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;