Belajar dari video

Kami punya banyak video.
Perlu summary data:
1. Nama guru
2. Sekolah
3. Kelas
4. Topik + durasi dalam menit
5. Banyak siswa
6. Videod by
7. Documents
- Transcript
- table of analysis
- summary analysis
8. .....

Apa yang paling penting adalah topik.
Sifat topik:
- sesuai kurikulum
- topik matematika apa
- pengenalan konsep
- prosedur penyelesaian soal dst

Coba fokuskan pikiran pada 3 guru

1. Lucky : pengertian polynomial
2. Sibongile Mazhazi: perkalian polynomial
3. Muzeva: pengenalan dan penerapan exponent law

Create a table for the three teachers
What do I need:
- what topic and the nature of the topic
- what is the intended object (we need to ask the teacher for a confirmation)
- what is the enacted object?

Here we need to understand the object itself to be able to see the judgement of teachers.
What do you mean?

Content knowledge (needed) for teaching:
SMK
PCK

Ok, let me focus on my analysis based on the rubric
- what is the intended object?
- what is enacted object
- how the teacher represent the object to enable to see the object
+ through explanation
+ through examples
+ through writing or different representation.
+ through engaging learners to participate, doing the examples by themselves after the teacher give example
+ through questioning them to make them thinking or focusing on the object.

Ok, can I explain what the teacher did mostly. What is the main characteristics of the teaching.

- Lucky: focus on unpacking the definition of polynomial. The starting point until the end, is about the definition of polynomial.
From one term, showing the examples and non examples, to more than 1 term, connecting it to the explanation of 1 term. The link is there.

For me, I can see and capture what he was doing. It is very clear.

But the problem how about the learner?
I have limited ideas on that. But I can give data that the teacher said this...... In this minutes and the learner answer this in the minutes .......

So, what I could pay attention to that,
The moments where the learners confirmed they understand by chorusing and learners' answered incorrectly.
The main idea that I could summarize the nature of teaching; unpacking piece by pieces, from specific to general, emphasizing what is poly and not poly, not exercise for learners to do, mostly chorusing yes or not, when asking to individu, some answered incorrectly.

Let me focus on the examples. Example of the thing is important to develop a sense what is the thing.

So I can make a table
Polynomial, definition in the worksheet

Insert here the table containing the pieces, its examples and non examples.
I can put the line numbers to refer to data.

At the end, we can see this examples.
We can problematise about the power of example, whether this helps to see the intended object or the specific object that not the intended object itself.

Let me focus on the representations?
What type of representations are there.
Mostly are symbols.

My questions, for polynomial, what types of representations. Remember function: words, symbol, table, graph.
In poly what.
Is there any more than symbols and words, as its name?
What types of representation needed for learner to see the object, to know the concepts. It seems different types of object require different types of engagement in learning.

See the differences of CP, engage learners along the way, writing on her/his books.

Here the nature want to tell every thing and at the end tell the learners to do his/her exercises with expectation that the learners can understand it.

So in the rubric:
- examples
- representations
- explanations, how he explain it
What explanations do you expect Sitti.
What types of explanation here: such as by giving examples and giving emphasis about the feature such as
Any number ...........
What do you mean by explanation

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