Lap1 04:01:11.26 04:01:11.26
Timing by BlackBerry
Capek juga ya.
Finally, I don't finish Museva. Why is it so slow, particularly, now I feel I now the pattern.
I also decided that for Luck, I wan to just divide it into five main event.
Why?
I can still capture the same activities, with the same codes.
What are the limitation of doing this.
I can still capture what types of teacher activity, learner activity.
But you see, sometimes in one small event, there is a question from learner
But I may coded the quantity as +, ++, +++ relative to the time.
Of course, this is the judgement.
But, break them into larger, can help us to see easily. Based on that, then I can easily compare them.
What do you think.
Can you see now the difference between Lucky, Muzeva, and Sibongile, Femi's teacher.
What I can say about their mathematical judgement.
How their table analysis can help me.
I need to see carefully the team table and see, what figure, impressions, hypothesis that I can draw from all these teachers.
I need to make a progress on these teachers:
- Shadrack
- Craig
- Regina
- Femi
- Sitti
- Ntsiki
Why we don't focus only for "examples"
Why we don't only focus on the interaction about to what extend the teacher provide opportunity to participate and how the learner responded.
For example:
Most are chorused
There is interaction far more than just talking in front at the classroom but coming to check learners' works, learner's answer; or the type that give learners opportunity to reason such in Shadrack teacher.
Can I answer now about the mathematical judgement.
We don't want to spend much time for less effective.
But can I draw temporary conclusion and also generate some ideas.
In Muzeva,
The teacher didn't connect much. Focus on the law. But no chance created to connect with for example empirical cases.
There is an intention to see the prior knowledge and he is very good in pick up the learner answer. But why only the right one.
And the second strategy was still used by the learner, and it was ignored.
In this learning, teacher actually provide many examples, from simple to more complex, but in the setting of test.
This is quite in a hurry. Teacher worked hard for this.
Teacher has clear intention.
I think, the problem here is not about SMK, but about PCK, on how to present this so it can be understood easily by learners.
Teacher need to acknowledge types of mistakes that learners usually did.
Applying the law to the simple case make too clear. But if the learner can really identify what law they implement, such as write notes about law. What decision and why, must be shown.
Femi's teacher is also very interesting. It was well planned, the story also quite clear.
Their teaching are very interesting.
I think, I must watch all that to help me to think about the indicators. I have experiences:
- transcribe, chuncking
- make the table of analysis
- make across table
- analyse in Nvivo.
So what.
I must make some notes about what then I can learn from teachers. This really helps me in thinking further.
Sent from my BlackBerry® wireless device
