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Application of DOLACEE and ILLIPS

Application of DOLACEE and ILLIPS. Tang Kam Ming T.W.G.Hs. Kap Yan Directors’ College. Contents. Lesson Plan The Process Design philosophy. Subject : Mathematics Level: S4 Topic: Trigonometry Focus: Intersection of Straight lines in 3D. Date. Topic. Content objectives.

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Application of DOLACEE and ILLIPS

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  1. Application of DOLACEE and ILLIPS Tang Kam Ming T.W.G.Hs. Kap Yan Directors’ College

  2. Contents • Lesson Plan • The Process • Design philosophy

  3. Subject : Mathematics • Level: S4 • Topic: Trigonometry • Focus: Intersection of Straight lines in 3D

  4. Date Topic Content objectives Language objectives Process Strategies used Resources 17/5/07 3-D Trigonometric Problems 1. Understand the angle between two intersecting straight lines; 2. Students learn to deconstruct a 3D problem into a 2D problem. Students can - consolidate the concepts of “plane” , “intersecting lines”, through speaking and writing A. Teacher introduces key words: “plane” and “intersect” (2 min) B. Teacher introduces the definition of angle between two straight lines (3 min). Remind students the angles could be found by solving the triangles formed by the 2 straight lines. C. Activity 1 Group work: angle between 2 straight lines lying on one face of model. (10 min) Activity 2(a) Teacher and students jointly attempt to find angle between 2 straight lines lying on two different faces of model. (5 min) Activity 2(b) Group work to find angle between 2 straight lines lying on two different faces of model. (10 min) (refer to notes for activities) D. Conclusion (A) & (B) Simpler tasks: more teacher-directed. (C) Teaching and Learning Cycle and Scaffolding concepts. Students work more independently for Act. 2(b) Models Worksheets Lesson Plan

  5. Content Objectives 1. Understand the angle between two intersecting straight lines; 2. Students learn to deconstruct a 3D problem into a 2D problem.

  6. Language objectives Students can - consolidate the concepts of “plane” , “intersecting lines”, through speaking and writing.

  7. Process Part A • Teacher introduces key words: “plane” and “intersect”. Part B • Teacher introduces the definition of angle between two straight lines in 3D. • Teacher reminds students the angles could be found by solving the triangles formed by the 2 straight lines.

  8. Process (cont’d) Part C. • Activity 1 Group work: angle between 2 straight lines lying on same face of the model. • Activity 2(a) Teacher and students jointly attempt to find angle between 2 straight lines lying on two different faces of model. • Activity 2(b) Group work to find angle between 2 straight lines lying on two different faces of model.

  9. Looking triangle: Activity One

  10. Looking triangle: Activity Two

  11. (A) & (B) • Simpler tasks: more teacher-directed. • (C) Teaching and Learning Cycle and Scaffolding concepts. Students work more independently for Act. 2(b)

  12. Part A Part B Part C More Teacher Directed Student work more Independently Scaffolding Work

  13. Teaching—Learning Cycle Building the field constructing the genre independently modelling and deconstructing the genre developing control of the genre jointly constructing the genre

  14. Teaching—Learning Cycle Building the field constructing the genre independently modelling and deconstructing the genre developing control of the genre jointly constructing the genre Solving 3D problems

  15. Teaching- Learning cycle • This cycle proposes that any given series of lessons should move through four broad stages: building the field for the learning, modelling and deconstruction, joint construction and finally independent construction.

  16. 1. Building the field • raise students’ awareness and interest in the topic • establish what students already know about the topic • establish the scope of the topic

  17. 2. Modelling and deconstruction • A key element of this stage is preparing students to do the task that will be deconstructed.

  18. 3. Joint construction • In this third broad stage, teacher and students jointly construct the work.

  19. 4. Independent Construction • In this final stage, students are now ready to construct their own example of the focus task.

  20. Making meaning with language • Writing • Speaking meaning • Listening

  21. Other considerations and Evaluation • Prepare the students with group work • Pre-requisite knowledge • Language process – “speaking out” abstract concepts + checking of understanding • Sense of Ownership

  22. Thank You!

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