Calculus Revision As91262(2.7)

Calculus Revision(2.7)

Equation of the tangent lesson

Optimisation Lesson

As 91262(2.7) Calculus

Who invented Calculus? Here is the answer.

As91261 Algebra Revision for Mock Examination

My students and I planned this term(3) very carefully to avoid the last
minute rush. We finished the 1/3 of the Algebra after the last internal(2.14)
and made them to practice past papers for homework. Here is the video.

KWL Chart Strategy

Completing the “K” portion of the chart increases student comprehension by engaging their prior knowledge; they begin the unit already thinking about and connecting with the topic. The “W” section of the chart is a road map that helps students become active learners and gives them ownership of the learning objective. Completing the “L” activity at the close of the unit reinforces what they have learned.

Chunk, Check and Chew Strategy

I found this strategy very effective to teach Trigonometry

(1)I begin Trigonometry unit of information with a preview activity and follow that with an initial presentation of a chunk of critical information. This part of the lesson takes about ten to twelve minutes.

(2) After presenting a “chunk,” giving students a task to do with a partner or group to actively process the new information. The techniques in this guide will give you many ways to engage your students in this kind of cognitive processing.

 (3) Following the processing, I gave another chunk of new information. This chunk was a form of brief ppt/video to the critical information with a partner. Students have specific kinds of processing in which they will engage once each information-input segment has occurred.

(4)  I  repeated the above cycle until all of the chunks of critical information for a lesson or unit have been introduced and processed.

(5) I instructed students to review the critical information chunks from the day and think about whether anything they learned in a previous lesson connects with their new learning. Then ask them to engage in some kind of summarizing activity to connect the various information chunks.

Here is the Link

Chunk,Chew,Check technique CCC

CHUNK = INPUT Students acquire new information 
in varied ways.

CHEW = PROCESSStudents make sense of new
information in varied ways.

CHECK = OUTPUT Students show what they have
learned in varied ways.

I found this technique useful for Trigonometry

Leading for Differentiation

Growing Teachers who Grow kids

 Recently I read a book about Leading for Differentiation  by
Carol Anne Tomlinson & Michael Murphey.

 Four traits of classroom teaching

Student- centred, because to help each learner grow, 
it is imperative to know where that learner is in a 
progression from novice to competent to expert.

Knowledge- centred, so that teachers and students

 invest in important learning goals that help learners

 make connections among ideas, see relationships 

among the various aspects of what they learn, 

and become able to apply and transfer what 

they learn to contexts beyond the immediate lesson

 and beyond the classroom.

Assessment- centred, because of effective use of 

formative assessment helps teacher and students

 better understand the student's learning journey 

and know how to construct the next steps in 

that journey.

Community-centred, because it is important 

for students to have support as they grapple 

with challenge and because working in a

 community (rather than in isolation) inevitably

 models varied pathways to learning.

I found this book very useful to differentiate effectively.