Essay - Education A. the Lesson Has a Clear Purpose Which is...


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Education

*****. The lesson has a clear purpose which is transmitted during ***** presentation.

In the introduction to ***** film, the teacher clearly states her objectives for the lesson and explains ***** use of the pan balance as a ********** to teach pre-algebra to fifth graders. The pan balance ********** a visual, tactile method that students can use to supplement the equations in their texts. Equations that are generally represented with equal signs can now become visualized more in terms of ***** algebraic meaning: as balance between the two sides. Finally, ***** instructor emphasizes that the basis of the lesson is to underst***** the concept of equality or equivalence: which is central ***** ***** study ***** algebra.

*****. The lesson refers to background knowledge and inf*****mation from previous *****s.

***** the video, the teacher does not refer directly ***** background knowledge from ***** lessons. However, it is app*****nt that the students are familiar with fundamental knowledge that enables *****m to perform the algebraic equations. For example, ***** students must frequently subtract, add, multiply or divide ***** each side of the pan balance ***** reach ***** correct answer to the problem. The teacher works with the students as if they already have a firm grasp of basic mathematical principles as well as the overall concept of what an equation is.

*****. The lesson has a clear delivery method(s) (e.g., direct instruction, indirect instruction, cooperative learning, inquiry, self-directed learning).

***** greatest strength of the *****'s lesson delivery is the variety of teaching methods she uses. Direct instruction ***** her to direct the entire class's attention ***** the board when she ***** explaining core ********** or going over spec*****ic problems. The indirect instructional methods ***** uses includes subtle hints as well as inquiry. Inquiries ***** directed at individual ***** or to the class as a whole with the opportunity for ********** student to volunteer the answer. ***** method the teacher uses encourages students to discover the answers for themselves r*****her than accept the right answer as a matter of rote learning. finally, ***** ***** is ***** divided into groups, both small and large. The groups vary to encourage maximum student interactions. Through cooperative ***** the students share *****ir suggestions and brainstorm. Finally, the teacher employs some self-directed learning strat*****ies that allow students to ponder the equations on *****ir own for brief periods of time. This helps the teacher make assessments during class while it also helps ***** students work independently.

*****. The lesson addresses a ***** of le*****rning styles and intelligences.

A*****her major ***** of this ***** is the way it addresses a variety ***** learning styles and intelligences. Algebra is traditionally taught using ***** abstract method; students must visualize the concept of alphabetical variables. The notation used in traditional algebraic equations might work for students whose linear or ma*****matical thinking is strong. However, students ***** in visual thinking or tactile learning will benefit ***** from a lesson like this one. Furthermore, the current lesson ***** ***** significant amount of verbal communications, so

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