Innovation of Mathematics Education through Lesson Study ... paper/apec2016... · Innovation of...

Innovation of Mathematics Education through Lesson Study

Challenges to Energy Efficiency on STEM and Cross-border Education

Haji Mohd Johan Bin Zakaria Soledad Ulep Aida Yap

APEC-KKU Symposium 12-15 November 2016

Looking back…

• In the APEC-Tsukuba Conference held in February 2016, the Philippines and Malaysia decided to implement a cross-border activity.

• The task was on electric bill analysis in each country

as context for energy efficiency.


Aims

• To provide an opportunity for exchanging ideas of students from both Malaysia and the Philippines.

• To be aware of the similarities and differences between the two economies in relation to energy.

• To benefit from the lesson demonstration and discussions on the sample exercise given to them.


Prior to the Implementation of the Lesson

• Selected school, the class, and the teacher

• The two economies communicated through a series of Skype and email to discuss:

- how the lesson is to be developed

- the technical support needed

- the materials needed particularly on the electric bills to be used

- the final lesson plan

- the date and time of implementation


Agreements Made

• The School

Malaysia: Penang Free School

Philippines: University of the Philippines Integrated School

• The Students

Malaysia: 18 Grade 7 students

Philippines: 32 Grade 5 students

• The Teacher

Malaysia: Ms. Teoh Bee Yan

Philippines: Ms. Lady Angela M. Rocena


Agreements Made

• Date and Time of Implementation:

September 29, 2016

10:30 – 11:30 a.m.

• Prior to the implementation, the students will be given copies of the two electric bills. As an assignment, they have to think of questions that they would like to ask about the electric bill of their counterpart economy.


The Teams

Malaysia: Ms. Teoh Bee Yan – implementing teacher

Mr. Pedro l. Montecillo Jr.

Mr. Julito Aligain

Dr. Nur Jahan Ahmad

Philippines: Ms. Lady Angela M. Rocena – implementing teacher

Dr. Soledad Ulep

Dr. Aida Yap

Mr. Guillermo Bautista Jr.


Lesson Objectives The students should be able to: • communicate and exchange ideas with fellow students from

another country. • apply their knowledge and skills in currency conversion, graph

interpretation, and average. • identify the different sources of energy and ways on how to

efficiently conserve energy.

• think mathematically and appreciate the importance of energy efficiency and conservation.


Materials

• Electric bills of a typical household in Malaysia and in Philippines

• Graphs of a year-round electric bill consumption of a typical household in Malaysia and in Philippines


The Electric Bill Malaysia (Jan-Feb 2016)


The Electric Bill Malaysia (Mar 2016)


The Electric Bill Malaysia (Apr-May 2016)


The Electric Bill Malaysia (June-July 2016)


The Electric Bill Philippines (Front)

The Electric Bill Philippines (Back)

The Lesson

• Greetings • Discussion 1: Currency conversion and sources of energy - common information found in the bill - differences found in the bill - rate of electricity per kWh - sources of energy • Discussion 2: Reading and interpreting data presented in a bar graph Making inferences • Discussion 3: Average kWh Conservation of energy and energy efficiency • Summary of the Lesson • Closing APEC-KKU Symposium

12-15 November 2016

The Lesson

Activity Philippines’ Role Malaysia’s Role

Introduction Teacher Angel to Filipino students: “Good morning class! Today is special because we will be learning about energy with teachers and students from Malaysia.” Teacher Angel to Malaysia: “I am Teacher Angel and with me are the Grade 5 students from the University of the Philippines Integrated School.” Filipino students greet Malaysian teachers and students.

Teacher Teoh introduces herself and the students. Malaysian students greet Filipino teachers and students.


The Lesson


Discussion 1 CURRENCY CONVERSION and SOURCES OF ENERGY

Teacher Angel writes the responses on the board.

Teacher Teoh to all students: “Yesterday, you were given copies of electric bills from Malaysia and the Philippines and you were asked to write questions about them. Before we proceed with the questions, let’s first take note of the information found in the electric bills.” Teacher Teoh to Malaysian students: “What common information can you see in the electric bills?” 2 Malaysian students respond while Teacher Teoh writes the responses on the board.




Teacher Angel to Filipino students: “Are there other common information that you notice?” 2 Filipino students respond. Teacher Angel writes the responses on the board. Teacher Angel to Filipino students: “Do you also notice the differences between the two electric bills? Give the most obvious difference that you see.” 1 Filipino student responds. Teacher Angel writes the response on the board.

