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I was concerned (and I think Leigh was too) that we would be talking about the same things as we did in the last show. Yes, different content is taught in Grade 11 than what is taught in Grade 12, but our webinars focus on teaching style rather than content. And the teaching style for Euclidean Geometry should be consistent, shouldn't it?
The 5 Point Teaching Strategy, 3 Pressure Points, and the Tips and Tricks slides were almost exactly the same. We rushed through these so we could focus more on the nitty gritty of teaching this content. If you'd like to hear these slides discussed in more detail, please see the last show and read the blog.
In fact, many of my teacher friends try to teach this section as quickly as possible so that they can spend more time on other sections. Why spend 2 weeks on it when all they have to know is how to substitute into a formula? Craig has done his PhD on the teaching of financial maths in South African high schools and made a couple of really good points which showed why it's important to do this section probably.
Leigh proposed that we use a similar approach to teaching Euclidean Geometry. She proposed that we introduce the pictures of the theorems and test them in investigations. After that we introduce numeric and abstract problems. It is only once we have done all of that, that we show how to prove the theorem.
We spent most of our time discussing discipline. Towards the end of the show, Tamlyn summarised her thoughts about discipline into 3 main points.
As Leigh said right in the beginning of the show, if you plan properly, you have more time to tackle other problems like discipline. (On that note, the classroom management show is next week)
Assessment is not just limited to establishing the level of understanding of each learner but we often forget all the other purposes of it. (like the friend's husband's name) We talked about quite a few different purposes, but weren't able to cover everything. However, in our Science webinar on the same topic, we were able to talk about more. So go take a look!
Teaching learners a set method to tackle problems is not the same as teaching them how to think about the information in front of them, and use it to solve problems. Being able to perform routine procedure does not equal understanding. As Dylan said after the show, "Every problem is not a nail."
More specifically, I wanted to know why we bothered to reteach the basics in Grade 11 analytical geometry. The only new content we need to teach in Grade 11 is angle of inclination, the rest of it has been taught in previous grades.
I suppose, as a teacher, I got lost along the way. Of course I told my learners that trig graphs and equations were connected, but I'm not convinced that I ever showed them how, or how beautiful the connection is.
I suppose on of the most practical points was to teach trigonometric functions as an extension and a merge of the previous sections, trigonometry and algebraic functions. By doing it this way, you can revise the trig ratios and the effects of 'a' and 'q' on algebraic functions while teaching about the shapes of the parent trigonometric functions.