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Technology and Math Education - DID Model

Technology and Math Education - DID Model

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Published by empezardc
The Dynamic Instructional Design model, or DID is based on designing technology infused instruction and focuses on creating an effective learning environment for the students. This model is very learner-centered that includes special steps such as identifying the learning styles of the learners and establishing a comfortable learning environment.
The Dynamic Instructional Design model, or DID is based on designing technology infused instruction and focuses on creating an effective learning environment for the students. This model is very learner-centered that includes special steps such as identifying the learning styles of the learners and establishing a comfortable learning environment.

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Published by: empezardc on Sep 28, 2012
Copyright:Attribution Non-commercial


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 Technology and Mathematics Education – DID Model
DID Model1.Know The Learners
In order for teachers to be able to communicate the lesson content effectively by means of theappropriate teaching and learning strategies, it is important for them to know the characteristics of whomthe lessons are created for. Based on observations and inquiries, the class I am teaching is consists of 30students, made up of 50% those from Dusun ethnic, 40% Murut and the 10% remains is those from other ethnic groups apart from the above-mentioned. To overcome the issue regarding the medium of instruction in the classroom, I used the combination of both English language and Bahasa Malaysia to balance out between students with good and poor English command. This way, students with poor English command can still follow the lesson but at the same time they will still be encouraged to improvethat area of competency.As for the Socio-economic Status (SES), most of the students come from the middle-class family,whom parents work as a public servant, plantation workers or self-employed. In spite of the rather wide-range SES among the students, the difference is not affecting students’ learning. Basically, all the studentshave adequate basic necessities such as stationeries and clothing. As a result from the difference in termof ethnicity and belief, each of the students has their own culture and this somehow caused them to tendto work with their own clique though would still cooperate when assigned to work in another group.The developmental stage of students which related to content is in a good state because most studentsstill remember the previous lesson which is prerequisites to Trigonometry topic. Moreover, Trigonometryis the last chapter of Mathematics Form 3 syllabus and by the time we reach the topic, the revision periodfor the upcoming examination is already started thus students are all geared up. All types of learners,auditory, kinesthetic and visual can be identified in this class for it is apparent in the way they prefer tolearn. One way to cater the needs of these learners is by integrating the elements of sounds and images inthe slideshow presentation and also arranged for an in-class activity which is related to the topic thatwould also act as reinforcers. The strategies applied will meet all the students’ learning modality preferences.Students’ intelligence is strongly related to the way they learn. More than 10 students in the class possess a logical intelligence. However, I believe that for this particular topic, students with a strongvisual intelligence will have an upper hand because by being able to visualize object and create a mentalimages, they will be faster in understanding thus solving the problem given. All the students have a goodverbal intelligence which enables them to communicate and work together in a good form. So as to master this topic, it is quite a challenge for some students because they have to recall back more than one previous topic to solve any of the problems given, especially for questions derived from the higher levelof Bloom Taxonomy.
2.Articulate Objectives/State Learning Outcome
The second step in this model is for me to state the learning outcome which I expect my students to be able to perform by the end of the lesson. So I will share with my students of what are the expectedstandards, that I expect able to be performed by them after the lesson ended. These expectations arederived from the appropriate level of the Bloom Taxonomy. For example;
 Technology and Mathematics Education – DID Model
i.Level 1: KnowledgeStudent should be able to name, identify, label…ii.Level 2: Understanding/ComprehensionStudent should be able to explain, give examples…iii.Level 3: ApplicationStudent should be able to calculate, solve, measure…Students’ performance in class can be assessed through the class exercises or by giving a question to be solved randomly by students. Besides, additional exercises will be given as well as monthly quizzes toensure they understand the lesson contents well. For Trigonometry topic, one of the necessary criteria toensure mastery is to be able to identify which side of the triangle is Hypotenuse, the Adjacent side and theOpposite side and also the Angle1 and Angle2.
3.Establishing Learning Environment
The next step in DID model is to establish the learning environment which will accommodate theteaching and learning process to occur. Therefore, there are some necessary changes which I have to do inorder to create conducive learning environment. For the classroom space, the arrangement of tables andchairs will be as pictured below;Such an arrangement is important to provide an ample or sufficient space for teacher and students tomove around comfortably. Students’ tables will be placed in a group of 5 to easily divide the students intogroups thus enable them to work conveniently among themselves. To produce a positive interactionwithin group, I have to make sure so every group consists of students with different pace of learning. Sothere will be no group with all of those of fast learner or otherwise. This is to decrease thecompetitiveness and therefore encourage a constructive discussion. I also divided the lesson into smaller 
 Technology and Mathematics Education – DID Model
 parts which can be delivered one by one with a brief break in between to give the students opportunity toask should they have anything to inquire.The screen is placed next to the whiteboard at the front to give a better view for the whole class.Lighting intensities must be carefully set because too dim or too bright lighting both likely to cause aneye strain. The overhead projector and screen to visualize the images is necessary so everyone can viewthe slideshow presentation clearly. There are also speakers that connected to the computer to amplify thesounds.
4.Identify Teaching and Learning Strategies
To accomplish the lesson objectives that were specified prior to the lesson, I use the pedagogicalcycle of teaching and learning strategies to be implemented.i.Provide preorganizeAs for a preorganizer, I will write several words on the whiteboard and ask the studentsstill remember what these terms are about and in what chapter they have came across theterms before. The words are; right-angled triangle, angle, acute angle, length, altitude base and hypotenuse.ii.Use motivator to engage students In learning
 This is Will. He went to shop A to buy an icecream, then to shop B to buy a candy. How dowe find the distance if he goes directly from hisplace to shop B?
Shop AShop B
Then I will start my slideshow presentation by which I convey the lesson contents.Motivator that I presented to the students is something that closely related to their dailylife as to show that mathematics is not a distinct entity but a branch of knowledge thatexists in various applications of human’s life. This is important to attract studentsattention and engage them in learning.iii.Build bridge to prior knowledge

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