STATE UNIVERSITY OF HAITI (UEH)

NORMALLY SUPERIOR SCHOOL (ENS)

Department of Mathematics

Didactic Duty

Presentation of a teaching method and

from the educational sheet of a session

Presented by

Jude JOSEPH

Mackenson JOSEPH

Johnson's ZAMY

Obed GILBERT

Pierre Chrislin DORIVAL

In fulfillment of partial requirements

of the course of Didactics

Professor: Bernadette EDME

Port-au-Prince, Haiti

August 2021
 Work schedule

Introductionn ................................................................................................................................................. 1

Interactive teaching.......................................................................................................................... 1
Role ofthe teacher.............................................................................................................................. 2
Conclusion............................................................................................................................................. 3

Preparation of a session........................................................................................................................... 4
Objectives of the session........................................................................................................................... 4
Materials used................................................................................................................................... 4
Course proceedings..................................................................................................................... 4
Activity 1: Calculation Program
Activity 2: Identify the or thethe solutions of an equation.......................................................... 5
Summary of the teachert ...................................................................................................................... 6
Assessment exercise........................................................................................................................... 6

REFERENCES ........................................................................................................................................... 7

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 Introduction

In 1988, the Ministry of Education of Saskatchewan, in a document titled

"Introduction to Common Essential Learnings" states and we quote:
What a child learns depends not only on what is taught to them,
but also of the way it is taught to him, of his level of
development, and its interests and its experiences..., this means that it is necessary to
choose very carefully the methods used to present the
material.

Teaching should not be limited to describing the subject, but should lead learners
to learn, that is to say, to ask questions.
In this sense, the method used by the teacher for the presentation of a course is one of a
great importance. In education, five major teaching methods are distinguished: a)
l’enseignement direct; b) l’enseignement indirect; c) l’enseignement interactif ; d) l’apprentissage
experiential and e) the independent study.
The teacher chooses their method taking into account their philosophy, of the
demographics of the class, its domain, and the school mission statement.
As part of this work, we have chosen interactive teaching that we
let's present by taking an overview of definitions, the role of the teacher, and techniques
suitable for the implementation of this in the teaching act.

Interactive teaching

Légendre (2005) defines interactive teaching as a dialogue between the teacher and
students, structured according to four strategies to promote cognitive skills
(understanding a text) and metacognitive skills (monitoring and controlling one's understanding).
The four strategies are: anticipate; question; synthesize; judge.
The classroom is perceived as a working group engaged in a school activity.
productive. During the classes, there are debates and a lot of exchanges among the students in order to

to improve their understanding of the course content. Thus, the students develop the ability to
understand.
Interactive teaching allows students to learn by actively involving them in
their learning process through regular teacher-student interaction,
student-student interaction, the use of audiovisuals and practical demonstrations. The

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students are constantly encouraged to be active participants. Emphasis is placed on the
understanding and meaning, as opposed to simple memorization by heart. This type
teaching provides an environment that promotes the use of long-term memory.
The achievements of the students are measurable: the teachers who use styles
interactive teaching methods are better equipped to assess to what extent students
master a given subject.
Beyond the teacher-student interaction, the learner-learner interaction should also be considered.
environment. The student learns in a favorable environment designed to facilitate
learning. The materials making up this environment must allow the student to construct
his knowledge. Today, with the evolution of technology, the digital workspace (ENT)
constitutes an environment in which the learner interacts with materials such as
the computer, interactive whiteboards, tablets, spreadsheets, etc.

Role of the teacher

The teacher using the interactive method in their teaching must lead
students to participate and prepare them to welcome his speech by provoking questioning, doubt, and
reflection. He tries to interact with each student through the group and he must be able to do
a good management of interaction. The teacher at this level is seen as the main driver of
what happens in the class: he organizes the dialogue, raises questions, organizes some
exploration activities, showing movies etc. in a certain sense he must do everything possible to
make their teaching engaging and take into account the students' reactions.
To achieve their objectives, the teacher can also engage students in discussions.
in small groups or in projects to be completed, also tasks that he asks for two or three
students to accomplish together.

Techniques favoring interactions

To spark the interest of learners in an interactive teaching framework,

The teacher can use strategies or techniques that he will take care to mention.
for the execution of the various planned activities. Among these techniques, let us consider two, this
are: group work and questioning.

