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NAME: ABIODUN TEMITOPE ANUOLUWAPO

DEPARTMENT: MATHEMATICS

MATRIC NO.: 2011/1/0002ME

LEVEL: 300

LECTURER: MRS. JENNIFER

TEACHING METHOD COMPRISES THE PRINCIPLES AND METHODS USED FOR INSTRUCTION, SOME OF THE TEACHING METHODS INCLUDE

1.     TEAM- TEACHING: Team teaching is a type of instructional organization, involving teaching personnel and of students assigned to them, in which two or more teachers are given responsibility, working together, for all or a significant part of the instruction of the same group of students. Team-teaching is said to be an arrangement whereby two or more teachers with or without teacher aides, co-operatively plan, instruct and evaluate one or more class groups in an appropriate instructional space and given length of time so as to take advantage of the special competencies of the team members.

Guiding principles of Team-teaching

The size and composition of the group must be appropriate to its purpose.

i.                   The time allotted to any group must be appropriate its purpose.

ii.                 The learning environment must be appropriate to the activities of the group e.g laboratories, libraries, workshops, viewing rooms, individual study carrels.

iii.              The teacher may be assisted by his colleagues either as consultants or as actual fellow workers.

Team teaching at the junior secondary level can be applied to integrated science. This curriculum consists of topics in physics, chemistry and biology. The specialist teachers in each of these subjects can be allocated the relevant topics to teach. This will eliminate the economic problem that could be encountered in looking for an integrated science specialist. More importantly, it will ensure that all the topics in the course content are thought as opposed to when a teacher who specializes in only one of the science subjects is asked to teach the entire course content and thereby eliminate the possibility of any topic being skipped.

2.       LEARNING BY TEACHING

In this teaching method, students assume the role of teacher and teach their peers. Students who teach others as a group or as individuals must study and understand a topic well enough to teach it to their peers. By having students participate in the teaching process they gain self confidence and strengthen their speaking and communication skills.

3.       DEMONSTRATION METHOD

Demonstration is the process of teaching through examples or experiments for example: a science teacher may teach an idea by performing an experiment for student a demonstration may be used to prove a fact through a combination of visual evidence and associated learning.

 

 

4.       LECTURING METHOD

This is the process of teaching by giving spoken explanation of the subject that is to be learnt. Lecturing is often accompanying by visual aid to help student visualize an object or problem.

5.       COLLABORATION

Collaboration allows student to actively participate in learning process by talking to each other and listening to other point of view. Collaboration establish a personal connection between student and the topic of study and it helps student think in a less biased way.

Name: Abiodun Temitope A.

Date: 20/6/14

Period: 40MIN.

Duration: 9:00-9:40

Subject: Mathematics

Topic: Solving Quadratic Equation by using completing the Square Method

Behavioural Objectives: At the end of the lesson, students should be able to:

                               i.            Use completing the square method in solving quadratic equation.

                             ii.            Follow the steps in arriving at the solution because it follows a sequential order.

Previous Knowledge: students should have been taught quadratic equation.

Instructional Material: Solve the problem using completing the square method on a cardboard.

Contents: 

Topic: Solving Quadratic Equation by Completing the Square Method

3x2-2x-5=0

Step1: divide through by the coefficient of x which is 3 to give

X2-2/3x-5/3=0

X2-2/3x=5/3

The coefficient of x in the second term is -2/3

Step 2: multiply the coefficient by ½ which give -1/3

Step 3: square what you get

(-1/3)2 =1/9

(x-1/3)2 =5/3+1/9

(x-1/3)2=16/9

X=1/3±√16/9
x=1/3±4/3

X=5/3 or x=-1-

Class activities: Teacher and students participate in class when solving the examples of completing the square.

Evaluation: Teacher asks question on what has been taught from the students.

Summary: Summarize your class details of the lesson

Conclusion: Teacher emphasizes on the main point of the lesson

 

 

IMPROVISATION AND LOCALLY MADE AVAILABLE MATERIALS IN CLASSROOM TEACHING

1.     Folding papers to illustrate the sum of angles of triangles.

2.     Posters made from photographs mounted on cardboards.

3.     Clock face for learning time using cardboard.

4.     Construction of card games from cardboard, pencils, crayon or felt pens.

5.     Physical objects which are readily available in the environment such as seed, match sticks, coins, bottles, counters for counting and for estimating place value, for basic mathematical operation of addition, subtraction, multiplication or division.

6.     Models of shapes and solid using wood, plastics, rubber balls, old packets and packages.

7.     Construction of skeleton models of geometric shapes such as skeleton cube. This can be made by using drinking straws, while as sticks and strings.

8.     Various forms of drawing and chart on cardboard to illustrate fraction, solid shapes, plain shapes, mathematical concepts, calculation and relationship.

9.     Construction of geoboard to illustrate geometrical figures and calculations by fixing nails to a board at regular interval and using elastic band of various colours to form geometric figures.

10.                        Construction of Abacus counting frame using bicycle spokes or other metal wire for the rod and cardboard discs (or beads, or bottle top of different colours) for the counters. Abacus is use for counting, addition and subtraction of whole numbers,

 

 

 

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