Week Three Journal

Students names and ID number:

Date ( from1-5/11)

Journal title
Using manipulatives and models.

Journal body
Tasks 2 : class room manipulatively

The class was provided with different mathematical tools, which could help students with solving math
.problems

As I observed in the first week, which was about "numbers", the teacher used different tools to explain the
lesson. In general, she used Data Show to explain the lesson. During transferring information step, she

teacher asked the students to solve the subtraction problems by drawing numberline by using whiteboards

The teacher explained the lesson by using drawing strategy. The teacher showed them on the board how to

subtract by using number line. Unfortunately, the class is full of mathematical tools and materials, but the

teacher was not using materials for explaining the lesson. Also, only focusing on materials such as data sh
.and white board
(see appendix 1)

Second week was about "measurement, which focused on length of different things around us. My MST

asked her students to use measuring tape and ruler to measure the length of different materials as standard

unit .On the other hand, for non-standard units my MST asked the students to search as hand ,paper clips
. cups, pen,glue,books,pencils,rule,and any other material around us
Students requested to measure small pieces of paper, stick it to gather, then to find out the total. See
appendix 2

For measuring the weight of things, we using food scale, and the teacher asked students to provide fruit to
measured to record how much does it weight? See appendix 3

The teacher is planning and writing the lessons on each day differently. Because each PYP Curriculum

focused on passing the student new information every day. In addition, each day needs different materials
tools, plan and strategy. If I were the teacher, I will prepare my lesson 2 days before or more, because the

.lesson needs enough time to delivered in appropriate way

I like that the main focus is inquiry, which is focusing on the way how the child is thinking, so the teacher

focus more on activities, the main time of the lesson focusing on how can I pass the information to the kid

and encourage him/her to think, experience, explore, buildup, then reflect .The class moved in 6 steps (s
appendix 4)
..Taking in: sharing what they know and inquire to find out more
Finding out: they will inquire and investigate to add their understanding.
.Sorting out: students make sense of their finding
.Going further: students plan and prepare for action, making sense of their new knowledge
.Making conclusions: students in this stage built up knowledge and they need to put their ideas together
..Taking action: students will use all of their understanding to take action

My MST used to prepare the materials of the lesson one day before the lesson depends on student's needs
.levels of ability, and the PYP weekly objective
The teacher used to move in 3 steps to pass the lesson, which I used it by my own self and I wonder how
.could work
.Introducing the concept :1.Working and Finding out :2.Reflection :3The instruction always given before they start with the activities and after explaining the concept/ the

objective of the lesson. The teacher gives her instructions of how to use the activity, and then she let them

explore and experience it by themselves. For low ability students teacher provide them more assists and fo
.some classes she gave them other work

Because inquiry is the basic core of PYP curriculum , I noticed when I was in Education in 2014 that inqu
basic is an important theory and one of the most important ways in math to pass the information , which
included different three models. In the following lines I would like to share my previous experience with

mathematics class used inquiry Basic, which helped me in building a strong background about this teachin
.curriculum
As I saw teacher used many ways of scaffolding the lesson to engage students to the lesson.Also, she
varied the rewarding strategy, such as: smiley face stamp, chocolate and points "10 points" . Also , I

.like teacher limiting the time of solving problems within 1minute to encourage them working quickl

I like the way ,how she is explaining about each mental, she is giving them some time to think about t
.mental and try to guess features and consists
Teacher after explaining , she is giving them time to think about the answer, then they have
.to exchange books to evaluate answers

I like the way of collect materials, the leader of each group, is responsible about that. Plus to that, to be su
.that everything is clear and clear there is the helper
About rewarding after each challenge, there is helper 2, collecting the rewards for the group. Teacher

finished the lesson by answering questions, then she gave them homework, that's will help students to thin
.about information fir themselves
.The similarities and differences from the inquiry approach discussed in our collage class and tis lesson*
:The collage class is similar to this class because

At collage we discussed the important of using (5Es), and during this class, teacher used the (5Es) with he
.students
At collage we take care of plant that needs long time to see the results. While in this lesson, we saw the
.result after the experiment
?Why do you think the teacher used the format that she did
The teacher used this strategy (playing Video), to encourage visual and auditory students. About the

kinesthetic students they can help in other things as: irrigation plants, cleaning up the class and rewarding
.groups
? What some benefits of inquiry -based learning*

As I saw, teacher used in her class inquiry -based by asking students questions, which helps, encourage th
to think. According to Jaworski, 2004, that using inquiry practice, and involving inquiry as a too can
increase the developing inquiry as a way of existence. (Jaworski,2004)
Also it is encourage students to think, and find out the information and evaluate it .Novak

(1977),believed in the importance of inquiry too, as a child behavior, which consist skills and activity, his
theory build from an idea that teacher or learner must leave learner to build his knowledge from his own

understanding. And he add, that educator must focus on updating and adding new and extra information a
.knowledge to the previous
?What are some problems of inquiry based
Teachers must vary the ways of explaining (visual, auditory, kinesthetic) to help students understand by
.the appropriate way, students are gaining information by different way

Teachers must vary the way of engaging students that varieties can help them to understand and follow w
.the teacher from beginning of the lesson

Appendix 1

Appendix 2

Appendix 3

Appendix 4- 3 of the 6 steps.