Padlet - group 4 by Jakub Kašpar https://padlet.com/jakubkaspar1/ss6qjlqbntxr9jjg en-us 2022-10-16 17:15:40 UTC 2022-10-17 19:58:00 UTC hello@padlet.com Social skills and collaboration https://padlet.com/jakubkaspar1/ss6qjlqbntxr9jjg/wish/2342644913 1. Teamwork can be very beneficial in Mathematics for sharing different ideas about the same problem. Group tasks are a great way to promote this.
2. Alternative proofs and comparing them provide a means to bring out aspects of communication. Giving students different proofs for formulae/theorems and making them present those to each other can enhance this.
3. Interpretation of data and how data are communicated vary a lot from person to person and this is an essential part of Mathematics. Exploring causality, relationships and correlation usually require good communication of ideas.]]> 2022-10-17 06:25:30 UTC https://padlet.com/jakubkaspar1/ss6qjlqbntxr9jjg/wish/2342644913 Differentiated teaching jakubkaspar1 https://padlet.com/jakubkaspar1/ss6qjlqbntxr9jjg/wish/2343914375 1.       One of great benefits of well differentiated lesson is that all students can actively participate and improve. If whole class should do the same, the faster students would easily get bored (and would’t use potential they have) and weaker students would easily get lost (or get passive, resigning to any attempts to get involved). In differentiated teaching, the stronger students can get deeper to the topic and try to solve problems that are too difficult or abstract for whole class. The weaker ones can active practise at least some part of a topic – even though we would’t show problem they are solving to whole class, because it may seem too easy.
2.       Differentiation can mean many different things: students can get more different problem sheets and just decide, what do they want to solve, they can solve same problems, but with different support of teacher (or classmates), they can learn same topic but by more different activities – there is a plenty of possibilities.
3.       Even though differentiation usually requires knowledge of our student’s level, there are situations where differentiated teaching is less dependent on what we expect students to know: if we prepare more possible approaches to the topic we want to teach, we increase the probability that some of approaches will work well in the class.

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