PNU Talks - Alumni Series: ITL Edition Ep1 Augmenting the Lesson Playlist by Mr. Jose Mari Calamlam

Summary

In this enlightening episode of the PNU Talks Alumni Series, Mr. Jose Mari Calamlam from La Salle Santiago Zobel School delves into the concept of 'lesson playlists'—an innovative approach to teaching and learning. As a certified EdTech expert, Calamlam shares multiple augmentation strategies for lesson playlists, including normal setup, increasing difficulty, adding integration, partial discovery, and full discovery methods. Through engaging examples, educators can learn how to effectively use diverse media and activities to enhance lesson delivery and student engagement, even in a virtual setting.

Highlights

• Discover the concept of lesson playlists, where lessons are organized like songs in a music playlist, offering a structured learning path. 🎶
• Learn how to augment lesson playlists with techniques like increasing difficulty and adding real-life integrations for a richer learning experience. 🧠
• The full discovery method empowers students to uncover knowledge through guided activities without direct instruction, promoting independence. 🚀

Key Takeaways

• Lesson playlists transform traditional teaching methods by using varied media and activities, akin to crafting a Spotify playlist, but for education! 🎵
• Innovative augmentation methods help in customizing lesson playlists to fit different learning objectives and student needs. 🛠️
• Educators can inspire hope and normalcy in remote settings through well-structured lesson playlists, fostering a positive learning environment. 🌟

Overview

Mr. Jose Mari Calamlam introduces the innovative idea of lesson playlists, a strategy where lessons and activities are structured like tracks in a music playlist akin to those on Spotify. This method lets lessons be delivered through various mediums such as videos, websites, or written explanations, offering a multi-modal approach to learning.

The episode goes deeper into teaching methods by showcasing five types of playlist augmentations: normal setup, increasing difficulty, adding integration, partial discovery, and full discovery. Each method is tailored to different educational goals and offers a scaffolded approach to accommodate various learning styles and levels.

Calamlam emphasizes the role of educators in bridging the gap during remote learning, utilizing these playlists to bring hope and continuity to students' education. His discussion illustrates how structured lesson playlists can maintain engagement and learning effectiveness in virtual classrooms.

