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Heuristics guess and check and how the 4 conponents are within

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Please state the following as your type out your reflection:
1. Participant's Name
2. School Name

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Use of contrast, separation and generalisation to represent both conceptual and procedural variations

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Yong Wei
Kranji Sec

-different ways of varying examples to teach students concepts
-how to design a lesson in a step by step way by incorporating this
-using generalisation to get students to pick out key concepts/ideas

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Is there variation theory application in every lesson?

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Is there variation theory application in every lesson?

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The different aspects of variation theory and how they can be applied individually or as a combination

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— different types

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Did all students pick up the concepts/ideas at the same rate or pace?

Were the lessons differentiated in any way/form?

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1. 2 different types of variants
2. 4 components of variants
3. Use procedural variant for step by step instruction

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- Conceptual & Procedural similarity & difference

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- Conceptual & Procedural similarity & difference

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- The scaffoldings of the lessons based on the 4 components
- The idea of introducing standand, non-standard and follow by non concept

Lee Sook Ling
QHPS

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1) Using Variation Theory in the teaching of mathematics
2) How conceptual variation is applied in the teaching of equivalent fractions
3) How procedural variation is applied in the teaching of Guess and Check

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Rowena
Sacps
How to craft a lesson design using contrast, separation, generalisation, fusion . Now I realise that it is a systematic order and I can be more aware of how I design my lessons
That it is important to show 3 forms of representation of concepts to deepen conceptual understanding - standard, non standard and non concept,
That if the child can reach the stage if generalisation , it is important to move onto fusion

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1. How can we make use of this variation theory to stretch and capture the interest of HP pupils who have already learnt about the topic?

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Applying different ways of variation to my teaching subject (history). Might be difficult to find examples for all the forms of variation.

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How many periods did you take to teach the lessons 

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How many periods did you take to teach the lessons 

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Greendale Primary

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Do you use this theory to teach all heuristics skills?

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Do you use this theory to teach all heuristics skills?

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Is there possibility of differentiated outcome or learning when utilising the theories?

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Is there possibility of differentiated outcome or learning when utilising the theories?

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Not all concepts can be easily used the variation theory 

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Not all concepts can be easily used the variation theory 

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1) Is this a school-wide approach for the teaching of mathematics or for all subjects?
2) How did you get the teachers onboard in applying this theory in the teaching of mathematics?

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I'm thinking of how I can apply this variation theory on teaching of science

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Would it work for a mixed ability class where there are HP, MP and LP learners?

If the class is HP, does it mean that certain steps can be skipped? Or do we get them to go deeper (such as having finer separation)

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Must we use all 4 components, contrast, separation, generalisation and fusion in one lesson?

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Time constraint and preparation of resources is going to be key. Which parts that can be done in a blended learning manner so that time is less of a concern?

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Assumption Pathway School

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Do you inform students explicitly the theory you use in your lessons?

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Do you inform students explicitly the theory you use in your lessons?

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1-variation to demo non-concept (non-example)
2-heuristics

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1. Variation theory
2. Importance to show a non- example

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1. The variation theory in practice
2. Application of the variation theory in Math
3. Teaching heauristic in a creative way

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How often do you use the theory in your lessons?

How do you measure the effectiveness of using this theory?

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Do you explain supposition method for another alternative to guess&check? How do you go about with "making a supposition"?

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Do you explain supposition method for another alternative to guess&check? How do you go about with "making a supposition"?