Attribution Non-Commercial (BY-NC)

21 tayangan

1011 Annual Plans Mathematics

Attribution Non-Commercial (BY-NC)

- School Based Assessment Methods
- Glenn Fulcher-Practical Language Testing -Oxford University Press, USA (2010)
- REFERAT ENGLEZA.docx
- Personal Syllabus
- 2011 Merit
- Intro EN1A01 Autumn 2010 for gothenburg university
- IELTS_Writing_Speaking_Topics_Education_VIC.pdf
- parent guide
- BBA(G) Final Result Dec 2018 5th Sem 2015 onwards.pdf
- APPLICATION_FORM.pdf
- advanced digital media syllabus
- prof_ed
- EL172
- e Pratibha2
- us history spring syllabus- 2015
- am i presenting new material effectively
- IT Expert Instrument (1)v.lagmAY
- testing and reporting.rtf
- DLL_ENGLISH 3_Q1_W10.docx
- Reflection Paper 3

Anda di halaman 1dari 7

1. Pastoral Theme of the year 2. Aims To enable pupils to acquire the necessary mathematical knowledge and skills, develop thinking processes and apply them in mathematical situations that they will meet in life. 3. Current situations 3.1 Strengths 3.1.1 Students generally have a positive attitude towards Mathematics. 3.1.2 Students homework is regularly set and teachers comments in the exercise books are helpful to students with their next stage of learning. 3.1.3 Students are willing to do homework and they submit homework on time. 3.1.4 Students are eager to learn, co-operative, concentrate well and have great learning potential. 3.1.5 Teachers are willing to share their experience and spend a lot of time giving extra tutorial lessons. 3.2 Weaknesses 3.2.1 A few students were unable to sustain effort and concentration, they copied homework from classmates and relied on private tutorials at home. 3.2.2 Some students were easily distracted, indulged in playing computer games and produced inferior work, which led to slower progress. 3.2.3 Some students were passive in learning Mathematics. 3.3 Opportunities 3.3.1 The publisher provides coherent information and websites for the use of information technology in the text books. 3.3.2 More activities and competitions encourage students to learn Mathematics. 3.3.3 Government provides financial support to the school. 3.4 Threats 3.4.1 On-line games, internet caf, gambling and dating are dominating teenagers lives. 3.4.2 Students do not have a clear goal for learning and further studies. 3.4.3 The change in the schedule of the lessons at the beginning of the school year may affect the students learning effects.

4. Objectives

To develop (a) the ability to think critically and creatively and to use mathematics to formulate and solve problems in daily life as well as in mathematical contexts and other disciplines; (b) the ability to communicate with others and express their thoughts clearly and logically in mathematical language and format (c) a positive attitude towards learning mathematics and the ability to manipulate numbers, symbols and other mathematical objects 5. Strategy

The key strategy of mathematics teaching should focus on keeping the students interests on mathematics by changing the traditional teaching method to the Problem-centred teaching method with the help of information technology. Problem-centred teaching is a kind of interactive teaching. Interactive teaching means that the teachers try to instruct the students in discovering mathematical facts by themselves. If the students are exposed to a real world circumstance, the motivation to solve the problem will force them to invent new concepts and new theories, which is what the course should cover. This can be achieved if they are given proper guidance from the teacher. Problem-centred teaching is also connected with problem-centred learning, which involves learning through tackling relevant problems. In tackling these problems, students are motivated to acquire knowledge by actively seeking it out, as opposed to learning through exposition. The aim of problem-centred teaching is not to show how to apply the knowledge but to show how to invent knowledge. During the process of seeking answers, the teacher will constantly give some explanations and hints. Finally students will make their conclusions by themselves and apply what they have learnt is applicable.

Form 1 : To connect with the course in Class Six Form 2 : Solving Equation Form 3 : Factorization Form 4 : IGCSE Form 5 : AS Level Form 6 : Science: A Level - C4(F1,F2,F3)

Implementation Plans No. Implementat Target ion items Groups 1. Using IT in All Math Mathematics Teachers teaching.