Chapters

• 00:00 - 02:30: Introduction and Speaker Background The speaker, SM Ram Colombia, welcomes the audience to an episode of Pina Talks. He introduces his topic, which is 'augmenting the lesson playlist' and provides a brief introduction of his background. SM Ram Colombia is a mathematics and research teacher at La Salle Santiago Sibel School, where he utilizes blended learning methods. He completed his bachelor's and master's degrees at Philippine Normal University.
• 02:30 - 06:00: Explanation of Lesson Playlist The chapter introduces the speaker as an alumnus of Philippine Normal University, highlighting their loyalty and achievements. The speaker shares their qualifications, including certifications as a Microsoft Certified Educator, Microsoft Innovative Educator Expert, and Google Certified Innovator. They express a hope that their expertise in Educational Technology (EdTech) will be beneficial.
• 06:00 - 10:30: Normal Setup for Lesson Playlist The chapter introduces the concept of a 'lesson playlist,' drawing an analogy to a music playlist on Spotify. In a music playlist, different songs are organized together; similarly, a lesson playlist arranges lessons instead of songs. The chapter likely explores the structure and function of these lesson playlists.
• 10:30 - 11:00: Augmentations of Lesson Playlist The chapter titled 'Augmentations of Lesson Playlist' begins by explaining the typical structure of a lesson playlist. It usually starts with an introduction, which includes both instructions and objectives. This is typically followed by the main content, which can be presented in various formats such as videos or websites.
• 11:00 - 15:00: Example: Lesson Playlist for Circles This chapter focuses on the structure of a lesson playlist, specifically for the topic of circles. It explains that the main content of the lesson is the primary source of information provided to students. Following the instructional content, there will be assessments designed to evaluate the student's understanding of what was taught. The description highlights the typical setup for a lesson playlist, emphasizing the importance of the content and subsequent assessments in the learning process.
• 15:00 - 26:00: Example: Increasing Difficulty - Simple Interest The chapter titled 'Increasing Difficulty - Simple Interest' begins with an introduction to augmentations of lesson playlists. It outlines the normal setup discussed previously, followed by stages of increasing difficulty, introducing integration, partial discovery, and full discovery in the learning process. The chapter sets the stage by first revisiting and ensuring understanding of the normal setup before proceeding to more complex concepts.
• 26:00 - 31:00: Adding Integration to Lesson Playlist The chapter focuses on integrating content into a lesson playlist specifically designed for teaching circles. It highlights the importance of beginning a lesson with a strong introduction, which in this context, involves presenting the topics effectively. The chapter emphasizes the applicability of playlists for organizing educational content, currently implemented for one unit, and suggests strategies for educators to enhance their lesson plans by incorporating playlists to systematically teach and engage students.
• 31:00 - 37:00: Partial Discovery Method The chapter titled 'Partial Discovery Method' begins with an overview of the course structure, emphasizing that detailed instructions are integrated within the lessons. The process starts with an introduction, followed by either a video or written content, and concludes with an assessment. The structure is exemplified by the exploration of Lesson 1.
• 37:00 - 49:00: Full Discovery Method This chapter focuses on the Full Discovery Method, beginning with an introduction that outlines the objectives for the lesson. Following this, there are specific instructions provided before diving into the main content. The content can be presented in various formats, such as videos or written documents. The chapter emphasizes the principle of differentiation, suggesting that topics should be presented in multiple ways to cater to different learning styles.
• 49:00 - 49:30: Conclusion and Final Thoughts The chapter titled 'Conclusion and Final Thoughts' explores various mediums in learning, particularly focusing on circles. It illustrates the difference between creating original content and utilizing existing resources such as videos from YouTube. The chapter emphasizes the availability of options for learners who can either create their own videos or leverage existing videos online to understand the basics of circles.

PNU Talks - Alumni Series: ITL Edition Ep1 Augmenting the Lesson Playlist by Mr. Jose Mari Calamlam Transcription

