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Sharn Serrant Jno Rose Post 1

• 25 February 2021, 8:47 PM

Activity 2.7

#1. I taught a Math lesson on fractions. Students were given paper shaped as squares and circles. They were ask to fold the squares and circles into two and four equal parts. They were able to identify that two equal parts is half and four equal parts is quarters base on the activity. It reflected LC as students discovered this information on their own without teacher assistance. 

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Matthew Nasilele Post 2 in reply to 1

• 26 February 2021, 12:15 PM • Edited by the author on 26 February 2021, 12:20 PM

I happened to have observed a Business Studies student teacher teaching the Bookkeeping Equation.  She brought money to the class as teaching aid.  She asked learners how a person starts a business.  The students were able to reply that for a business to start the owner should provide resources.  The teacher wrote on the c/board:

                       Resources provided                     =             Resources in

                          by the Owner                                               the business

She then asked the learner what they call the resources provided by the owner and they said it was CAPITAL. She further asked them what they call resources that belong to the business and they said ASSETS. The teacher then substituted the above terms with the new terms:      CAPITAL    =      ASSETS

She then brought money asked them a question that if the owner put K100 in the business, how much will be in the business and they answered K100.  She then wrote the equation as follows

                                          Capital K100 = Assets K100

The lesson was LC since she was able to engage the students in the learning and that the teacher was using the prior knowledge of learners to come to what they are supposed to know.

Principles or criteria from 1 to 5 are easy to implement but the last two criteria on the development of a range of skills and assessment may prove to be challenging to most of the teachers.