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SUMMER LAGU MATH INSTITUTE STEM Topic 4: Inquiry-Based Instruction for Geometry

SUMMER LAGU MATH INSTITUTE STEM Topic 4: Inquiry-Based Instruction for Geometry. Dym San Nicolas Luz Erni Gemma de Guzman. STEM Instructional Strategy. Direct Instruction Simulation Concept Teaching Discussion Cooperative Learning Problem-Based Instruction. 1. DIRECT INSTRUCTION.

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SUMMER LAGU MATH INSTITUTE STEM Topic 4: Inquiry-Based Instruction for Geometry

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  1. SUMMER LAGU MATH INSTITUTESTEM Topic 4: Inquiry-Based Instruction for Geometry Dym San Nicolas Luz Erni Gemma de Guzman

  2. STEM Instructional Strategy • Direct Instruction • Simulation • Concept Teaching • Discussion • Cooperative Learning • Problem-Based Instruction

  3. 1. DIRECT INSTRUCTION • Direct instruction is a method for imparting basic knowledge or developing skills in a goal-directed, teacher-controlled environment. • The teacher identifies clearly defined learning outcomes, transmits new information or demonstrates a skill, and provides guided practice. • Direct instruction is designed to maximize academic learning time through a highly structured environment in which students are "on task" and experience high degrees of success. • Direct instruction can be used effectively to promote acquisition of knowledge that is well structured and that can be taught in a step-by-step fashion. • It is not appropriate for teaching concepts and generalizations, higher-level thinking, inquiry, problem solving, group processes, or independent learning.

  4. 2. SIMULATION • Simulation involves students playing roles in simulated situations in order to learn skills and concepts transferable to "real life." • Students make decisions and learn from successes and failures. • Simulations enable the learning of complex concepts or mastery of dangerous tasks in more simple and safe environments. • Simulation involves students playing roles in simulated situations in order to learn skills and concepts transferable to "real life." • Students make decisions and learn from successes and failures. • Simulations enable the learning of complex concepts or mastery of dangerous tasks in more simple and safe environments.

  5. 3. CONCEPT TEACHING • The primary purpose of concept teaching is to learn new concepts. It is also effective for teaching higher-level thinking, including inductive reasoning, hypothesis formation, logical reasoning, concept building strategies, and taking multiple perspectives. • Although not designed to convey large amounts of information, students must process information as they formulate new concepts. • Concept teaching helps students learn concepts and develop higher level thinking skills.

  6. 4. DISCUSSION • Discussion is an appropriate strategy for improving student thinking; promoting engagement in academic content; and learning communication and thinking skills in a social environment. • Discussion is particularly appropriate for topics that are subjective or controversial and that involve several points of view. • Effective discussions go beyond question-and-answer recitations. The more involved students are in the discussion, the more effective the learning.

  7. 5. COOPERATIVE LEARNING • In cooperative learning students work together in small groups on a common learning task, coordinate their efforts to complete the task, and depend on each other for the outcome. • Cooperative learning has three distinct goals: academic achievement, acceptance of diversity through interdependent work, and development of cooperative social skills. • Students assume active roles and take responsibility for their own learning. The social atmosphere is collaborative and respectful of differences. • Students learn group processes and problem-solving skills and become increasingly independent in using them. Students construct their own learning through active engagement with materials, problems, and other students.

  8. 6. PROBLEM-BASED INSTRUCTION • Problem-based instruction students are presented with authentic, meaningful problems as a basis for inquiry and investigation. • This strategy is designed to promote problem solving and higher-level thinking skills. • All problem-based instruction strategies include more or less the following features: a driving question or problem, interdisciplinary focus, authentic investigation, production of artifacts or exhibits, and collaboration. • This strategy is designed to involve students in the kinds of real-world thinking activities they will encounter outside of school from childhood through adulthood.

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