• 00:00 - 00:30 good day everyone welcome to another episode of Pina talks I am SM Ram Colombia and my topic for today is augmenting the lesson playlist a short introduction I am currently a mathematics and research teacher in the La Salle Santiago Sibel school where I implement blended learning I'm also an aluminous from Philippine Normal University where I got my bachelor's and master's degree but
• 00:30 - 01:00 actually I'm talking you here now as an alumnus from the same school where I graduated in high school elementary and gender so more or less I have a loyalty award in Philippine Normal University moving on I also have some EdTech certifications first I am a Microsoft certified educator I'm also a Microsoft innovative educator expert and I am a Google certified innovator I hope my expertise in EdTech would help
• 01:00 - 01:30 you this time so we have a term called lesson play this so how can we explain lesson play this Mardas we just go back to the description of a normal music playlist in Spotify so in in a music playlist songs are listed in lesson playlist instead of songs lessons or
• 01:30 - 02:00 learning activities are listed so this is the normal setup of a lesson playlist so normally it will start with an introduction an introduction will include instructions and objectives then it will be followed up by content or context where it can be a video website
• 02:00 - 02:30 or write up take note that the content is the main source of information for the lesson playlist and then after the content there will be assessment or assessments the assessment is to check if the student really understood what is discussed in the content so earlier is the normal setup for a lesson Pleiades
• 02:30 - 03:00 but today were going to discuss augmentations of lesson playlist so we have the normal setup the one that we discussed earlier we then it will be followed by increasing difficulty then adding integration partial discovery and pull discovery so of course first we're going to discuss what we call the normal setup okay for the normal setup we're
• 03:00 - 03:30 going to use my lesson playlist for circles so this this may let some playlists for circles and this is already applicable for one unit now in a lesson play this of course you must first start winning win with an introduction so for the introduction in this part I just discuss here the topics
• 03:30 - 04:00 that will be covered in this course because the instructions are included in the lessons themselves so let's go back to the lesson play this and let's open lesson 1 so the normal setup again we'll start with an introduction then followed by a content it can be either a video or or a write-up and then it will end with an assessment so let's check first
• 04:00 - 04:30 introduction so for the introduction you have the objectives for that specific lesson and then it will be followed up by the instructions after that you're going straight to the content so for the content again it can be a video it can be a write up but i really suggest that we follow the principle of differentiation where we're going to present a topic using different
• 04:30 - 05:00 mediums so let's open this one okay so since our topic is basics for circles here is an example video where I got it from YouTube so you have an option to make your own video or you can just create videos from the internet here's the first video and you know two circles
• 05:00 - 05:30 we're going to talk about some basics of circles today and it's mostly giving some vocabulary but it's important that we keep these things down before it's wrong okay so that is a video for basic of circles next it will be followed by another contact and this time it is not a video instead it is a website so this is for students or learners who are let's say more adept in learning through reading instead of watching videos as
• 05:30 - 06:00 you can see this topic or this website rather has the same content with the video then after the content we're going to continue with an activity so this is the assessment part of a lesson playlist so you will have questions and these questions well students or learners will
• 06:00 - 06:30 answer these questions by using the information gathered from the two contents that are presented earlier so going back to lesson one so that is the normal set up for learning please this time we are going to discuss another augmentation of lesson playlist
• 06:30 - 07:00 we're going to continue with increasing difficulty so okay we're already done with lesson playlist on circles that exemplifies a normal set up of a learning playlist this time we're going to take a look on another lesson playlist so this time we're going to use
• 07:00 - 07:30 simple interest lesson playlist as an example for increasing difficulty okay for increasing difficulty actually it's it's format is almost the same with the normal setup so in this example introduction until with one is similar with the normal setup however since this augmentation is increasing difficulty then we added three more quizzes that
• 07:30 - 08:00 will give more challenging problems to the students so as a discussion let's start first with an introduction similar with the normal setup our introduction we'll start with an objective and then it will be followed by the instructions as you can see here the instructions are somewhat longer compared to the normal set up because it emphasizes here that you need to first watch the video and
• 08:00 - 08:30 then work on the quizzes and then it stated here that the quizzes increases in difficulty and with four is a quiz that summarizes all of the topics discussed in this lesson please okay let's continue now to the next part of a lesson playlist which is e which is the content so this time the content is a
• 08:30 - 09:00 video so let's try to open one look at calculating simple interest today and the formula for simple interest so in increasing difficulty our video will only contain basic concepts so it is only applicable for answering basic questions so in this example where we we
• 09:00 - 09:30 have the introduction to simple interest going back to our lesson playlist and then after that we have another content this time we have a video on maturity value
• 09:30 - 10:00 okay so this is and this is another video where it discussed the basics of maturity value so more or less in this lesson playlist the basic the basic concepts are simple interest and maturity value so after the two content remember the content will only discuss basic concepts it will not discuss more
• 10:00 - 10:30 complicated concepts so after the two video you will proceed with with one so excuse me so with one will include content that could be answered by just replicating what the video shown so again with one or the first quiz well it will only include basic questions that could be answered through the contents
