Finale

First and foremost, a very big thank you to Dr Yeap Ban Har. His excellent planning on activities that kept us thrilled throughout the module and the way he deliberately build up our understanding on concepts through his careful observation and picks on our answers has simply modelled to me that a teacher needs to be very observant, flexible, mindful with his/her choice of words and actions, know the class developmental progress and definitely a need to formulate your lesson with a purpose in mind.

There are four critical questions to follow when planning for lessons and activities. Firstly, you need to know what is it that you want the child to learn or make? Secondly, how do you know if they have learnt it? Thirdly, what if the child cannot even make one? Lastly, what if you have advance learner? These questions will guide you into a more focus objective while delivering your lesson and one that enable you to assess on the child's ability as well as how differentiated instructions can be used to scaffold learning.

Differentiated instructions are strategies in a lesson plan that support the range of different learning backgrounds found in classrooms. It can be in the content, the process of engaging thinking about that content, the product to show what they have learned on the content and even in the adaptation of the physical learning environment. It is important to incorporate differentated instructions because every child is unique and differed in learning abilities.

The above are just three of my learning points in this module, of course, there are many, many more.

However, there are two questions that ponder upon my head.
Firstly, due to globalisation, we are facing lots of cultural diversity in classroom. How than can we modify or plan our math lessons to include culturally relevant mathematics instruction?
Secondly, can assessment be done only by the observational method? Can the observation be concluded without a pencil and paper task?