My reflection is on the instructional performance of a G2 Math teacher in the United States. The teacher presented a problem and actively involved her students in its resolution. She aided her learners in constructing their own knowledge by asking a lot of questions. She gave clear instructions and students were attentive, cooperative, and responsive. They were able to comprehend what they were asked for and the teacher helped individually those who were lost while moving around in class. Another important aspect of the teacher’s instruction is using a real life experience (jelly beans) to teach her young learners addition and subtraction. With some help, students were able to use and analyze a graph, evaluate their responses (self-evaluation), and those of their peers (peer-evaluation). The teacher seated her learners in groups of four to enhance cooperative learning. They analyzed, synthesized, and compared results to solve their problem; strategies that belong to the indirect method of instruction which promotes inquiry, problem-solving, and critical thinking.
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