One course two approaches….MIT... · 2018-09-12 · One course two approaches…. The case of MTH5030: Learning, Teaching and Assessment in Primary Mathematics CHAN Yip-Cheung and

One course two approaches….The case of MTH5030:

Learning, Teaching and Assessment in Primary Mathematics

CHAN Yip-Cheung and

CHEUNG Ka-Luen

7 Dec 2010

One course two approaches……The case of MTH5030: Learning, Teaching and Assessment in Primary Mathematics

Different arrangement of learning and teaching activities for catering different backgrounds of participants in

full-time class and part-time class…..

MTH5030 Learning, Teaching and Assessment in Primary Mathematics

• A pedagogy course offer for both full-time and part-time PGDE students

• Different background among full-time and part-time students.

• Full-time (pre-service teachers): • no school teaching experiences

• Part-time (in-service teachers): some are

• experienced teachers • novice teachers or teaching assistants;

some • teach mathematics for many years • never teach mathematics.

Our Task

• the course intended learning outcomes (CILOs) are the same.

• need to have some adjustment on the teaching and learning activities to cater the diverse backgrounds.

• In this sharing, we will illustrate the different arrangements in teaching and learning activities in full-time class and in part-time class.

Outline of our sharing

MTH5030 : Learning, Teaching and Assessment in Primary Mathematics

Course Intended Learning Outcomes (CILOs)

By the end of this course, students will be able to:

• CILO1 : implement the basic principles of mathematical learning in helping children to learn mathematics.

• CILO2 : apply and evaluate the principles and methodologies of mathematics teaching in primary schools.

• CILO3 : demonstrate techniques of planning, instruction and evaluation in teaching primary mathematics in local primary schools.

• CILO4 : make use of assessment in mathematics for reporting and helping children to learn.

• Full time PGDE

– Dr CHEUNG Ka-Luen

• Part time PGDE (Math SKP)

– Dr CHAN Yip-Cheung

Full time PGDE

The HKIEd

Local Primary School The L& T of PGDE(Full Time)

Finding a way through !?

Lack of : Teaching Experience

Local Primary School

The HKIEd

?

Need: Content Knowledge(CK) & Pedagogical Content Knowledge(PCK) in Mathematics

The HKIEd


?

Task

The HKIEd

Keep a good balance !


The HKIEd

1. HK Primary Math Curriculum

2. Learning theories and Teaching theories

3. Design of lessons, Student assessments

4. Assessment for learning & Evaluation

5. L&T of ‘Numbers’

6. L&T of ‘Shapes’

7. L&T of ‘Measurements ’

8. L&T of ‘Data Handling & Algebra’

9. Tryout teaching on selected topics





13. Mathematical games and activities

The L& T of PGDE(Full Time)

Stage 1. Basics

Stage 2. CK and PCK

Stage 3.

Consolidation

Stage 4.

Reflection


The HKIEd




5. L&T of ‘Numbers’(Fractions)










The L& T of PGDE(Full Time)

Stage 1. Basics

Stage 2. CK and PCK

Stage 3.

Consolidation

Stage 4.

Reflection

Link. Examples from Numbers


The HKIEd




5. L&T of ‘Numbers’(Fractions)










Assessment of PGDE(Full Time)

Part I.

Presentation &

Report on

Trial Teaching

and

Reflection

Part II.

Report on

L& T

Design

Good Practice

• Encouraging the use of teaching aids and IT

Resource to enhance teaching

(Getting support from the community)

• Reserving Rooms for the practice of trial teaching

(Team work and peer assessment)

• Open Resource Library

(Sense of “Honor system” and contribution to the teaching community )

Using suitable resource

• open library • Resource from EDB

1.

The HKIEd

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Local Primary School Reflection of PGDE(Full Time)

Stage 1. Basics

Stage 2. CK and PCK

Stage 3.

Consolidation

13. Mathematics Teaching for

Non-Chinese Speaking Children&

Mathematical games and activities

Stage 4.

Reflection

Take off from the edge!

Learning and learning is like…. stacking of CD’s?

Part time PGDE (SKP)

Our part-time students usually…

• have some PCK (at least they have some teaching experiences), but

• weak in math CK

In order to upgrade their CK and PCK, we need to…..

• encourage the participants to reflect their teaching strategies; and

• “remediate” their weak math background

Watch and discuss videos of lesson episodes (CILO1, CILO2):

• Provide an opportunity to reflect the participants’ own teaching practices and expose different teaching approaches.

Part time PGDE (Math SKP)

Sharing of teaching experiences among the participants (CILO1, CILO2):

• Open the participants’ horizon because they work in different schools


Try new teaching methods in pair or in group (CILO3)

• This is another kind of “mirco-teaching”!


Integrate the discussion of teaching strategies with related math concepts (CILO3):

• Enhance the participants’ math CK


Discuss interesting and challenging math questions and encourage the participants to use these questions in their own classes (CILO3)

• Increase the participants’ motivation to learn and think mathematics


Discuss common mistakes and misconceptions observed by the participants in assessment of their own students (CILO4)

• Encourage the participants to develop “assessment for learning” (instead of assessment of learning)


Oral presentation of teaching and assessment design (CILO1, CILO2, CILO3, CILO4)

• Facilitate the participants to reflect their own teaching strategies critically and theoretically


The goal…..

• Transform our participants to become an autonomous (mathematics) teacher.

Preparing the learner to study autonomously is an essential part of the philosophical and pedagogical framework of a self-access environment. However, individual learners differ in their study habits, motivation, and interests and develop differing degrees of independence throughout their educational career (Tumposky, 1982).

It would seem appropriate, therefore, that any kind of learner training should take into consideration these factors at the design stage. In addition to individual learner differences, we must also consider cultural variations within the learning process which may cause resistance to the notion and practicalities of independent learning.

• Reference: Fitzgerald, Susan; Morrall, Andrew & Morrison, Bruce (1996) 'Catering for Individual Learning Styles: Experience of Orienting Students in an Asian Self-access Centre' in AUTONOMY 2000: The Development of Learning Independence in Language Learning, Bangkok, Thailand; King Mongkut'sInstitute of Technology Thonburi, 55 – 69.

Thank You!

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One course two approaches….MIT... · 2018-09-12 · One course two approaches…. The case of MTH5030: Learning, Teaching and Assessment in Primary Mathematics CHAN Yip-Cheung and