Dec 20, 2025
Khám phá ma trận ra quyết định phương pháp giảng dạy giúp giáo viên chọn lựa phương pháp phù hợp với từng đối tượng học sinh, nâng cao hiệu quả bài giảng và tạo sự hứng thú trong lớp học!
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Khám phá ma trận ra quyết định phương pháp giảng dạy giúp giáo viên chọn lựa phương pháp phù hợp với từng đối tượng học sinh, nâng cao hiệu quả bài giảng và tạo sự hứng thú trong lớp học!
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TEACHING AND LEARNING LAWS OF LOGARITHMS: A PROSPECTIVE PEDAGOGY | Journal of Global Research in Education and Social Science
According to the literature, pupils have a rudimentary comprehension of the laws of logarithms, including misunderstandings. Despite the fact that these rules are critical in learning advanced mathematics, this is the case. The difficulty in acquiring these concepts is largely related with rule-based teaching, which fosters rote learning and is not supported by learning psychology, according to this research, which is based on teaching experience, textbook analysis, and classroom observation. A guided inquiry oriented, ICT enhanced, investigative pedagogy is presented to address challenges with product, quotient, and power norms. Students will work in small groups to analyse both accepted and unanticipated (misconceptions) log rule equations side by side. They create their own data by plotting 3D graphs of the above equations and solving them. They are then advised to examine similarities and differences in the ranges of the equations data to pick the most acceptable and general log rule equations by testing their self-generated and teacher-provided data. This method is assessed using learning theories, and it is backed up by constructivism and neurocognition. This approach is recommended for future investigation into smart teaching and learning, given the stated benefits for teaching laws of logarithms. Please see the link :- https://www.ikprress.org/index.php/JOGRESS/article/view/1800
Developing Guided Discovery Learning Materials Using Mathematics Mobile Learning Application As An Alternative Media For The Students Calculus Ii
Developing Guided Discovery Learning Materials Using Mathematics Mobile Learning Application As An Alternative Media For The Students Calculus Ii
Developing Guided Discovery Learning Materials Using Mathematics Mobile Learning Application As An Alternative Media For The Students Calculus Ii
Abstract
Abstract: The development research aims to develop guided-discovery learning materials of Calculus II by implementing Mathematics Mobile Learning (MML). The products to develop are MML media of Calculus II using guided discovery model for…
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Developing Guided Discovery Learning Materials Using Mathematics Mobile Learning Application As An Alternative Media For The Students Calculus Ii
Developing Guided Discovery Learning Materials Using Mathematics Mobile Learning Application As An Alternative Media For The Students Calculus Ii
Developing Guided Discovery Learning Materials Using Mathematics Mobile Learning Application As An Alternative Media For The Students Calculus Ii Abstract Abstract: The development research aims to develop guided-discovery learning materials of Calculus II by implementing Mathematics Mobile Learning (MML). The products to develop are MML media of Calculus II using guided discovery model for…
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A thought on interacting with players during a session
This post will be a random collection of thoughts on how to coach players and what to say to them.
For starters, I think it is important not to overwhelm the players with information. If you throw ten things at a player you might get one to stick, and it might not be the one that is your focus that day. I know that when I am working through a training session or watching a player in a game I see a number of things that need to be worked on. In previous seasons I would not hesitate to use every moment as a coaching moment.
For instance:
In a scrimmage I see a player wait to receive a ball, make a poor first touch with the ball, then before pressure is applied, toe the ball up the field to no one in particular. After play has moved to another part of the field I might approach this player and discuss some things that he did not do so well.
In this example I could have and probably would have talked about 4-5 things that the player could have done better. (As a personal coaching style I would have been sure to mention something they had done well too.) Not only can this be discouraging, I feel it is not a very effective coaching technique.
We have previously discussed the idea of Coaching Points and what they mean to a training session. Coaching Points should be used to define the focus of your session and it is important remember this as you observe your players. If the goal of the practice is Receiving The Ball, don't confuse the player by highlighting things they could improve with their pass. If a player is continuously doing something technically wrong, either make a mental note, or discreetly jot something down during a break.
It is important to reinforce throughout the practice the skills you are working on. Spend the entire session correcting and improving the relevant Coaching Points. Don't muddle the conversation and confuse the player by discussing EVERYTHING. By following this guideline you will have a better chance of having the player actually retain what you are trying to coach.
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Anatomy of a Training Session
We've discussed what the focus of a training session should be. Now let's break down the parts that should exist in every session.
Technical Warm Up
Will consist of high repetitions of the skill that we will work on that day.
Done in an unrestricted space.
Can be done on a player's own or with a partner.
Should include Dynamic Stretching techniques and slowly build in intensity.
Start with the players having control and slowly introduce restrictions and control.
The emphasis should be entirely technical.
Small-sided Activity
Put players into numbers, ie : 1v1, 2v3, 6v4 depending on what skill you are working on that session.
Coach will manipulate the environment. As a coach, you can adjust the size, space, and number of players.
The Coach will control this part of the session. Coaching points should be introduced and reinforced. This can be done through demonstration, guided discovery, or player correction. Focus on the COACHING POINTS!
Must create success and failure. Let the players figure it out.
Game is most often NON-DIRECTIONAL.
Coach may begin introducing the tactical application of the the technical points.
Expanded Small-sided/Directional Activity
Move towards simulating a game like experience.
Focus on the application of skills learned in the technical warm-up and the small sided activity.
It should be directional; ie: towards a goal or attacking vs defending.
The tactical application of technical coaching points should be emphasized with technical reminders given.
Game
A training session should always finish with a game. Should come close as possible to replicating game like conditions.
ALWAYS directional.
Should have keepers.
Hold the players accountable for their decisions on the field.
Demand technical precision.
Bonus : Finishing
My instructors for my "E" course suggested that you may add a fifth component to your training session.
Consists of a cool down period of light exercise.
Static stretching, ie: hold stretch for a 10 count.
Helps the player recover from the training session.
Those are the five parts to a soccer training session. Following this framework will help ensure you have a consistently successful practice that should emphasize your Coaching Points.