Constructivist Lesson Guidance for Maths through

Face Book

Madhavi Dharankar

Asst Professor, School of Education

YCM Open University, Nashik, MS

dharankar.madhavi@yahoo.com

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Mathematics

Reasons Proofs

Abstraction Looking at the problem from various angles

Representations

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Maths Phobia

Maths PhobiaMaths Phobia

Constructivist Lesson Guidance

• Not mugging up the content

• UNDERSTANDING the content and its nature

• VISUALISING the content

• ENJOYING learning and then teaching

• Selecting / Creating meaningful activities for pupils and giving the RATIONALE behind the selection

• To be able to specify the THINKING PROCESS in the minds of pupils

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Asynchronous Mode

Own Pace Minimum Reflection Period

Constructivist Approach

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The Big Picture

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Micro-teaching

P R A C T I C E T E A C H I N G

Lesson 1 Lesson 10

The Extended Guidance

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Micro-teaching

P R A C T I C E T E A C H I N G

Lesson 1 Lesson 10

Asynchronous Interactions through FaceBook (about 2 months)

Set Induction

Closure

Direction of Discussion

• The activities could used in the best manner

• Difficulties faced in the classroom while using the activities in classroom

• Reason to select that particular activity for that standard and for that content

• Analysis for failure / partial success in the class

• Learning about using the activity / similar activity for the subsequent lessons

• Lessons learnt about using these activities in future

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Attributes of the Situation

• Sample:– On the ‘have-nots’ side of the digital divide

• Facilities:– Face Book - Mainly outside the college hours– About an hour weekly available in college lab– ICT Literate student teachers as ICT mentors– Support from teacher educator

• Text: SMS. Chat of FB• Audio: Mobile

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Research Methodology

• Research Questions:– What will be the reactions of the student teachers for

this kind of system in place?– What are the various challenges while having such

kind of arrangement available for the student teachers?

• Research Method– Phenomenological Study of the asynchronous

interactions

• Sample: – 18 pre-service student teachers with Maths Method

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Aspects of Feedback

• Aspect liked the most about FB

• Exclusive (Content) learning through FB interactions

• Learning about FB

• Learning about e- learning

• Problems and frustrations faced during FB interactions

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Aspect liked the most about FB

• “We had freedom to express, to share my thoughts as well as my difficulties.”

• “I liked feedback given to my posting by madam.”• “It was completely new experience for me as I did not use social

networking anytime in learning process.”• “It improved my online skills and I improved my way of thinking

through sharing various views and ideas with other friends.”

• Learning online skills• Asynchronous way of sharing views• Feedback / Comments from teacher educator

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Exclusive (Content) Learning through FB Interactions

• “By looking at other student teachers’ views on their lessons, I improved my lesson plan and execution of lesson.”

• “I got ideas how others use the same activities and what difficulties they faced. Sometimes it could help me to certain steps before conducting a particular activity.”

• Collaborative and cooperative learning• Self-directed learning

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Learning about FB• “It’s a new world when you login to FB.”• “Discussion methods, which gives us more ideas and

sharing of each other’s’ ideas”• “Improved online skills”• “… broadened my thinking by sharing, expressing my

views with my friends and teacher.”

• Online Skills• ‘Discussion’ in wider perspective

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Learning about e- learning

• “To chat/ interact/ discuss with people”

• “A new generation learning”

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Problems Faced during FB Interactions

• “It was time consuming.”• “Writing every concept in detail.” • “There was no cyber cafe near my place. I had to go 20 km from my

home.”• “Net connection, server down”• “Did not face any problems.”

• Accessibility• Time• Explaining the “process”, “happenings” in the class

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In a Nutshell …

• The effects of newness: the teething troubles as well as the excitement, the learning

• The feeling of togetherness and learning from one another

• Expressions of views

• The problems mainly faced were – Lack of time to participate

– Internet accessibility

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Conclusion

Innovation Diffusion Theory (Venkatesh et al: 2003)

In Action

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Thank you

Questions???Discussions!!!

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