MATHEMATICS TEACHING PLANNING
CRITICAL TEACHING SKILLS
FOR PRESENTING
INFORMATION
GROUP 1:
1. ERIS PERMATA SARI (A1C010009)
2. DWI RIZKITE (A1C010032)
3. EKA SUPRIYATNA (A1C010036)
4. MUTIA SRI NOVIANI (A1C010041)
5. HERIJON MR SIMBOLON (A1C010043)
SEMESTER 5
COURSE LECTURER: DEWI RAHIMAH, S.Pd., M.Ed.
MATHEMATICS EDUCATION STUDY PROGRAM
DEPARTMENT OF MATHEMATIC AND SCIENCE
EDUCATION
FACULTY OF TEACHER TRAINING AND
EDUCATION
UNIVERSITY BENGKULU
2012
1. Comment to the 1st video by connecting it to the
responding to english languange learners when presenting
information.
Based on the video, according to our group we give a
comments by connecting it to the responding to english
languange learners when presenting information, this video
give visual languange good. Based on the point of
responding to english language learners when presenting
information
a. Communicate meanings of new terms and concepts by
using gestures, facial expressions, voice changes,
pantomimes, demonstrations, rephrasing, visuals,
props, manipulatives, and othercues (Salend and
Salinas 2003). The video communicate meanings of
new term by using the demonstrations and use the
props. Teacher on the video use the props and
demostration good and clearly. The teacher explain the
material with slowly so the student or someone watch
the video can understand because the teacher give
clearly explanation.
b. When you present, enunciate clearly, but don’t raise
your voice (Reed and Railsback 2003). For this point the
video give an enuncieate clearly, teacher’s voice clearly
and he still raise his voice if the are an important
information.
c. Repetition can help students acquire the rhythm, pitch,
volume, and tone of the new language (Salend and
Salinas 2003). In this video our group didn’t find the
repetition.
d. Don’t speak too quickly and use brief pauses at natural
points to allow learners to process what they are
hearing. The video speak slowly, and use brief pause so
listeners (student) can understand the meaning of the
lesson. For example to prove the volume of cube is 3 x
volume of square piramid. When the speakers (teacher)
explain how to prove the volume of cube is 3 x volume
of square piramid, he speak slowly and he use the
props, and when he explain with props he use bref
pauses so the listeners(student) can think in a minute
what is the speakers say before.
e. It is important to write clearly and legibly. Print rather
than use cursive until you are sure your English
Language learners can read cursive (Reed and
Railsback 2003).
f. Avoid idioms (backseat driver, cute as a bug’s ear) and
slang (hangout, deep pockets), as they can be
confusing for English language learners (Reed and
Railsback 2003). We think that in this video did,t use an
idiom. As we say before that video is good and clearly.
g. Summarize the important points of the presentation
frequently, always making sure to emphasize key
vocabulary words (Reed and Railsback 2003). This
video give the summarize the important point in end of
the presentations. And the speakers(teacher) give an
important point what is the goal of this lesson. For
example from this video the teacher in the end of the
presentation give important point that the volume of
cube = 3 x volume of square piramid on the contrary
volume of square piramid = 1/3 volume of cube
2. Comment to the 2nd video by connecting it to the ideas that
may help in planning demonstration.
Our group give comments to the video point by point
according to the ideas that may help in planning
demonstration.
a. Actually act out the skill you are teaching, rather than
just explaining and asking students to imagine what
you want them to do.
After we watch the video, we can see that she act
everything as necessary. She doesn’t just ask to
imagine what to do. She measure the distance across
the object by put on the board and by thread.
b. Use a “think-aloud” to explain what you are doing as
you do it.
Our group can’t find this point in the video.
c. Supplement the demonstration with visual supports.
She has used the visual support. It seems that she use
coordinate on the blackboard that show the pairs
between the across distance of objects (placed
vertically) and around the object (placed vertically).
d. Demonstrating the new skill or knowledge only once is
generally not enough.
In the video, she has several ways to get the across
distance and around distance of the circle object. First,
she put the object on the coordinate and run it. Second,
she use the thread to get the comparation between the
circumference of circle and the diameter of a circle.
e. Actively involve students in the demonstration as
appropriate, being careful about not asking them to do
the demonstration for you.
It’s a good demonstration, If it demonstrated in front of
the class, it can make the student involved actively.
Students can follow what the teacher’s do. Student can
measure the distance across and around the object to
get the value of phi.
f. When teaching a complicated skill, demonstrate each
individual step of the skill, but also demonstrate all
steps together.
