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Encouraging The Innovative Use of GSP Through Lesson Study
Encouraging The Innovative Use of GSP Through Lesson Study
PURPOSE
INTRODUCTION
What
Discussing the
important of GSP
Discussing the
significance of LS
Importance of GSP
Kasmawati (2006)
research
studies (see
Stigler &
Hiebert,
1997;
6.Sharin
Shimahara,
g
1998;
Reflectio
Lewis &
ns about
the New
Tsuchida,
Version
1998;
of the
Lesson
Stigler &
Hiebert, 1999;
Yoshida,
1999; Lewis,
5.
2000;
Teaching
Fernan-dez, &
the New
Yoshida, 2004)
Version
of the
have shown
Lesson
that LS
improves
teachers
learning and
Another teacher will use the
supports
revise lesson
plan
teachers
to
grow
LS 6 Steps
4.
Revising
the
Lesson
Plan
METHOD
3 group of M3 teachers
placed 2 group in Penang & 1 group in
Kedah
Group A & Group C is ordinary public school
Group B in Penang boarding school
Group C including special need students
All participant attend workshop on GSP and
briefing on LS as well the research
procedure
Data collection questioner to measure the
participant Knowledge, skills, perception
and practices of GSP in T&L
Group A
Ordinary school
4 M3 teacher with more 10 exp GSI teacher as
LS group leader
Completed 2 life cycle of LS
1st LS cycle
Form 4-chapter Lines & Planes in 3D
Identify
angle between 2 lines
angles between a line and plane
angles between 2 planes
2nd LS cycle
Collaboration with group member decided
use GSP for form 3 using form 2 chapter Loci 2-Dimensions(2-D) Why???
Because it is useful and help student to visualize
the movement of point 2D through animation
The content of topic :
1.
2.
3.
4.
a fixed point
2 fixed point
a straight line
two straight line
Group B
in Penang boarding school
4 M3 teacher- major M3-10 yr exp
Leader for LS is TKA(excellent m3 teacher)- gd knowledge in GSP
Choose : 1st LS cycle
2nd LS cycle
Mean
Conclusion:- there was a positive
improvement in the students
performance
after the second
teaching.
Pre-test
13.63
Post-test
28.42
Group C
1st LS cycle
Having problem
Not good English command
Insufficient skills using GSP to prepare lesson materials
over loaded with teaching and administrative work
lack of time to participate fully in this project
lack of confidence and shy to be observed by other group members
as well as having students who were not so competent in English.
Overcome
they decided to use ready-made GSP sketches for teach-ng Loci in 2Dimensions which were prepared by Group A.
discussion
Commitment
Excuses
important to make teachers realize and experience the potential
benefits of joining the LS group.
Conclusion
In this paper, we only managed to share the experiences
of three LS groups that aimed to encourage the
innovative use of GSP
the limitation of observing significant changes in the
teachers knowledge and skills of using GSP.
encouraged by the positive attitude and commitment of
the participating teachers as revealed in the teaching
observations and interviews.
findings of this study show that LS collaboration can be a
potential model of teacher professional development for
encouraging the innovative use of GSP in the teaching
and learning of mathematics among secondary school
teachers.