Time Main activity11:30 • Each group chooses a leader according to the rules given by the teacher.
- Group leaders present the key words, and the groups brainstorm.
- Each group is engaged in finding solutions to issues raised through the key words.
- Each group chooses a member to present their solutions.
- Each group presents their findings.
12:10 • Teacher summarizes the class findings.
- The class chooses the best group and presenter.
- The best group and presenter are given awards.
- Closing
Source: Lee et al., 2011, pp. 101–102.
Integrating daily experiences into subject content
By integrating daily experiences into subject content, teachers, like the
mathematics teacher in the following example, can be successful in enabling
their students to discover the practical value of the subject, and to become
motivated to learn and solve problems in cooperation with peers (Lee et al.,
2011). In the example illustrated in Figure 3, the middle-school teacher used a
problem-solving strategy to change the students’ rigid way of thinking about
mathematics into a flexible one, and also motivated the students to learn. The
teacher also engaged his students in problem-solving in groups to improve the
students’ communication skills.
Figure 3: Integrating daily experiences into a mathematics class
A mathematics class for middle school 2nd graders
Learning goal: To be able to solve problems using ‘linear inequality’.
Seating arrangement: Six groups of four students, sitting face to face.
Procedure:- Students watched a ‘Kung Fu Panda’ animation with a dialogue the teacher dramatized
with the inequality formula. (Students were motivated to watch and concentrated on
the formula.) - Each group was given a problem-solving task related to their everyday life or interest
(e.g. to compare transportation fares; to get cheaper tickets to see a popular music
band, etc.) - The teacher encouraged the students to solve problems in cooperation with their
peers in groups.
Source: Lee et al., 2011.