Teacher Teoh writes the responses on the board. Teacher Teoh writes the response on the board.

The Lesson


Activity Philippines’

Role

Malaysia’s Role


Teacher Angel writes the responses on the board. Filipino students respond.

Teacher Teoh to Malaysian students: “What other striking difference do you notice?” 1 Malaysian student responds. Teacher Teoh writes the response on the board. Teacher Teoh to all students: “Now you may ask the questions that you prepared.” Teacher Teoh to Malaysian students: “What would you like to ask your Filipino friends about the electric bills?” 1-2 Malaysian students ask questions while Teacher Teoh posts the questions on the board.

The Lesson



Filipino students ask questions while Teacher Angel posts the questions on the board. Teacher Angel to all students: “Now we know that the rate of electricity in Malaysia is 0.218 RM while the rate of electricity in Philippines is Php 8.79.”

Malaysian students respond. If not asked, Teacher Teoh will lead the Malaysian students to ask about the rate per kWh in the Philippines (since it is not explicitly written on the Philippine electric bill).

The Lesson




Teacher Angel to Filipino students: “What do we need to do if we want to compare the two rates?” 1 Filipino student responds. (Expected answer: Convert the rates to the same currency.) Teacher Angel to all students: “Let us convert the rates to the same currency so that we can compare them later. Filipino students will convert the Malaysian rate to peso while Malaysian students will convert the Philippine rate to ringgit. Use the exchange rate, 1 RM = Php 11.69.”

The Lesson




Teacher Angel writes the conversion factor on the board. 1 Filipino student writes his/her solution on the board while the rest of the class solves in their notebooks. Filipino student explains how he/she converted the ringgit to peso. Teacher Angel writes the converted rates on the board.

Teacher Teoh writes the conversion factor on the board. 1 Malaysian student writes his/her solution on the board while the rest of the class solves in their notebooks. Malaysian student explains how he/she converted the peso to ringgit. Teacher Teoh writes the converted rates on the board.

The Lesson




Teacher Angel to Filipino students: “Did you have the same observation?” Filipino students respond. (Expected answer: Yes.) Teacher Angel to Filipino students:“What would you like to ask your Malaysian friends about your observation that their electricity is cheaper than ours?”

Teacher Teoh to Malaysian students: “Now compare the rates per kWh of the two countries.” Malaysian student responds. (Expected answer: The rate per kWh in Malaysia is much cheaper than the rate in the Philippines.)

The Lesson



1-2 Filipino students ask questions while Teacher Angel posts the questions on the board. Filipino students respond. If not asked, Teacher Angel will lead the Filipino students to ask about the sources of energy in Malaysia (because it might be one of the reasons why their electricity is cheaper).

Malaysian students respond. 1-2 Malaysian students ask questions while Teacher Teoh posts the questions on the board.

The Lesson



Discussion 2: GRAPH INTERPRETATION

Teacher Angel to all students: “So far, we have discussed about the sources of energy from Malaysia and Philippines. Now let’s focus on how we consume energy by observing the electric consumption graphs from January to July.” Teacher Angel to Filipino students: “Describe the electric consumption graph of Malaysia.” 2-3 Filipino students respond. (Expected answers: range of energy consumption, month with highest energy consumption, month with lowest energy consumption)

The Lesson




Teacher Teoh to Malaysian students: “Describe the electric consumption graph of Philippines.” 2-3 Malaysian students respond. (Expected answers: range of energy consumption, month with highest energy consumption, month with lowest energy consumption) Teacher Teoh to Malaysian students: “What would you like to ask your Filipino friends about the graph?” 1-2 Malaysian students ask questions while Teacher Teoh posts the questions on the board.

The Lesson




Filipino students respond. 1-2 Filipino students ask questions while Teacher Angel posts the questions on the board.

Malaysian students respond.

The Lesson


Activity Philippines’

Role

Malaysia’s Role

Discussion 3: AVERAGE and WAYS TO CONSERVE ENERGY

Teacher Teoh to all students: “Now we would like to compare the energy consumption in Malaysia and Philippines.” Teacher Teoh to Malaysian students: “We need one value that would represent the energy consumption from January to July. What value are we looking for?” 1 Malaysian student responds. (Expected answer: Average of energy consumption from January to July.)

