ACTION PLAN JICA – CRICED Tsukuba University Cecilia Beatriz CASTRO LAZARTE March 5 th, 2010.
LESSON STUDY PRACTICE JICA – CRICED - JAPAN Improving Teaching Methods in Science and Mathematics...
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Transcript of LESSON STUDY PRACTICE JICA – CRICED - JAPAN Improving Teaching Methods in Science and Mathematics...
LESSON STUDYPRACTICE
JICA – CRICED - JAPAN Improving Teaching Methods in Science and
Mathematics in Primary Education.
ARTEAGA Sara - MexicoCASTRO Cecilia - BoliviaDONGO Joao - Angola
2010/03/03
PRACTICE• Lesson Study• Lesson Plan• Open-ended approach
• Blackboard Planning• Origamics• Hands – on math
• Teachers’ attitude• Learning to listen
Lesson Plan
Foresee
Students
thoughts,
Aim of the lesson
TASK
Tearchers give good problems to make students think about it.
If the problem is very hard students won´t enjoy solving it.
Play the
role of a child.
Questions to be posed by students
StudentsMust always
think
Listen students’ thoughts
How can you get the area of this figure?
Mr. Ooneka attached Junior High School
Nakahara Sensei- Maeno Elementary School
Attached Elementary School
Problem Solving Approach
Problem – various ways – one solution
Problem – various ways – various answersOpen ended problem
Problem – various problems…Open problem
Comparison and discussion – Why?
Independent Solving
Problematic
Summary
Posing Problem
- We have 12 cakes.- We have eaten 5.- Later, mom gave us 3 more cakes.- How many cakes do we have now?
Problem Solving Approach
Checking List• Problem Posing
– … The lesson planned with tasks (problem given by teacher) and problems (problematic for students) and promotes (problematic) awareness.
– The teacher expected methods and solutions before.• Independent Solving• Comparison and Discussion
– …In addition to develop the ability to explain, children are also fostered with the ability to listen and the ability to question
• Summary
8
“El Enfoque de Resolución de Problemas” ISODA M., OLFOS R. 2009, Ediciones Universitarias de Valparaiso, Chile
Open ended Problem
- This approach allows a control of the contents to be taught.
Problem
Seiyama Sensei Proposal
various solutions
Seiyama Sensei Proposal
various ways to solve
Seiyama Sensei Proposal
- Aim: change students’ and teachers’ minds.
Blackboard Planning
• First write the aim of the lesson• Present a problem• Solve the problem• Plan your board. Don’t erase anything.
Yamamoto – Blackboard Third Grade
OrigamicsMathematics contents
Enjoyng Mathematics – stars and kites
Folding paper to do stars and triangles
Mr. Kazuo Haga at Tsukuba University Mr. Kazuo Haga and Yuhara Mr. Ooneka attached Junior High School
How to use the material
• Select atractive material• Explain how to use• Distribute to the students • Students must be careful when using the
material.
Natsusaka’s class using material - Third Grade
Teachers’ attitudeWhy!
Japanese teachers have different teaching culture
Student explaining his method, Maeno elementry school
Science class, Attached Junior High School of Otsuka
enjoying teaching , Maeno elementry school
Student thinking how to get the center of gravity,
Sakura Junior High school
Teachers use concrete material to involve students,
Attached Elementry School of Tkuba University
Learning to Listen• Teachers must listen to students’ ideas… it’s
not easy.• Students’ problematic can be understood… if
teachers know how to listen.• Instead of listening to evaluate, listen to learn,
to help, to understand the others.
APEC Conference 2010Abraham Arcavi
References• “Japanese Lesson Study in MATHEMATICS Its Impact, Diversity and Potential for Educational
Improvement”, ISODA M., STEPHENS M., OHARA Y. MIYAKAWA T. 2007, Ed. World Scientific Singapore
• “El Enfoque de Resolución de Problemas” ISODA M., OLFOS R. 2009, Ediciones Universitarias de Valparaiso, Chile
• PROFESSOR ISODA MASAMI, UNIVERSITY OF TSUKUBA, MATHEMATIC EDUCATION • PROFESSOR TSUBOTA KOZO, ATTACHED ELEMENTARY SCHOOL OF UNIVERSITY OF TSUKUBA • PROFESSOR KAZUO HAGA, UNIVERSITY OF TSUKUBA• Abraham Arcavi, Ph.D., Associate Professor Incumbent of the Lester B. Pearson Professorial Chair • DR. HIROKI YAHARA , UNIVERSITY OF TSUKUBA, MATHEMATIC EDUCATION• SEIYAMA SENSEI LESSON STUDY • Maeno Elementary School• Sakura Junior High School• Otsuka Attached Junior High School
– PROFESSOR OONEKA, MATHEMATICS DEPARTMENT• Attached Elementary School
– PROFESSOR HITOSHI SHIRAIWA, SCIENCE DEPARTMENT, – PROFESSOR KAZUO TSUYUKI , SCIENCE DEPARTMENT– PROFESSOR YOSHIKAZU YAMAMOTO, MATHEMATICS DEPARTMENT, – PROFESSOR NATSUSAKA MATHEMATICS DEPARTMENT