Wednesday, February 25, 2009
Weekly Reflections - Cumulative Frequency Curve (4 Express)
This is a rather dry topic and I personally feel that the theory part should be cut short and forcus more on practical. I spent 1 double period for both my 4E3 and 4E4 to show and explain to them what is a CF curve, its uses, how to find all the quartiles and information using the CF curve. On top of that, I stress to them what to look out for when drawing curves and what are my expectations. After that, I will give them exam-based questions to do and practise during lesson time. Every period they will spend 20 minutes doing 1 full exam-based CF curve question while I move around to check their graphs and the next 20mins on going through the graph and answers. This will go on for the rest of the week. I find that this is time-consuming and effective, instead of asking them go home do homework and I mark. at least I am able to stress to each of them where their mistake or problem is, there and then.
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Giving pupils direct feedback is good but how many pupils are you able to reach out to in one lesson? Marking pupils' work is still necessary as amount of time given during curriculum may not be sufficient for the teacher to attend to all. By marking their work, the teacher may be able to tell the common type of mistakes made by most pupils and address any misconceptions as a class instead of repeating the same explanation to many pupils.
ReplyDeleteGiving pupils homework is still necessary for pupils to practices similar type of questions. But of course the teacher need not mark every single work. Peer marking is an alternative method that can be used. In peer marking, as pupils mark their peers' work, they are made to be aware of common mistakes made and learn from them. This may help them to avoid the same mistakes when they come across similar question in future.