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Familiarise with 4 quadrants of the pedagogical practices.
Identify 3 teaching areas to work on for personal growth.
Evaluate 2 peer observations and write 2 reflections.
Complete 1 lesson research on a unit/theme worked over 2 terms which will cover lessons taught at least 3 weeks guided by 4 STP quadrants and aligned with the theme.

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1. Facilitating collaborative learning
2. Using questions to deepen learning
3. Concluding the lesson

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1. Supporting self-directed learning
2. Facilitating collaborative learning
3. Empowering learners

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1. Empowering Learners
2. Encourage Learner Engagement
3. Using Questions to deepen understanding.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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All under lesson enactment
1. Encouraging learners' engagement
2. Facilitate collaborative learning
3. supporting self directed learning

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https://docs.google.com/forms/d/e/1FAIpQLSdPaPrJapggwY6JltBLcIEmh2Ab22Yr-0nmBovmFe_niebUKg/viewform

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https://docs.google.com/spreadsheets/d/1UwlCr5nI12rTSmqm5uASEhg7ijKqnvz71q5oHV5U8kI/edit#gid=0

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1. "Why and how to differentiate Math instruction"-More good questions: great ways to differentiate Secondary math instructions
2. Differentiated Instructions - Dr Lori Elliot   3. Collaborative Learning in math - malcolm Swan

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a) Students have different learning styles: Learners have different aptitudes and intelligences. The process of inputting, processing and outputting knowledge is unique to each learner (Gardner, 1983).  Possess different working styles: Some students learn better working alone, some work better collaborating, some work better in pairs. However, embedded in this framework is the notion of learning as a socially mediated construct (Vygotsky, 1978; Bell & Kozlowski, 2008) developed through shared meaning, discussion, collaboration and negotiation.  Learn in different ways depending on learning resource/tools: For example, individuals prefer some tools over others or learn optimally via a combination of tools—for example, computer, multimedia, a person, a book, etc.   Construct knowledge in different ways: This may occur via inductive thinking; higher-order thinking skills—problem-solving, analysis, identifying pattern, application of learning to new situations, etc. (Barak, Ben-Chaim & Zoller, 2007). 

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a) Students have different learning styles: Learners have different aptitudes and intelligences. The process of inputting, processing and outputting knowledge is unique to each learner (Gardner, 1983).  Possess different working styles: Some students learn better working alone, some work better collaborating, some work better in pairs. However, embedded in this framework is the notion of learning as a socially mediated construct (Vygotsky, 1978; Bell & Kozlowski, 2008) developed through shared meaning, discussion, collaboration and negotiation.  Learn in different ways depending on learning resource/tools: For example, individuals prefer some tools over others or learn optimally via a combination of tools—for example, computer, multimedia, a person, a book, etc.   Construct knowledge in different ways: This may occur via inductive thinking; higher-order thinking skills—problem-solving, analysis, identifying pattern, application of learning to new situations, etc. (Barak, Ben-Chaim & Zoller, 2007). 

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DI (the access centre) article: Differentiated Instruction for Math

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DI (the access centre) article: Differentiated Instruction for Math

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Teachers can differentiate base on: Readiness, Interest and Learning profile. In the article, strategies are based on differentiation. We can look of the possible strategies we can use in our lesson plan.

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Exploring the doing and undoing processes in mathematics. In these situations, the poser creates a problem using one process, then the solver attempts to reverse that process in order to find a solution. In some cases the solution may not be the one expected, and this can create some useful discussion. In most situations, the poser has an easier task than the solver. This ensures that the task is solvable.

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creating a collaborative learning routine

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creating a collaborative learning routine

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-borrowing ipad for collaborative work
- padlet
-microlab protocol
-give question 1 min read throguh 3CS
- key in your padlet (4 parts, every single one of them will key in)
next few min, the rest ti comment
-5 min talk and consolidate and solve the solution
-do presentation