Lesson Plan Logic Version (LGV 2)
1. Set Induction
The reason why we construct the activity (2 students walk from point to point), is that we want to engage the student to what they are going to learn and so that they will feel interested about the topic. As we have already learned previously in other courses, and as mentioned by David P. Ausubel, that the instructional strategy through lecture or the expository method was the most effective strategy and he believed that educator should strive to develop effective expository teaching technique. In our lesson plan, we use expository method so that the students thinking will be widen and not only focus on certain things only. This can be achieved by asking questions to students after they have completed the activity. The mathematics learning will become more meaningful that way.
Besides, according to Jerome Bruner, the best way for a student to learn a new concept, procedure or principle in mathematics is to construct his or her own representation. Concrete activity as mentioned in the set induction (walking from point to point) must be carried out by the students themselves in constructing the representation of the concept learned. It is not a good idea to reveal the mathematical formulae or concepts directly to the students since this probably deflate their motivation to learn and might even lead to confusion to some students.
2. Instructional Development
In this phase, teacher would explain the connection between the activity that they have done and the concept of vector addition. In this phase also, teacher use the handout as teaching and learning source to explain about the addition of the vector. The use of handout is to relate the between the concept of vector addition and the other concepts, principles or concept skills in mathematics. As an example, the concept of vector addition is related to the topic integer, ratio, rate and proportion, lines and angles I, linear equation, polygon II, lines and angles II, algebraic expression III, straight line, matrices, variation, simultaneous equation and linear law. As mentioned in the connectivity theorem by Jerome Bruner, the teaching of mathematics should also show the continuity that exists between the mathematical structures like in the integers and in the matrices system under the addition operations.
We also using the mathematical concept by Zoltan P. Dienes, he said that each mathematics concept or principles can be easily learned and understood and the concept of principle is introduced to the students through some concrete example. That’s why we used handout for student to give them a better understanding about the concept of vector addition. In the handout the students is introduced with the mathematical symbols and shapes as to represent their own understanding about the concept learned.
3. Evaluation
In this phase, teacher gives worksheet. In the worksheet given there are few questions to test and apply the student’s understanding about what they have learned just now. We used formative assessment in the evaluation phase during the class, so that we can know the student problem in the subtopic during in the class itself. This is related to mastery learning where students have to master the previous topic before going to the next topic. So teacher, can conduct the class more smoothly.
4. Closure
Teacher concludes and summarizes the lesson, so that it will reinforce the students understanding for the lesson. By doing this, the students can remember the lesson better by doing homework given by the teacher. Thus, it will strengthen the student’s concept for the subtopic.
