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#4885764 Sep 02, 2011 at 11:42 AM · Edited 6 years ago
34 Posts


Pre-existing knowledge:

The pupils should be able to add, subtract, divide and multiply with fractions, decimal numbers and negative numbers.
Terms used:

Adding, subtracting, divide and multiply, fraction, decimal, number, negative, sum
Materials:

Cards with numbers and calculating symbols, whiteboard
Step 1

First step is to refresh the pupils knowledge about the numbers used in the lesson.
- The teacher draws a horizontal line on the board. A subtraction symbol is drawn to the left and a addition symbol to the right.
- The children get each a card with either a fraction, decimal or a whole number.
- The teacher shows the children without using words, only with gestures, how to stand in a line with their cards matching the line on the blackboard.
This step can with advantage be organized like a competition. It can be fun for the pupils, and they have to work together to make the line fast.
Step 2

The pupils will be practicing calculating with fractions, decimal numbers and negative numbers by playing a game.
- The teacher gives each child a new paper with a fraction, decimal or a whole number.
- The teacher writes a result between -5 and 5 on the board (this can easily be changed, so it matches the level of the pupils). Now all the pupils have to work together to find out which numbers they have use to get the result on the blackboard. The pupils can take cards with subtraction, addition, multiplication and division signs, to make the final sum.
- Note: If the children at the start do not understand what to do, the teacher can guide by pointing at one pupil and show a card with one of the calculating symbols. It is important not to guide too much considering that the point to make the children make the math on their own.
- Note: Have patient with the children – give them time to figure out the idea of working together and to consider the different options to combine the sums.
The lesson can be adapted according to the level of the class and the disposable time.


Considerations before the lesson
We got the assignment to design a lesson for Danish students to give to Dutch pupils. This obviously gives us a problem because our language, which is why we are giving the lesson without any words.
Learning by doing and cooperation are the main points in our lesson. The pupils will learn in an active way instead of only watching the teacher’s explanation. By giving the pupils the responsibility for working together, they get the opportunity to have a bigger influence on the lesson than usual. We have chosen to include cooperation and the influence of the pupils in the lesson to create a bigger commitment from the pupils, and to include as many pupils as possible. The children will have different levels which will not be a problem for these exercises. During the lesson it will be necessary for the students to cooperate irrespective of the levels hence all students have different numbers on their cards, which can be useful in finding the wanted result. The lessons are given to the class as a collective assignment and are therefore to be solved collectively.
Considerations after the lesson
During our lesson it was not until the students understood the idea with the lesson that we experienced a large engagement from the pupils. Most of the pupils participated as expected but in various activity levels. Some of the students acted like chairmen, but included the rest of the pupils hence it was necessary to solve the assignment.
We broke the frames in their traditional way of teaching which we believe could be one of the reasons for their large engagement. The pupils did not turn a lot to us which we believe could be because of our different languages. The teachers of the class sat in the back of the classroom and sometimes they gave the pupils advices. When the pupils did not get advices they would spare with each other. Therefore we saw it as an advantage that we did not understand the pupils and the other way around, because the pupils got the wished influence on the lesson.
Not just for us Danish students but also for the Dutch students the lesson was an eye opener. Before the project we had our skepticism, because we always see the verbal part of teaching as an important part. We were surprised how little the verbal part of this teaching meant.

Sasja & Trine
[Today's puzzle completed 31 Secs ]
25/11-2010
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#4885824 Sep 02, 2011 at 12:05 PM · Edited 6 years ago
34 Posts
Dansk version



Overvejelser inden projektet blev udført
Vi fik til opgave at sammensætte en lektion, som vi danske studerende skulle undervise hollandske elever i. Projektet havde fra start et stort problem på grund af vores sprog, som vi var nødt til at tage højde for, inden vi planlagde undervisningen. Undervisningen skal derfor gives uden at benytte ord, hvilket også var en grund til, at vi valgte at undervise i allerede kendt stof for eleverne. Vores lektion er repetition for eleverne, men repræsenteret på en ny måde.
Learning by doing og samarbejde er hovedpointerne for vores lektion; eleverne lærer på en aktiv måde i stedet for at følge med i lærerens tavleundervisning. Eleverne får et større ansvar for at arbejde sammen, og vi giver vi dem samtidig en mulighed for at have en større indflydelse på undervisningen end normalt. Vi har valgt at inddrage samarbejde og elevernes indflydelse på undervisningen for at skabe et større engagement blandt elever og for at inkludere så mange elever som muligt i undervisningen. I en klasse vil eleverne have forskelligt fagligt niveau, men dette er ikke en hindring for disse øvelser. Under øvelserne er det nødvendigt for eleverne at kunne samarbejde uanset niveau, idet alle elever har forskellige tal på deres kort, som kan være nødvendige at inddrage for at komme frem til det ønskede resultat. Øvelserne bliver stillet til klassen kollektivt og skal derfor løses kollektivt.

Vores oplevelser med projektet
I vores undervisning oplevede vi først et stort engagement fra elevernes side, da de forstod ideen med øvelserne. Størstedelen af eleverne deltog i undervisningen som forventet, men på forskelligt aktivitets niveau. Nogle af eleverne i klassen påtog sig roller som ”ordstyrer”, men inkluderede de resterende elever da det var nødvendigt for at løse opgaven.
Vi brød rammerne fra deres traditionelle undervisning, hvilket vi mener, kan have forøget deres engagement. Eleverne henvendte sig ikke meget til os, hvilket vi tror, kan være grundet i vores forskellige sprog. Klassens lærere, som sad i baggrunden, kom med hjælpende kommentarer til eleverne. Når eleverne ikke fik hjælpende kommentarer, sparede de mere med hinanden. Vi så det derfor som en fordel, at vi ikke kunne forstå eleverne og omvendt, for i så fald fik eleverne den ønskede indflydelse på undervisningen.
Vores undervisning blev en øjenåbner ikke kun for os, men også i høj grad for de hollandske lærerstuderende. Vi havde inden projektet haft en vis skepsis fordi vi altid tillægger det verbale en vigtig betydning i forhold til undervisningen. Vi blev overrasket over hvor lidt betydning det verbale havde i denne undervisning.

Sasja & Trine
[Today's puzzle completed 31 Secs ]
25/11-2010
+0 Quote