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I. Objectives
III. Procedures
IV. Evaluation
V. Assignment
Experiential Learning
It engages students in critical thinking, problem solving and decision making in contexts
that are personally relevant to them. This approach to learning also involves making
opportunities for debriefing and consolidation of ideas and skills through feedback,
reflection, and the application of the ideas and skills to new situations. And that is the new 4
A’s Approach: Activity, Analysis, Abstraction, Application
All lesson plan formats have strengths and are designed to help you plan for student
learning.
Typically, lesson plans follow a format that identifies goals and objectives, teaching
methods, and assessment. These basic components can be modified in many ways
depending on specific student and teacher needs.
The 4-A lesson plan model focuses on four main concepts. Each is necessary for student
success, and by identifying how they will be used in instructional practices, teachers ensure
they are front-and-center. The four components are:
Activity
Analysis
Abstraction
Application
Activity– This will bring understanding to what the learners already know and clarity to
what learners should learn further. At this early stage, the learner should already have a
retrospect of what they will be learning through the activity that will be presented.
Analysis– A more in-depth understanding of the lesson. It is another phase where the
learners will process and clarify what is valid and not. The teacher on this part will ask
further questions and will also lead as a facilitator rather than mere lecturing and sharing
facts and ideas. The learners know a wider of the lesson but at the same time draws closer to
the main topic.
Abstraction– The teacher on this part will now focus entirely on the lesson being presented
and ask more lead questions to lead the learners in reinforcing what they know and should
know more. The learner starts to feel more the importance of the lesson and see the
necessity of it to his life.
Application-The teacher plans for ways students can take in the new information,
consolidate it, and apply it in new and useful ways. This stage bring the learners to a more
practical way of how they can use what they have learned and thinking of new ways on how
it can be improved further
I. Objectives:
CG Code M4NS-IIh-87.1
TG pages160-164
LM pages 128-130
Mathematics for a Better Life 4 LG pages 290-293
III. Procedure:
A. Preparatory Activities
b. 4/7, 3/21=
Find the magic sum by completing the magic squares. Use 1-9 as your numerator without
repeating the digits. Then, add the rows and columns to get the same sum or the magic sum.
3. Motivation
Show a picture of a cake and say, “Suppose you have a whole cake. What would you do
with it?” Elicit from them the value of sharing.
B. Developmental Activities
1. Presentation
Present this problem. Ask the pupils to read and understand it.
Kris baked a banana cake for her family. Her brother ate 3/10 while her sister ate ¼. She
gave the rest of the cake to her neighbours. What part of the cake did Kris’ brother and
sister eat in all?
Ask: Who baked a cake? What portion of the cake did Kris’ brother eat? What about her
sister? What kind of person is Kris when she gave the rest of the cake to her neighbours?
What does the problem ask for? How will you solve the problem? (By following the 4-step
plan)
2. Activity
Say: Now that you have grouped yourselves, I will give each group activity sheets, manila
paper and pens. You write your answer on the paper strips. All members should participate,
ok? And don’t make loud noises.
3. Analysis
Have the pupils share their answers with the class. Check their answers and provide the
correct answers if any. Ask them how and where they got their answer on each step. Provide
another problem if needed.
(Ask: How did you solve the problem? Where did you get your answer? How do you know
that you need to add? )
4. Abstraction
What are the steps in solving word problems involving addition of fractions?
1. Understand
Read each problem carefully and then solve using the 4-step plan.
1. Francis rode his bicycle ½ kilometre to school, 1/5 kilometre to the store, and 2/10
kilometre home. What is the total distance travelled by Francis?
2. Father bought a pizza. Tess ate 2/5 part and Lotis ate 2/10. How much of the pizza did
they eat in all?
3. Mother plans to buy ½ kilogram of chicken and 2/5 kilogram of beef. How many
kilograms of meat does she plan to buy?
4. Marlyn has 3 pieces of lace each measuring 1/7 meter, 5/7 meter and 3/7 meter. How
long are the pieces of lace put together?
5. Rhodora has 2/8 meter of ribbon. Elle’s ribbon is 4/8 meter longer than Rhodora’s. How
many meters of ribbon do the girls have altogether?
IV. Evaluation:
1. Andy has three pieces of wood each measuring 5/6 meter, ¾ meter, and 2/3 meter. How
long is the wood put together?
2. Jeff jogged 5/12 kilometre while Jonathan jogged 7/12 kilometre. How far did they jog
altogether?
V. Assignment:
1. Mitchie has 9/10 meter of ribbon. Sheena’s ribbon is ½ meter longer than Mitchie’s. How
many meters of ribbon do the girls have altogether?
2. Mrs. Romero bought 12/16 kilogram of cabbage, 7/8 kilogram of carrots, and ¼ kilogram
of tomatoes. How many kilograms of vegetables did Mrs. Romero buy in all?
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