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Innovative lesson plan1


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Innovative lesson plan1

  1. 1. TEACHING MANUAL {CONCEPT ATTAINMENT MODEL} Name of the teacher : Viswajith . B Subject : Mathematics Standard : VIII A Unit : Ratio and Proportion Topic : Direct Proportion CONTENT OUTLINE RATIO AND PROPORTON- DIRECT PROPORTION Curricular Statement : The pupil understands the concept of Direct Proportion. Elements of the concept 1) Name of the concept : Direct proportion 2) Examples of concept i) positive examples : Side and Perimeter of a square Workers and total wages ii) negative examples : Speed and time Workers and workload 3) Attributes i) Essential : If one quantity increases, the other quantity also increases, then they are said to be in Direct proportion ii) Non essential : Its not necessary that quantities which are not inversely proportional is Directly proportional 4) Rule : If two quantities x and y change according to the rule y= kx , where k doesn’t change with x and y, then they are said to be in direct Proportion Learning Outcomes : Enable the students in i)
  2. 2. i) Classifying the examples of direct proportion as +ve and –ve ii) Generating new examples of Direct proportion Previous Knowledge The pupil knows about  Ratio  Interpretation of ratio, its applications and proportion Process Skills  Observing  Formulating the hypothesis  Experimenting  Classification  Inferring  Making operational definition  Communication Reference : Mathematics, Std VIII, Part I SYNTAX TEACHER ACTIVITY PUPIL ACTIVITY PHASE I Presentation of data and identification of the concept Today, we are going to learn in a totally different and new way. I’ve a concept in my mind. But, I’ll not tell you what it is. I’ll show you some +ve and -ve examples related to my concept. Right examples will be agreeable to my concept and wrong examples will be dis agreeable to my concept. You’ve to closely observe each and notice the characteristics of both +ve and –ve examples. You may compare them in terms of these characteristics. Through these, you’ve to find out the concept in my mind. a)Teacher presents labeled examples Tr : Side and perimeter of square. It’s a +ve example
  3. 3. (Example I) Tr : Force due to gravity and mass of a body It’s a –ve example (Example 2) Tr : Speed and time It’s –ve example (Example 3) Tr : Workers and workload It’s a –ve example (Example 4) Tr : Circumference and diameter of a circle It’s a +ve example (Example 5) Tr : Volume and density It’s a –ve example (Example 6)
  4. 4. PHASE II Testing the attainment of the concept b) Compare attributes in the +ve and –ve examples. c) Generates and test hypothesis. Tr : Circumference and radius of a circle. It’s a +ve example (Example 7) Tr : Length and breadth of a rectangle Is it a +ve example? Tr : By relating the characteristics of +ve examples, can you tell about the concept in my mind? a)Identify unlabelled examples as yes/no Tr : > Area and radius of a circle >Perimeter and length of a rectangle >Velocity and time >No of workers and time of work b) Teacher confirms the hypothesis, names the concept and restates the definition. After getting the inputs from the students, teacher define the concept as “ If two quantities x and y changes according to the rule y= kx where k doesn’t change with x and y, then they are said to be in direct proportion”.
  5. 5. PHASE III Analysis of thinking strategies Teacher shows a chart containing the definition of direct proportion and restates the definition on the basis of essential attributes. CHART DIRECT PROPORTION If two quantities x and y change according to the rule y=kx ; where k doesn’t change with x and y. Then they are said to be in Direct Proportion. Eg : Area and radius of a circle Tr : Now , can you recollect what we have done to attain the concept of Direct proportion? SOCIAL SYSTEM Teacher carefully prepares in advance a list of positive and negative examples and label them and sequences them. At this stage, the teacher controls the action and act such that the social system is highly structured, but gradually it become moderately and also low structured. PRINCIPLES OF REACTION
  6. 6. The teacher acts as a guide , motivator, facilitator etc. He supports the pupil’s hypothesis and creates an atmosphere of meaningful dialogue. SUPPORT SYSTEM The success of lesson for Concept Attainment Model depends upon presentation of appropriate positive and negative examples.  Chart containing the definition of direct proportion and its examples INSTRUCTIONAL AND NURTURANT EFFECTS 1) Instructional effects . i) Gets clear notion about the concept of direct proportion ii) Attains the specific concept Direct proportion iii) Develops skill in inductive meaning 2) Nurturant effects. i) Sensitivity to logical reasoning ii) Tolerance to ambiguity and initial errors