Question 1: List down 16 methods of teaching and learning
1.Discover
2. Groupwork
3. Experimentation
4. Projects
5. Role-Play
6. Simulations
7. Question and answer
8. Exercusion
9. Storytelling
10. Research
11. Demonstration
13. Exploration
14. Games
15.Discussion
16.Poems and rhymes
Introduction
The introduction of the junior grade syllabus (2024-2030) marks a significant shift in
educational methodologies. The syllabus emphasizes the significance of adopting innovative
teaching methods in mathematics, particularly the project method. The project method is an
educational approach that encourages active learning through hands-on projects and real-world
applications. According to Kilpatrick (2015), this method transforms learning into an active
process where students take ownership of their education by exploring, experimenting, and
collaborating with peers. Moreover, intergrating project-based learning approaches into the
curriculum can further enhance the benefits of gamification by providing students with hands-
on, collaborative learning experiences that align with curriculum objectives (Chen & Tippett,
2022). By structuring projects that align with curriculum objectives, educators can effectively
engage students in interdisciplinary learning experiences that foster creativity, problem-solving
skills, and collaboration (Viro et al., 2020) . This essay will define key terms namely project
method, key competencies and tangible and intangible heritage,the writer further explore the
application of the project method in teaching mathematics to grade three learners, and highlight
its significance in fostering comprehensive educational outcomes.
Definition of Key Words
Project Method
According to Kilpatrick (2001), defined the project method as a child-centered approach that
allows students to engage in meaningful activities that promote learning. According to the Buck
Institute for Education (2019), project-based learning refers to a teaching method in which
students gain knowledge and skills by working for an extended period of time to investigate and
respond to an authentic, engaging, and complex question, problem, or challenge. Project-based
learning, is defined as a teaching methodology that utilizes student centered projects to facilitate
student learning (Holm, 2011). However there is no single, universally accepted definition of
project based learning however most definitions have similar terminology.
Tangible and Intangible Heritage
According to UNESCO (2003), tangible heritage refers to physical artifacts and sites that have
cultural significance, including monuments, buildings, and archaeological sites which are often
preserved for their historical, or architectural value. Tangible heritage encompasses all material
traces such as historical monuments, artifacts, and objects that are significant to a community or
humanity (Lowenthal, 1998). Intangible heritage is described as practices, representations,
expressions, knowledge, and skills that communities recognize as part of their cultural heritage
(UNESCO, 1972). Bakka argues that intangible heritage should not be interpreted as purely
immaterial, rather, it includes practices that are often linked to tangible elements, highlighting
the interconnectedness of both forms of heritage (Bakka, 2014) .
Competencies
Boyatzis (1982), defines competencies as a combination of knowledge, skills, and personal
attributes that contribute to effective performance in a job. Hayes (1979), describes competence
as encompassing knowledge, motivation, social characteristics, and skills that align with the
demands of organizations. Competency involves various types of generic skills, positive values,
and attitudes essential for lifelong learning and whole-person development (Chan et a.l, 2017).
Measurement is a fundamental mathematical concept that involves quantifying attributes such as
length, weight, and volume. It is crucial for grade 3 learners to understand the measurement
concept, before diving into the implementation of the project method as it lays the foundation to
the concept. For grade 3 learners measurement typically includes understanding length, weight,
capacity, and time. The teacher will employ the structured approach, so as to effectively
implement the project method in teaching measurement. The first step involves identifying a
relevant project that incorporates measurement concepts. The project theme is the designing of a
classroom garden project, where students plan, measure, and create a small garden. In this
project, learners would measure the perimeter of the garden, the length of the plants they wish to
grow, and the distance between them.
Once the project is chosen, the teacher introduces the necessary measuring tools, such as rulers,
measuring tapes, and scales. Students can be divided into small groups of five, encouraging
collaboration as they work on their garden plans. Throughout the project, the teacher will
facilitate discussions about different measuring units (e.g., centimeters, meters, grams) and their
applications. The teacher will establish clear learning objectives for the project such as learning
to measureusing different tools of measuring, understanding the concept of measuring through
measuring of the objects and the application of the concept in real world for example students
measuring the distance from home to the store.
Once the theme and objectives are set, the teacher will suggest a timeline of two weeks for the
project, with daily activities that build on one another. This includes introduction to
measurement concept, group formation and project brainstorming, designing the garden layout
and taking measurements, preparing the garden and finally presenting the project. Before
students begin their projects, the teacher introduces them to the measurement tools they will be
using. This can be done through engaging demonstrations where students practice measuring
different objects in the classroom. For example, each student can measure the length of their
desk using a ruler and record the measurements in a diary or book. This hands-on experience
builds confidence and familiarity with the tools. After students have practiced measuring, the
teacher divide them into small groups of five. Each group can brainstorm ideas for their garden,
discussing the types of plants they want to include, the layout, and the materials needed.
Encourage collaboration and creativity, allowing students to express their ideas freely. Each
group should sketch a plan of their garden, including the dimensions they need to measure.
The students will sketch the layout of their gardens with measurable dimensions. For example,
if a group decides on a rectangular garden that is 4 metres and 2 metres, they will need to
measure and draw this on paper. They can calculate the area of the garden and discuss how much
soil they will need based on the dimensions. This activity reinforces mathematical concepts
while keeping students engaged in a real-world context. Once the design is complete, students
can gather the necessary materials to create their gardens. This might include soil, small plants,
containers, and decorative items. During this phase, students can practice measurements again,
weighing the soil using a scale and measuring the volume of the containers with measuring cups.
The teacher encourages them to record their findings and calculations in their project diary. With
all materials gathered, students can now build their gardens according to their plans. This step
allows them to apply their measuring skills actively. They will measure the amount of soil
needed to fill their containers, ensuring they use the correct volume. As they work, circulate
among the groups to provide guidance and support. As students engage in hands-on activities,
they can record their measurements, compare their results with their peers, and reflect on the
accuracy of their measurements. This reflection is critical as it reinforces the learning process
and helps students understand the importance of precision in measurement.
Once the gardens are complete, each group presents their project to the class. They should
explain their design choices, demonstrate their measuring techniques, and share the
measurements they recorded. This presentation phase allows students to practice communication
skills and reinforces their understanding of measurement concepts. After presentations, the
teacher engage the class in a reflection discussion by asking students what they learned about
measurement, what challenges they faced, and how they overcame them. This reflection allows
students to internalize their learning experiences. Additionally, students are assessed based on
their participation, accuracy in measurements, and the clarity of their presentations. For instance,
they can assess the garden based on its layout, the accuracy of measurements, and the
understanding demonstrated during group presentations.
The project method of teaching offers several advantages when it comes to teaching
measurement. The project method promotes active engagement when students participate in
projects, they are more likely to develop a deeper understanding of the measuring concept. The
project method fosters collaboration and teamwork, since the learners work together on projects,
sharing ideas, and learning from one another. It also encourages critical thinking and problem-
solving skills, as students must apply measurement concepts to real-world scenarios.Conclusion
The project method of teaching measurement concepts to third graders in mathematics provides
a dynamic and engaging learning experience. By guiding students through a hands-on project
like creating a miniature garden, educators can facilitate the understanding of essential
measuring skills in a real-world context. This approach not only enhances students' mathematical
abilities but also promotes collaboration, creativity, and critical thinking. Through careful
planning and execution, the project method can transform the learning of measurement concepts
from initial ideas into tangible experiences, making mathematics both fun and relevant for young
learners.
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