Application of DOLACEE and ILLIPS Tang Kam Ming T.W.G.Hs. Kap Yan Directors’ College.
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Transcript of Application of DOLACEE and ILLIPS Tang Kam Ming T.W.G.Hs. Kap Yan Directors’ College.
![Page 1: Application of DOLACEE and ILLIPS Tang Kam Ming T.W.G.Hs. Kap Yan Directors’ College.](https://reader035.fdocuments.us/reader035/viewer/2022070407/56649e1b5503460f94b09a1e/html5/thumbnails/1.jpg)
Application of DOLACEE and ILLIPS
Tang Kam MingT.W.G.Hs. Kap Yan Directors’ College
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Contents
• Lesson Plan
• The Process
• Design philosophy
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• Subject : Mathematics
• Level: S4
• Topic: Trigonometry
• Focus: Intersection of Straight lines in 3D
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Lesson PlanDate Topic Content objectives Language
objectivesProcess Strategies used Resources
17/5/07
3-D Trigonometric Problems
1. Understand the angle between two intersecting straight lines; 2. Students learn to deconstruct a 3D problem into a 2D problem.
Students can- consolidate the concepts of “plane” , “intersecting lines”, through speaking and writing
A. Teacher introduces key words: “plane” and “intersect” (2 min) B. Teacher introduces the definition of angle between two straight lines(3 min). Remind students the angles could be found by solving the triangles formed by the 2 straight lines.C. Activity 1 Group work: angle between 2 straight lines lying on one face of model. (10 min)Activity 2(a) Teacher and students jointly attempt to find angle between 2 straight lines lying on two different faces of model. (5 min)Activity 2(b) Group work to find angle between 2 straight lines lying on two different faces of model. (10 min)(refer to notes for activities)D. Conclusion
(A) & (B)Simpler tasks: more teacher-directed. (C) Teaching and Learning Cycle and Scaffolding concepts. Students work more independently for Act. 2(b)
Models Worksheets
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Content Objectives
1. Understand the angle between two intersecting straight lines;
2. Students learn to deconstruct a 3D problem into a 2D problem.
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Language objectives
Students can- consolidate the concepts of “plane” ,
“intersecting lines”, through speaking and writing.
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Process
Part A• Teacher introduces key words: “plane”
and “intersect”.Part B• Teacher introduces the definition of angle
between two straight lines in 3D.• Teacher reminds students the angles
could be found by solving the triangles formed by the 2 straight lines.
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Process (cont’d)
Part C. • Activity 1 Group work: angle between 2 straight
lines lying on same face of the model. • Activity 2(a) Teacher and students jointly attempt
to find angle between 2 straight lines lying on two different faces of model.
• Activity 2(b) Group work to find angle between 2 straight lines lying on two different faces of model.
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Looking triangle: Activity One
A B
Looking for Triangle: Activity One
Instruction for Student A:
Step I : Please select two lines. The two lines are lying on the same plane (face) of the model.
Line 1:
Line 2:
Tell Student B the above information. Do not let
him/her read your writing.
(e.g. I will give you two lines. Line 1 is BG, Line 2 is XG)
Step II: Observe the work of B. Help Student B if he/she
asks for help.
Looking for Triangle - Activity One
Instruction for Student B:
Step I: Student A will tell you the information of two lines:
Line 1:
Line 2:
Step II: Refer to the solid, what is the acute angle
between the two straight lines? The required angle is ∠ (e.g. ABC)∠Draw the triangle here. Label the triangle clearly. Also
measure the lengths of the 3 sides of the triangle.
Step III: (For Step III, you may ask for help from A)
Calculate the angle between the two lines. Show your
work here.
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Looking triangle: Activity Two
A B
Looking for Triangle: Activity Two
Instructions for Student A:
Step I: Student B will tell you the information of two lines:
Line 1: , Line 2:
Step II: Refer to the solid, what is the angle between the
two straight lines? The required angle is ∠ (e.g. ABC)∠
Draw the triangle here. Label the triangle clearly.
Step III:(For Step III, you may ask for help from B)
Measure/ calculate the lengths of the 3 sides of the triangle.
Calculate the angle between the two lines. Show your
work here.
The answer for the required angle is .
Looking for Triangle - Activity Two
Instructions for Student B:
Step I: Please select two lines according to the following
requirements. (a) There must be a common point. (e.g. line AC
and line CD, C is the common point)
(b) The two lines are lying on two different
planes(faces) of the model.
Write down the lines here:
Line 1: , Line 2:
Tell Student A the above information. Do not let
him/her read your writing.
(e.g. I will give you two lines. Line 1 is BG, Line 2 is XG)
Step II: Observe the work of A. Help Student A if he/she
asks for help.
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• (A) & (B)
• Simpler tasks: more teacher-directed.
•
• (C) Teaching and Learning Cycle and Scaffolding concepts. Students work more independently for Act. 2(b)
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Scaffolding Work
• Part A• Part B• Part C
• More Teacher Directed
• Student work more Independently
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jointly constructing the genre
Building the field
Teaching—Learning Cycle
developing control of the genre
modelling and deconstructing the genre
constructing the genre independently
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jointly constructing the genre
Building the field
Teaching—Learning Cycle
developing control of the genre
modelling and deconstructing the genre
constructing the genre independently
Solving 3D problems
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Teaching- Learning cycle
• This cycle proposes that any given series of lessons should move through four broad stages: building the field for the learning, modelling and deconstruction, joint construction and finally independent construction.
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1. Building the field
• raise students’ awareness and interest in the topic
• establish what students already know about the topic
• establish the scope of the topic
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2. Modelling and deconstruction
• A key element of this stage is preparing students to do the task that will be deconstructed.
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3. Joint construction
• In this third broad stage, teacher and students jointly construct the work.
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4. Independent Construction
• In this final stage, students are now ready to construct their own example of the focus task.
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Making meaning with language
• Writing
• Speaking meaning
• Listening
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Other considerations and Evaluation
• Prepare the students with group work
• Pre-requisite knowledge
• Language process – “speaking out” abstract concepts + checking of understanding
• Sense of Ownership
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Thank You!