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Sullano Assessment Task 2

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15 views3 pages

Sullano Assessment Task 2

Uploaded by

den.sullano
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Den I.

Sullano Date: August 26, 2024


Section: BEED 2B Subject: EED8

Reflection Log

1. The curriculum aims for learners to develop mathematical proficiency and


critical problem-solving skills. Propose a lesson plan that integrates real-
world problems into a mathematics lesson in composite figures. How would
you ensure that students effectively apply mathematical knowledge in these
scenarios?
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I ensure that the students effectively apply the mathematical knowledge in


these scenarios in my lesson plan, I consider the following strategies, first is the
Real-world connections because it’s involved the contextualize problems to
connect the math problems to real-world situations that students can relate to. For
example, instead of simply dividing donuts by 4 children, present a scenario
where a group of friends wants to share a bag of candy equally.

Second strategies are Active learning because it involves the collaborative


work to encourage students to work in small groups to solve problems together.
This fosters communication, problem-solving skills, and third is the Problem-
solving strategies it’s encourage students to estimate answers before solving
problems and then check their solutions for reasonableness.

In the lesson plan provided, the teacher could enhance the application of
mathematical knowledge by connecting to real-life, instead of simply asking
students to divide 6 lollipops in half, the teacher could present a scenario where
Anya wants to share her lollipops equally with her friend. By incorporating these
strategies, the teacher can create a learning environment where students are
actively engaged, understand the real-world applications of math, and develop
strong problem-solving skills.

Page 1
2. Develop a Venn diagram that illustrates the teaching methodologies
emphasized in the MATATAG curriculum versus the K-12 curriculum.
Include at least three methods that overlap and four that are distinct to
each curriculum. Provide a detailed explanation of how these
methodologies reflect the different educational priorities of each curriculum.

MATATAG CURRICULUM K-12 CURRICULUM

•Direct Instruction

•Collaborative learning. - Lectures, concept explanations, and detailed


-Involves students working in instructions are given by teachers.
groups to solve issues, exchange ideas,
and gain knowledge from
one another. •Rote Memorization

• Inquiry-based learning. -Pupils must commit formulas, facts, and


- Through practical exercises procedures to memory.
and experimentation, students
are encouraged to pose questions,
investigate ideas, and gain information. •Standardized Testing

•Project-Based Learning -Knowledge and skills of students are evaluated


Students work on long-term projects using standardized examinations that compare
that incorporate a variety of knowledge them to national benchmarks.
areas and abilities, and they finish them
with a presentation or result.
•Teacher-Centered Instruction
•Assessment for Learning.
Instructors track students’ progress. - In this approach, educators serve as the main
through continuous evaluations, information source and manage the learning
spot areas in which students need process.
more help, and modify their lessons
accordingly.

Page 2
OVERLAP

•Active learning

-Through conversations, practical exercises, and demonstrations, students actively participate in the learning
process.

•Technology Integration

-Teachers make use of technology to improve student engagement, give access to resources, and enhance
learning experiences.

•Teacher-Led teaching

- Teachers provide students direct teaching to clarify procedures, introduce concepts, and steer their learning.

For me these methodologies reflect the different educational priorities of each


curriculum, which is the K–12 and MATATAG curriculum are depicted in the Venn
diagram. Their priorities and methods differ greatly, even though they both seek to
teach students. Student-centered learning is emphasized in the MATATAG
curriculum, which also promotes creativity, critical thinking, and problem-solving
abilities. Standardized learning, with an emphasis on information acquisition and
standardized evaluation, is given priority in the K–12 curriculum. For teachers to
support students’ learning in a way that fits with their unique needs and objectives
and to execute curriculum effectively, they must have a thorough understanding of
these distinctions.

Page 3

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