
“H” represents Headings,
“I” represents Introduction,
“E” represents Examples,
“V” represents Visuals and Vocabulary,
“E” represents End of chapter questions
Jigsaw puzzle: In this approach, students develop critical thinking including identifying the important ideas from the learning material, summarising and explaining to other team members (Killen, 2013, pp. 247-250). This cognitive elaboration process assists students to understand and remember the information (Killen, 2013, p. 229). McInerney and McInerney (1994, as cited in Braggett, 1997, p. 81) advocate that this strategy is admirably suited to young adolescents because it is most effective for mastering complex conceptual material.
In the middle years of schooling, school mathematics, and thus the development of numeracy, is challenged by students’ disposition towards the study of mathematics (Dole, 2005). Address this challenge by adopting Dimensions of learning 1 & 5 and 16 Habits of Mind strategies coupled with effective scaffolding. Progressing learning from easy to more difficult, familiar to unfamiliar, routine to non-routine (QSA, 2012), breaking the tasks into manageable sections, making students believe that they have the capabilities to complete tasks and encouraging students to practise positive self-talk is likely to overcome student's fear of mathematics.
Inspire students to master mathematical paradigms through complex reasoning processes such as Problem Solving and Decision Making models.
Provide opportunities for students to develop multifaceted higher order thinking and deep learning through researching, analysing, and exploring creative ways to derive methodical solutions. Facilitate students to develop higher order thinking skills by engaging in Problem-based Learning, Six Thinks Hats and Bloom’s Taxonomy sequence of questions.
Newman prompts and Four Resource Model: These models deeply encompass all the aspects of literacy competencies essential to master complex mathematical models in the middle phase of schooling.
Constructing meaning from mathematics involves discovering how mathematics can be applied to realistic problems (Stowell et al., 1996, p. 37). Put great emphasis on helping students to understand the relationships between what they are studying and the real-world. Incorporate the real-life mathematical questions in the curriculum and assessment to make it meaningful for young adolescents.
Facilitate learning activities that will extend student’s learning and apply the methodical and rigorous process of complex reasoning by employing Dimensions of Learning 3 & 4, Bloom’s Taxonomy and De Bono’s Six Hats strategies.
Encourage in-depth learning as it has the potential to engage students’ imaginations and emotions in learning and build their confidence and pride and inspire students to keep learning and develop lifelong learning skills (IERG, n.d.).
Teach students ‘learning how to learn’. Incorporate learning activities and self-assessment in the instruction for students to acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance.
The efficient way to check student’s in-depth understanding of the learned knowledge in the classroom is to use an extensive range of assessment techniques catered for diverse learners.
Engage in high quality profound assessment tasks that are interesting, technically sound and provide results that demonstrate and improve targeted student learning.
Adopt the assessment practices that help students develop the skills, dispositions and knowledge needed to engage them intellectually and emotionally in their academic work that is connected to real world applications. Set realistically high and personally meaningful expectations and goals, and provide regular, timely and specific feedback that inspires them to reach their full potential.
Employ an extensive repertoire of educational practices and brain-based learning and active information processing strategies that are claimed by researchers and experienced teachers to work well in both the middle and senior years of schooling.
The approaches outlined above are certainly not definitive. It is imperative for teachers to continuously review the practices and refer the current professional literature in mathematics and select the appropriate techniques for teaching Mathematics.
Putting theory into practice:
I have applied mathematics content knowledge and teaching strategies to develop engaging teaching activities.
http://vijay-managingelearning-test.weebly.com/activity-1.html
http://vijay-managingelearning-test.weebly.com/activity-2.html
http://vijay-managingelearning-test.weebly.com/activity-3.html
http://vijay-managingelearning-test.weebly.com/activity-4.html
Diagnostic quizzes (Trigonometry):
http://vijay-managingelearning-test.weebly.com/diagnostic-test.html
Tiered activities (Simple interest and trigonometry):
http://vijay-managingelearning-test.weebly.com/quizzes.html
Quizzes of various difficulty (Financial ratios):
http://vijay-financialratios-test.weebly.com/quizzes.html
Technology driven interactive learning tools (Simple interest, Trigonometry and Statistics):
http://vijay-managingelearning-test.weebly.com/interactive-learning.html
Differentiation example (maths simple interest - tiered activities):
http://vijay-managingelearning-test.weebly.com/differentiation.html
Integrating literacy and numeracy into maths curriculum:
http://preserviceteacherresource.weebly.com/literacy-and-numeracy.html
Four Resource Model:
http://vijay-managingelearning-test.weebly.com/four-resource-model.html
Newman Prompts:
http://vijay-managingelearning-test.weebly.com/newman-prompts.html
Six Thinking Hats:
http://vijay-managingelearning-test.weebly.com/six-hats-thinking.html
Metacognitive Questions:
http://vijay-managingelearning-test.weebly.com/metacognitive-questions.html
Improving numeracy:
Tips to improve numeracy; Solve-IT:
http://vijay-financialratios-test.weebly.com/numeracy.html
Calculating interest rates flowchart:
http://vijay-financialratios-test.weebly.com/interest-rate-flowchart.html
Grade record sheet:
http://vijay-managingelearning-test.weebly.com/grade-sheet-and-check-chart.html
Year 9 Assessment Items:
http://vijay-managingelearning-test.weebly.com/year-9-assessment.html
Incorporating general capabilities in the learning experiences:
http://vijay-managingelearning-test.weebly.com/general-capabilities.html
Business/Accounting subject:
Comparing and contrasting:
http://vijay-managingelearning-test.weebly.com/comparing--contrasting.html
Problem Based Learning (PBL) approach:
http://vijay-financialratios-test.weebly.com/problem-based-learning-cycle.html
Jigsaw strategy implementation:
http://vijay-financialratios-test.weebly.com/jigsaw-strategy.html
Bloom’s Taxonomy Model:
http://vijay-managingelearning-test.weebly.com/blooms-taxonomy-model.html
Wiki activity:
http://vijay-financialratios-test.weebly.com/wiki-activity.html
Quizzes of various difficulty (Financial ratios):
http://vijay-financialratios-test.weebly.com/quizzes.html
Decision making process model using (DOL4):
http://vijay-managingelearning-test.weebly.com/decision-making.html
Sample assessment task:
http://vijay-financialratios-test.weebly.com/task-1.html
Assessment suggested response:
http://vijay-financialratios-test.weebly.com/task-1-suggested-response.html
Exemplars:
http://vijay-financialratios-test.weebly.com/exemplars.html
Example grade sheet:
http://vijay-financialratios-test.weebly.com/grade-sheet.html