2. PEDAGOGICAL CONTENT : INTRODUCING CLASSROM LEARNING CLASS IN VIETNAM
2.1 TEACHING METHODS
After class observations, I saw the first individual observation in class 10S on October 4 with material on set operations taught by the teacher using the demonstration method where students were given a direct opportunity to come into contact with the material studied in front of the class through practice questions with the teacher first. demonstrate material and example questions to students. Then in the second group observation in the same class on October 5, I saw that the teacher who gave the weekly evaluation used a learning method with a games approach, the game played was called "Caro Tiep Suc" where this game gave a message to students about the importance of achieve something by working together and creating a strategy to achieve it.
2.2 LEARNING MATERIALS AND INNOVATION
Through the first observation activity, learning material related to set operations (union and intersection), the teacher did not use other media apart from handbooks and whiteboards as well as learning innovations in the class which were the same as classes in general that taught this material. Meanwhile, in the second observation, the teacher used a games approach in the weekly evaluation so that the innovation provided really made students happy by playing a game.
2.3 SOURCES OF LEARNING AND TECHNOLOGY
The learning resource used is the 10th grade Mathematics book published by Nhà xuất bản Giáo dục Việt Nam with the author Trần Nam Dũng, et al. The smart TV in the class was not used when giving the first or second material.
2.4 AUTHENTIC ASSESSMENT
As for the assessment process carried out in class, according to my observations, the teacher first gives an assessment by giving one question, then appoints several students at random to write the answers on the blackboard and invites other students to give opinions regarding the answers given. by some of his friends. Then on the second day of observation, the assessment process given was related to the activeness of students in class in participating in the game and how they built teamwork and implemented strategies to win the game.
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