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 According to Noyé and Piveau (2005), working in subgroups has many advantages.
For example: the improvement of individual work, as the group stimulates action, supports.
effort increases creativity. It facilitates interactions and increases participation because the
learners tend to express themselves more freely in a small group setting. The group
also offers the possibility of consultation. Group discussion proves to be effective.
However, the teacher must carry out supervision work in order to make adjustments in their
synthesis.
On the other hand, we consider the questioning that occurs at two levels: the
questions asked by the teacher and those asked by the learners. The teacher must have the
control of the classroom, so that it does not turn into a chaos.

Conclusion

Teaching and learning go hand in hand; teaching without learning is in vain. In this
the teacher has a heavy responsibility, as he is responsible for planning well
teaching in order to enable the learner to make real learning. The more the learner is
active, participates, the better he learns. This is what the teacher must take into account in the way
he prepares and organizes his teaching. Interactive teaching is a good method
appropriate that can place the learner in the desired atmosphere, encouraging them to acquire
new knowledge and to establish links with previous ones. Thus, the teacher can
nurture the feeling of a job well done, because its teaching achieves its goal, which is to make
to learn.

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 Preparation of a session

In this part of the work, we present the teaching sheet for a lesson session.
mathematics for a 9th grade classandFundamental Year on Equation Solving
first degree with one unknown. For the presentation of this session, the teacher will use
interactive teaching.

Date: 10 Août 2021

Subject: Mathematics
Level: 9eFundamental Year
Horaire: 7h-8h
Duration: 50 minutes
Theme: Equations
Sub-theme: Solving a first-degree equation

Objectives of the session

At the end of this session, each student will be able to:

Execute a calculation program
2) Translate a common situation in life into an equation.

Materials used

To carry out this session, we will use the following teaching materials: notebook,
plume, calculatrice, ordinateur, tableur.

Course of the session

Through these activities, the teacher engages learners in a dynamic of doing.

knowledge of the concept of equation.

Activity 1: Calculation Program

This activity will take place in a small group of 5 learners for 15 minutes.

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Alice and Bertrand enter the same starting number on their calculators, then perform the
following programs:
Alice multiplies the starting number by 8 and then adds 7 to the obtained result.
B: Bertrand multiplies the starting number by then adds 13 to the obtained result.

They notice that their calculators display the same result. What is the starting number?
which they have chosen?

The students in groups of 5 will use a spreadsheet to execute these two programs for the
numbers from 1 to 10, then see for which number the result is identical. Thus, they will be able to
determine the number that Alice and Bertrand entered into their calculator.

Professor's guidance for working with the spreadsheet

In a spreadsheet, create the following table.
A B C D E F G H I J K L
1 Departure name 0 1 2 3 4 5 6 7 8 9 10
2 Alice
3 Bertrand

Activity 2: Identify the solution(s) of an equation

This activity will help students identify that a given number is a solution to an equation.
They will use their notebook and pen as materials. A duration of 15 minutes is allocated to them.
granted.
Let the following equality be:5x - 2 = 2x + 7
Test this equality with the following numbers:1, -1 3, 4.

Teacher's instruction: Replace each of these numbers in both sides of this

equality.
Work with the first member, then with the second.
For which number do we get the same result for both sides?
The number that gives the same result for both members is called the solution of the equation.
Finally write: The solution of the equation is:.......

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Teacher's summary

Definition 1: an equation is an equality between two expressions involving letters called

unknown.

First degree equations with one unknown is of general expression:ax + b = 0

Definition 2: Solve an equation with an unknown , it is to determine all the values of for
for which the equality is true.

The teacher gives additional explanations.

Assessment exercise

1- Let the following calculation program be:

Choose a number
Subtract 2
Take the square of this difference
Subtract 16 from this product
Write the result.
Using a spreadsheet, find the starting number(s) to get a zero result.

A cinema offers two rates:

Rate 1: 750 gourdes per seat
Rate 2: 525 gourdes per seat upon presentation of a subscription card of 2700 gourdes valid
for one year.
a) It is referred to as the number of tickets purchased over the course of a year.

Note the1price paid with the rate 1 and 2the price paid with rate 2.
Express and
1 2based on .

b) From how many seats is it worth subscribing?

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 REFERENCES

Riunier, A. (2012).Préparer un cours, les stratégies efficaces. Paris: ESF éditeur.

Legendre, R. (2005). Current Dictionary of Education (3eedition). Quebec: Guérin.

Sésamath (2016). The manual for cycle 4. Magnard, Sésamath.

Benoit, V. (2011). For more interactivity in university teaching. Overview in

large audience and in small groups.