The Lesson




1 Filipino student writes his/her solution on the board. Filipino student explains how he/she solved for the average electric consumption of Malaysia.

Teacher Teoh to all students: “Let us solve for the average energy consumption from January to July of Malaysia and the Philippines so that we can compare them later. Malaysian students will solve for the average in the Philippines while Filipino students will solve for the average in Malaysia.” 1 Malaysian student writes his/her solution on the board. Malaysian student explains how he/she solved for the average electric consumption of Philippines.

The Lesson



Teacher Angel writes on the board the average consumption of both households. Teacher Angel to Filipino students: “Now compare the average energy consumption in Malaysia and Philippines.” 1 Filipino student responds. (Expected answer: The Malaysian household generally consumes more energy than the Philippine household.)

Teacher Teoh writes on the board the average consumption of both households.

The Lesson




Teacher Teoh to Malaysian students: “Do you agree with their observation?” Malaysian students respond. (Expected answer: Yes.) Teacher Teoh to Malaysian students: “What would you like to ask your Filipino friends about this comparison that the Malaysian household consumes a lot more energy than the Filipino household?” 1-2 Malaysian students ask questions while Teacher Teoh posts the questions on the board.

The Lesson




Filipino students respond. 1-2 Filipino students ask questions while Teacher Angel posts the questions on the board.

1-2 Malaysian students ask questions while Teacher Teoh posts the questions on the board. Malaysian students respond. If not asked, Teacher Teoh leads the Malaysian students to ask how Filipinos save energy (since they consume much less energy based on the graphs).

The Lesson



Conclusion Teacher Angel to all students: “Now it’s time to summarize what we have learned from each other.” Teacher Angel to Filipino students: “What did you learn from your Malaysian friends today?” 1 Filipino student shares what he/she learned from the discussions.

Teacher Teoh to Malaysian students: “What did you learn from your Filipino friends today?” 1 Malaysian student shares what he/she learned from the discussions.

The Lesson


Closing

Filipino students say goodbye to

Malaysian teachers and

students.

Malaysian students say

goodbye to Filipino teachers

and students.

The Lesson


Greetings


Similarities and Differences



The Lesson Implementation (Philippines)

Monthly Electricity Consumption


735

1022

876 815 847

722 725

0

200

400

600

800

1000

1200

Jan Feb Mar Apr May Jun Jul

Co

nsu

mp

tio

n (

kWh

)

Month

Monthly Electricity Consumption (Malaysia) Jan-Jul 2016

The Lesson Implementation (Malaysia)


The Lesson Implementation (Malaysia Students’ Questions)

1. What is the rate per kWh in the Philippines?

2. What is the meaning of missionary and environmental fund charges?

3. Why is the highest electricity consumption in June? Lowest in

March?

4. How do you generate electricity in your country?


Energy from Wind (Philippines)

Bangui, Ilocos Norte

Pililia, Rizal

Guimaras

The Lesson Implementation (Malaysia)


Learnings Gained from Cross Border Education Experience

• Students and teachers found out that video conferencing is a possible way of communicating and learning from one another.

• The cost of one kWh is more expensive in the Philippines than in Malaysia.

• Malaysian government has a cost / subsidy to all consumer but in the Philippines none.


The Outcomes of Cross Border Education (Malaysia)

• In the Philippines, windmills is one of source of energy.

Malaysia has rich natural resources of energy.

• Numbers played important roles in quantifying the energy utilization to qualify the term efficiency in the context of energy conservation and scientific concepts on energy transformation.



CHALLENGES

• Sound/Audio – not clear reception, teacher had to repeat what has been said (most of the time)

• Internet connection – UP IS has poor internet connection, thus the lesson implementation was not done in an actual classroom

• Curriculum – differences in the content of the curriculum;

thus one class was in elementary (Philippines) and the other in high school (Malaysia)


Future Plans • To implement the lesson in an average ability class • To develop other lessons for cross-border education • On the part of Malaysia, make the lesson more sensitive on

different religions and race.


Acknowledgement

• University of the Philippines (UP) Integrated School • UP Diliman Interactive Learning Center • Information Technology Development

Center • UP NISMED Audiovisual Group

• SEAMEO RECSAM • Penang Free School

TERIMA KASIH

MARAMING SALAMAT PO

THANK YOU!


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