FEEDBACK: AN OBJECTIVE EVALUATION OF YOUR WORK

Finally, we received our feedback on the course. To begin with, we want to thank our reviewers who reviewed our portfolio very nicely and provide valuable feedback on our course profile. The main goal of this course is to be distinctive and engaging in terms of how an asynchronous module is set up for students to complete while also engaging in other classroom activities. In order to keep our kids interested in class and help them learn more efficiently, we use a variety of platforms including Kahoot and Google Forms in our classroom. We are also considering adding other activities such as Mentimeter. More, we love to answer each and every question asked by our reviewers.

To start with the query of the target population, I would like to say that the audience for this lesson is grade 4 pupils, who are the target group for this topic. Ages range from six to twelve. Children at this age begin to observe their environment and begin to inquire about the various shapes of things. Our toddler learns to distinguish between objects thanks to the various learning shapes. Encourage kids to cooperate on puzzles, tangrams, and mazes so that they can understand how shapes differ from one another. This idea will help them to remember how forms differ from one another. Encourage kids to draw or create 3D models of the objects they see both inside and outside.

Moving further, Students get the chance to depict mathematical concepts through the use of real-world objects, images, diagrams, numbers, words, and symbols in the teaching activities. Students learn to model and interpret problems, comprehend mathematical concepts, articulate and explain their thoughts, and create connections between related mathematical ideas by representing ideas in a number of ways. Teachers can effectively assess student understanding without the use of paper and pencil assessments by using the students’ physical and graphical representations of mathematical concepts. Moreover, images make mathematical concepts easier for children to understand. Also, using visual mathematics helps people think more abstractly, write more effectively, and recognize creativity in mathematics. By asking students about the various ways they can see and approach problems, as well as by promoting the debate of various approaches to problem-solving, we as educators generate such mathematical excitement in classrooms with every mathematics subject.

Even more than that, One of the reviewers said that while using so many different technologies at once can be challenging, Google Classroom, Kahoot, Mentimeter, and Jamboard all seem to be good tools. Having a variety of activities makes the class exciting and fosters student interest. Students are able to access the videos and activities, and if they don’t have access to technology, they can still participate in offline lessons. We received the feedback that we have chosen various topics in one lesson plan 1 but in this lesson plan, we only give an overview of geometrical shapes and we chose only 4 geometrical shapes to teach the students. We chose google meet to ask questions to clarify queries about the topic sometimes students face difficulty to clarify their problems, so we arrange google meets to help to solve their problems and they can also interact with me via face-to-face classes One of the reviewers appreciates the links for the lesson plan that we provide in my course description since they offer a clear and well-stated summation of the course material’s overall scope.

Teachers typically create learning opportunities relevant to curriculum themes, such as two-dimensional forms and three-dimensional figures, while arranging mathematics instruction. It is crucial that teachers create learning opportunities to aid pupils in comprehending the fundamental ideas that underpin key mathematical concepts. Students learn that mathematics is an integrated whole rather than a collection of disconnected topics when instruction focuses on big ideas because they are able to make connections both inside and across topics. Students can, for instance, learn that the faces of three-dimensional figures are two-dimensional shapes in a session on three-dimensional figures, which will help them understand the main concept of geometric relationships better. The teaching activities in this handbook don’t cover all Geometry themes, nor do they cover all ideas and abilities mentioned in the Grades 4 curricular goals. They do, however, offer examples of instructive activities that concentrate on crucial curricular subjects and encourage knowledge of the fundamental concepts in geometry and spatial sense. These models can be applied to the creation of new educational initiatives.