Persons responsible a) Each teacher should use the computer in teaching All Math at least ______ times in each semester. Teachers Teachers are encouraged to use IT teaching materials provided by the publisher and look for mathematics homepage to download the teaching materials

Implementation Process

Assessment Criteria

Assessment System

b) Upload the test and the examination paper to the database. c) Update the materials in the database.

d) Database supervisor To arrange the materials in the database e) Encourage students to use E-learning website which is provided by the publisher.

2. Groups lesson or test preparation. All Math Teachers

Mr. Paul

All Teachers

a) Teachers in each level will have a general meeting once a week b) One supervisor will be chosen from each level in order to coordinate the jobs. F1 F4 F2 F5 F3 F6 -

All teachers

3.

Last year : 1. Math weekly quiz 2. Mathematics Orienteering 3. Rubiks Club and IQ Puzzle Competitions:

4.

Talent training

a) There will be a training class in each level. The time for training is at least 1.5 hours once a week. Different teachers will take in charge of each training class in different levels. b) Ask not only the students in the training class to take part in the mathematics competitions but also the other students from each class.

each class from form 1 to form 6 can be invited to take part in the training b) In each level, at least one student can get an award in the Mathematics competition.

a) Check

the number of students taking part in the competition. b) Check the result in Interschool Mathematics Competition.

5 .

Less-able students

Before the first mid-term test, teachers in the same level should think of some methods to help those less able students. The followings are some suggestions.

a) Assign to students pre-lesson preparation materials before lesson. b) Encourage students to ask the teachers for assistance during recess time or after school. c) Invite students to join after-school tutorial classes. d) Group Learning Scheme: Ask the lessable students to form into groups of 3 to 5 members and a good standard and able-student will be chosen as the leader for each group. This allows the students to work with each other as a group. e) Test questions from worksheets: Teachers must share individual worksheet/extra materials. 10~20% of the Test or Exam will come from those worksheets. f) After test and exam, teachers will prepare notes of common weaknesses or mistakes and give more exercises to help students improve those particular topics.

1. All teachers should report about what they have done for helping the less able students during the general meeting after each mid-term test or exam. The general meeting will be held for 4 times a year. 2. Improvement in the passing rate and the students basic skill about calculation and problem solving.

1.Release the report during the general meeting 2. Check the passing rate of each mid-term tests and exams

6.

a) Review or set up the same punishment for missing homework in each level. b) Record the students who always not submit their homework on time or refuse to do their homework and report to Math panel chairman. c) Reward ?? a) Teachers should attend at least 2 Math seminars

organized by Macau Education Department or Macau Math Education Association in a year. b) All the teachers will go on a trip to observe the teaching method and share ideas with other teachers in schools of mainland, Hong Kong or

Check the total no. of students who miss Maths homework in each class every semester. .

7.

Teachers are willing to learn and accept new trend in Math teaching.

a) Check the attendance of the teachers in the seminars. b) Check the number of teachers who join the tour.

To set the appropriate number of test and homework in each grade An Unique System for preparing test or exam for Math in English section

other countries. The teachers in each grade should set appropriate As above number of test and homework in each semester so that every class in each grade will have the same number of test and homework.

The teachers in each grade should achieve the appropriate number of test and homework in each semester .

9.

For the teacher who prepare the test. 1. Teachers in the same should take turns to prepare the test.

40% harder) of the test should be confirmed at least two weeks before the date of the test.

test at least one week before the date of the test. 4. After the teacher have received all the feedback from the other teachers, the final version of the test should be finished at least 2

days before the real test. 5. The teacher should prepare the solution of the test with marking scheme for the other teachers. 6. Upload to the database

For the teachers who prepare the mid-term test or exam 1. Decide the contents. 2. Decide the date for the first draft 3. The first draft should be given to the teachers in the same level and the Math panel chairman. 4. Getting feedback and making change. 5. Final version with solution to the teachers in the same level and the Math panel chairman. 6. Discussion for the marking scheme before the real mid-term test or exam. 7. Upload to the database.

