16 November (Absent) and 23 November 2010 Professional Development
Lesson Study

PLC- Professional LEARNING Community committee (early 2000)
*ensure students’ learning
*traditional format like attending workshop
*learning thru collaborating
*studying the lesson & its context
*transits from traditional to teaching & studying context

Benefits of Lesson Study
-Not just for new teachers but for the experienced and STs
-See your strengths & weaknesses as a teacher & aim for improvement in   
-Teacher’s more conscious of what they are planning, focus on lessons
- Support from fellow colleagues
-‘live’ lesson study is impt –focussing on student’s outcome

1)     What is it that we want the student to learn?
2)     How do we know that they have learnt it?
3)     What do we do if they have NOT learnt it?
4)     What do we do if they HAVE learnt it?
5)     What are the differentiated instructions for the pupils?

To conclude the whole AKM module :
I really enjoyed working on the questions and activities that Dr Yeap had designed, and I discovered new learning experiences and this helps me see and to make sense of what and why we are learning Mathematics.
The PERI Report states that “Learning should be contextualised and situated in real world experiences so that students appreciate the purpose of what they are learning, and see the connections between what they learn in school and what they experience in the world.”
This is what experiential learning is about.

The integration of the MOE initiatives can help develop in pupils their interest in mathematics, enrich their learning experience and help fulfill their potential by becoming independent thinkers and learners.

Reflection 9- ASSESSMENT

9 November 2010 Assessment (Fifth Lessson)
Lesson Flags for Fifth tutorial
1) Performance Task
2) Rubric
3) A Look at International Assessment
4) Formative Assessment
The class had a short but engaging learning trip just outside the tutorial classroom where Dr Yeap, required us all to be in teams and using the basic Math tools he provided, we are required to measure the height of the pillar which is about 2-storey high. Interestingly, every team engineered their own strategy to measure the height and arrived to their answers
Dr Yeap listed all our answers and got us to see which methods make sense and which do not and what are the methods that I could have thought of myself.
Main Takeaways
Mathematics learning can be fun and given the conditions of authenticity through real life and everyday circumstances, pupils can find learning Mathematics more interesting and engaging. Pupils need to be equipped with concepts in a spiral approach. More importantly, the pupils enjoyed themselves thoroughly and thus the activity will foster in them a greater interest in Mathematics.
Using the correct assessment rubrics, these performance tasks can be achieved and Dr Yeap showed us a combination of performance rubrics which were similar to my Performance Assessment in school. As Albert Einstein qouted:
" What's measurable is not always important,
 and what's important is not always measurable."