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    Mini Lesson: Tamil Nadu Teachers Education University, Chennai - 97

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    tamil
    This document outlines a mini lesson on work and scalar quantities in mathematics. It includes objectives to help students understand scientific meanings of work, how scalar products represent work done, and identifying work in daily life. Materials like charts, tools, and toys are listed to demonstrate examples. The content outline explains key topics like defining work, using scalar products, and where work is and isn't done. Teaching skills of introduction, explanation, questioning, and closure are identified. The instructional procedures involve motivation, presentation, interaction, reflection, and summarizing. Peer and teacher feedback forms are provided to evaluate integration of teaching skills and steps.

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    Mini Lesson: Tamil Nadu Teachers Education University, Chennai - 97

    Uploaded by

    tamil
    241 views3 pages
    This document outlines a mini lesson on work and scalar quantities in mathematics. It includes objectives to help students understand scientific meanings of work, how scalar products represent work done, and identifying work in daily life. Materials like charts, tools, and toys are listed to demonstrate examples. The content outline explains key topics like defining work, using scalar products, and where work is and isn't done. Teaching skills of introduction, explanation, questioning, and closure are identified. The instructional procedures involve motivation, presentation, interaction, reflection, and summarizing. Peer and teacher feedback forms are provided to evaluate integration of teaching skills and steps.

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    MINI LESSON

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    This document outlines a mini lesson on work and scalar quantities in mathematics. It includes objectives to help students understand scientific meanings of work, how scalar products represent work done, and identifying work in daily life. Materials like charts, tools, and toys are listed to demonstrate examples. The content outline explains key topics like defining work, using scalar products, and where work is and isn't done. Teaching skills of introduction, explanation, questioning, and closure are identified. The instructional procedures involve motivation, presentation, interaction, reflection, and summarizing. Peer and teacher feedback forms are provided to evaluate integration of teaching skills and steps.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    241 views3 pages

    Mini Lesson: Tamil Nadu Teachers Education University, Chennai - 97

    Uploaded by

    tamil
    This document outlines a mini lesson on work and scalar quantities in mathematics. It includes objectives to help students understand scientific meanings of work, how scalar products represent work done, and identifying work in daily life. Materials like charts, tools, and toys are listed to demonstrate examples. The content outline explains key topics like defining work, using scalar products, and where work is and isn't done. Teaching skills of introduction, explanation, questioning, and closure are identified. The instructional procedures involve motivation, presentation, interaction, reflection, and summarizing. Peer and teacher feedback forms are provided to evaluate integration of teaching skills and steps.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    MINI LESSON

    Name of the student teacher : ---------------------

    Subject:

    MATHEMATICS Topic

    WORK

    Focus : Scalar, Vector Quantity

    Date :

    Time : 10 - 10.20 AM

    OBJECTIVES

    1. Acquires knowledge of the scientific meaning of work.


    2. Understands the knowledge of the use of scalar product to represent quantity
    of work done.
    3. Develops an understanding of activities where work is done and not done.
    4. Application of knowledge in day-to -day activities of life.

    MATERIALS

    1. Chart illustrating different activities


    2. Hammer
    3. Saw
    4. Rubber band
    5. Pinwheel
    6. Attached to string
    7. Magnet

    CONTENT OUTLINE

    1. Meaning of work
    2. Scalar product to represent quantity of work
    3. Description of where work is done and not done
    4. Procedure to find how scalar product is used to define work
    5. Identification of work in day-to-day life

    TEACHING SKILLS

    1. Skill of Introduction
    2. Skill of Explaining
    Tamil Nadu Teachers Education University, Chennai -97
    1
    3. Skill of Questioning
    4. Skill of Stimulus Variation
    5. Skill of Closure

    INSTRUCTIONAL PROCEDURES AND ACTIVITIES:

     MOTIVATION
     PRESENTATION
     INTERACTION
     REFLECTION
     Summing up
    Observation and Feedback on the practice of Integration of teaching skills

    The complex teaching act can be split into component skills, each simple, well
    defined and limited. These skills can be identified, practiced, evaluated, controlled and
    acquired through training.
    The teaching skills developed through training are to be observed by the peers/ teacher
    educators. Immediate feedback may be given to the student-teachers individually using the
    feedback forms.
    Distribute a copy of both Assessment formats (skills & steps) to the pre-service teachers
    (peers)

    INTEGRATING THE STEPS IN MINI TEACHING


    (Assessment by Peers/Teacher Education)

    TEACHING AVERAGE GOOD VERY GOOD TOTAL


    STEPS (SCORE 1) (SCORE 2) (SCORE 3)

    Motivation
    Presentation
    Interaction
    Reflection
    Summing Up
    Range of scores:5-15

    OVERALL ASSESSMENT OF TEA CHING STEPS

    AVERAGE GOOD VERY GOOD

    Interpretation of
    scores Average 5
    Good : 6-10
    Very Good :11-15
    Tamil Nadu Teachers Education University, Chennai -97
    2
    Observation and Feedback on Integration of teaching steps in Mini-Teaching

    OVERALL ASSESSMENT OF TEACHING STEPS


    AVERAGE GOOD VERY GOOD
    Interpretation of

    scores Average 8

    Good : 9-16

    Very Good :17-24

    Conclusion

    Today as never before, meeting our society’s challenges demands educational


    excellence. Reinvigorating the economy, achieving energy independence with alternative
    technologies and green jobs, and strengthening our health care system require a skilled
    populace that is ready for the critical challenges we face. There is widespread consensus,
    however, that our education systems are failing to adequately prepare all students with the
    essential 21st century knowledge and skills necessary to succeed in life, career and
    citizenship.

    Tamil Nadu Teachers Education University, Chennai -97


    3

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