- School Based Assessment MethodsDiunggah olehAbu Uzair
- Glenn Fulcher-Practical Language Testing -Oxford University Press, USA (2010)Diunggah olehBill Gates
- REFERAT ENGLEZA.docxDiunggah olehIleana Monica Barbulescu
- Personal SyllabusDiunggah olehHernan Piedra
- 2011 MeritDiunggah olehLary Bags
- Intro EN1A01 Autumn 2010 for gothenburg universityDiunggah olehafaafa
- IELTS_Writing_Speaking_Topics_Education_VIC.pdfDiunggah olehGnasVipzEm
- parent guideDiunggah olehRANNY CAMERON
- BBA(G) Final Result Dec 2018 5th Sem 2015 onwards.pdfDiunggah olehPalak Chawla
- APPLICATION_FORM.pdfDiunggah olehCharmie
- advanced digital media syllabusDiunggah olehapi-292574825
- prof_edDiunggah olehMark Julius Imbang
- EL172Diunggah olehCee Phanthira
- e Pratibha2Diunggah olehGangadri524
- us history spring syllabus- 2015Diunggah olehapi-261097177
- am i presenting new material effectivelyDiunggah olehBCCCS
- IT Expert Instrument (1)v.lagmAYDiunggah olehJes Ramos
- testing and reporting.rtfDiunggah olehDevaki Kasthurirengan
- DLL_ENGLISH 3_Q1_W10.docxDiunggah olehFaisal Mañalas
- Reflection Paper 3Diunggah olehShai
- 10822-32473-1-PBDiunggah olehspreemouse
- 7-12syllabusbandDiunggah olehapi-290017297
- Teachers Guide in Administering TestDiunggah olehFrancis Joseph Maano Reyes
- reflection 2 1Diunggah olehapi-350620889
- lc 18Diunggah olehapi-333910330
- Summer Plan 2017Diunggah olehGoudaKamal Ali
- 59ad22ca17b5b9c2c6419d21a841a133df81Diunggah oleh8lu3dz
- advt_94_set09Diunggah olehgrkr_2007
- 628-Infosys Interview Pattern on 22nd MayDiunggah olehbhumi.vag8103
- Each Other Regarding Their Individual Opinions About LiteraryDiunggah olehsusastra

- Life and Work of the Ma the Magician Ramanujan by Srinivasa RaoDiunggah olehapi-3714079
- Logical-Levels-of-Organisations.pdfDiunggah olehakmalgondal
- Researching & Research Project Presentation - Year 3 - 18.10.16Diunggah olehColetteFahy
- Feldman - The Rule of Law or PoliticsDiunggah olehfabiluci
- Foundation Learning New Zeal AndDiunggah olehsepticide
- Chettinad Heritage ConservationDiunggah olehKiran Keswani
- 6260-w06sylDiunggah olehAlper Kayısı
- Borderline Personality DisorderDiunggah olehPriya Puri
- ADPP1 Assessment Report Form Final05042011 (4)Diunggah olehAdonis Galeos
- descartesDiunggah olehapi-315734227
- 2014 2015 Veritas Prep Wharton Essential GuideDiunggah olehAbhisek Jena
- 1Diunggah olehravi teja
- Classic Leadership Student Workbook: A Curriculum for the Development of Student LeadersDiunggah olehLibby Fleck
- math 6Diunggah olehapi-242282275
- A1 Movers 2018 Lesson Plan Reading and Writing Part 1Diunggah olehRasheedah Abdul-Hakeem
- MA English Syllabus KUST.pdfDiunggah olehittehad
- RegistrationDiunggah olehnasiruddin
- Women 2000 - Rural Women web English.pdfDiunggah olehMaritess Delfin Villanueva
- Alliancehpsr Jacobs Ir Barriershealth2011Diunggah olehjlventigan
- Policy Brief for Asia-Pacific: Gender and Disaster Risk ReductionDiunggah olehUNDP Gender Team
- Exam Booklet for StudentsDiunggah olehPensbyPsy
- zentangle handoutDiunggah olehapi-327417846
- Psychology - attachment (AS level) revision notesDiunggah olehLucy
- Vikas Dhamu 58Diunggah olehANKUR
- LX21- feasdoc_V2.0Diunggah olehYoshua Garcia
- ab tools for toddlers early intervention reference cardDiunggah olehapi-260192872
- CVEdofTheirSeatsEbookDiunggah olehoooocanada
- 2006 NP5Diunggah olehMarjorie Refuerzo
- Classroom Patterns With BookendsDiunggah olehIlene Dawn Alexander
- Ecfmg 2012Diunggah olehAjay Sundararaman