In the video, we see that she demonstrate all of steps
by herself. But if we’re in a classroom, we just do it
when we teaching a complicated skill, more than it, we
have demonstrate the step together with the student.
3. Responding to Diversity When Planning Visual
Supports
An example for responding to diversity when planning
visual supports:
Differences Prism and Pyramids
When we teach the students about prism and pyramids, so
that the teacher not only uses handbook to teach the students
but also use some media such as the 3D (Three-Dimensional)
figure to represent the lesson or use power point which contains
some 3D figures with animation to make the lesson more
interesting for students. Because when they learn about three-
dimensional figures it more effective when we use visual media,
we can see that students more understand and pay more
attention to our lesson compared by using imagination to
imagine about the figure. When they see or they touch the
figure, it will be remembered well and make the students
understand about that material faster. And then, if the teachers
use the visual media, they will be thriftier when using some
words to teach. Because when they see, teacher only guide the
students to get the concepts, not to tell the concept directly but
the students find it then the teachers complete the concept that
they have found. A notice for this, we use little words but it’s
effective to make the students understand about the lesson.
Example:
1. When we want to make student find the concept about
prism by giving them many several example of prism, like
cube, rectangular prism, hexagonal prism, etc. Maybe
before we give them the clue, we can ask them form the
pictures that we give what the same of that pictures and
then guiding them to get the concept of prism.
Concepts :
In geometry, a prism is a polyhedron with a n-sided polygonal base and n other faces (necessarily all parallelograms) joining corresponding sides of the two
After that, we can show the structure of one prism, such as
rectangular prism. Then we can give some explanation of
the characteristics of the prism
2. After they get the concept about what prism is, then we try
to ask them to find again about what pyramid is.
Concepts :
A pyramid is a polyhedron formed by connecting a polygonal base and a point, called the apex. Each base
edge and apex form a triangle. It is a conic solid with polygonal base.
After that, we can show the structure of a pyramid, such as
hexagonal prism. Then we can give some explanation of
the characteristics of the pyramid.
3. From the two steps above, actually the students have had
the concept about what a prism is and what a pyramid is.
They knew about the characteristics of prism and pyramid.
The next step, make them find the differences between
prism and pyramid.
Example, we take the rectangular prism and the
rectangular pyramid for comparison.
4. examples responding to diversity when giving directions in
teaching one topic in mathematics
Learning materials: Number of angles in a triangle.
learning objectives: determine the angles in a triangle is 180o
tools and materials:
1. paper
2. period
3. ruler
4. scissors
5. black marker
6. Colorful markers
The steps are:
1. Make-up triangle arbitrary
2. Make an angle on each corner of the triangle (use the term to
make it)
3. Paint or mark each corner of a triangle with different colors
4. Make a half-circle arc (magnitude obtained from the corners of
the triangle piece)
5. Cut the corners of the triangle.
6. Arrange the pieces to fit the triangle corner arc image that has
been created.
Conclusion: got the angles in a triangle is 180o
- Shorten and simplify directions.
Teachers provide guidance that is short and simple to
make-up triangle, but no explanation is given as to what
kind of triangle that must be made by the student.
- Give fewer directions at a time and have students repeat or
paraphrase what are to do (check for understanding).
Teachers give guidance to students to cut corners but not
explained triangle to be cut to bow or not. The teacher
then checks whether or not performed by the students. if
students cut suit with a bow that has been made, then the
student is doing the right steps, but if not, then the student
is doing the wrong move.
- Cue directions with numbers (for example, “first” or
“second”) and gestures (showing one finger, then two).
Teachers say the first step, the second and subsequent
followed by finger movements.
- Emphasize key words with intonations in your voice and
with gestures.
Teachers when giving orders cut by giving emphasis and
intonation practice cutting move.
- Make the directions into a list of steps that students can
check off as they complete each step.
Teachers make the steps work in a lab module. So that
students can check if they do have measures in
accordance with the steps desired by the teacher.
- Check for understanding by asking specific questions to
prevent cultural misunderstandings. Some students will say
they understand the teacher’s directions (even when they
don’t) to be respectful. Avoid asking, “Do you understand
the directions?” Instead, ask a question like, “What is the
first thing you should do?” (Zirpoli 2005).
After memebrikan direction, right or tidakkan teachers
check what is done by the students. whether it is in
accordance with the directives given by the teacher.