• 10:30 - 11:00 stated in the well stated in the two videos earlier so once students are done with these activities then the teacher will more or less assured that the students know the basics of simple interests after they updater learn the basics then let's continue with quiz 2 okay so in quiz to this
• 11:00 - 11:30 problem includes simple interest with partial payments and more or less this topic is not discussed in the two videos given earlier so since it is not discussed then we can say that this quiz is somewhat more difficult compared to what they learned in the content so how can they answer this this is the main
• 11:30 - 12:00 essence of increasing difficulty you're going to increase the difficulty of quizzes without giving another teacher from thing okay so without we're not going to give another video on how to solve this instead we're just going to give tips on how to do this step by step so the first quiz only includes problems that solves simple interests with only
• 12:00 - 12:30 one payment this is a problem that includes multiple teammates so in this quiz one so we have here the problem and then we have here the solution in the solution there is a table that can guide students to answer the problem and then this table again includes tips on how to do it step-by-step ok so more or less if students know how to follow instructions
• 12:30 - 13:00 or know how to follow instructions and have a schema on the concept of simple interest and maturity value then they can answer this however this will be somewhat more difficult compared to what is discussed in the video and what is answered in with 1 then you can have here the final answers so the important thing in in increasing increasing
• 13:00 - 13:30 difficulties that answers must be provided after the worked on this activity so that they know if they understand the problem so this is quiz 2 so let's say a student got this quiz correctly then we the learner will continue with quiz 3 so for quiz 3 actually it includes the same
• 13:30 - 14:00 well not the same similar problem with quiz 2 but the difference is as you can see here in problem number one we only have the table but we don't have the tips on how to answer this okay so the difference between 2 and twister is that there are no longer instructions on how to do this so they're going they're going to try to replicate what they've done in quiz 2 and then they're going to do it in history so that is for problem
• 14:00 - 14:30 number 1 and in problem number 2 this is this one is a more difficult problem because a table is no longer given so as you can see increasing difficulties first you have the basics for quiz 1 for a quiz though you will have you will be given a more difficult problem but with tips and with guidance and then in quiz 3 you will answer the problem without
• 14:30 - 15:00 any guidance by just testing on what you've learned in quiz 2 and the next we have with 4 so for quiz for it already includes all concepts discussed in this lesson please so as you can see here question 1 and question 2 includes simple interest with only one payment
• 15:00 - 15:30 but after that items 3 4 5 & 6 includes includes problem that contains multiple payments for a simple interest okay so going back to our playlist simple um this setup or this augmentation of lesson playlist is what we call increasing difficulty because the quizzes becomes difficult the
• 15:30 - 16:00 quizzes becomes difficult and also the difficult the difficult quizzes are not discussed in the video so they need to figure out on how to answer the difficult questions by just referring to the tips or to the guidance given by the teacher so that is for increasing
• 16:00 - 16:30 difficulty this time we're going to continue with adding integration so we're already done with the simple interest simple play lesson playlist this time we're going to continue with another playlist this playlist is like the central angles and intercepted arcs
• 16:30 - 17:00 okay so as you can see in this playlist it is somewhat kind of different with with the normal setup because well it is not divided into content and assessment instead it is divided into three tasks task 1 task two and task 3 so again same with the normal setup you will always start with an introduction so for the
• 17:00 - 17:30 introduction same concept you will start with the objectives but the instructions here will be let's say more complicated compared to the latter two okay so the instructions here well there these are general instructions per task so task one will include videos and sit work that will cover the basics of central angles and intercepted arc similar with increasing difficulty integration adding integration you also
• 17:30 - 18:00 need to start with the basics okay and then after that we have passed two which is a Kahoot activity so this is an additional activity an additional assessment for for the basics and then for task 3 yes let's say the main essence of adding integration ok you need to add real-life
• 18:00 - 18:30 applications for the last part of this augmentation of lesson please so in that case let's continue with the first task okay so in task one actually in adding integration task 1 it is actually the same with the normal setup we'll start with an introduction and then a content
• 18:30 - 19:00 or contents and then after that is it word so we are not going to look at the introduction in the video anymore because those are just similar with the similar with the with the normal setup so we're going to continue with the sit work okay so sit back fourth task 1 will include activities that are let's say easy or basic in nature ok so we will have here questions that will test basic
• 19:00 - 19:30 competencies of the students and this question can be answered by just directly replicating what they have what they watched in the content ok going back to task 1 so again task 1 is similar to normal setup this is to develop basic skills that they will need or that they will apply in the
• 19:30 - 20:00 application on task 3 so okay so that is task 1 and the next is task to task 2 is just an additional active see for it is just an additional activity for the basic concepts okay so this time well we're not just going to use a simple quiz we're going to use
• 20:00 - 20:30 cahoots to make the quiz more interactive so let's try two questions and then we will continue with task 3 so we're going to use the name testing oh it's already use then make it testing - ok so in task 1 you have a simple twist this time we have a quiz that is more interactive so as you can see on the
• 20:30 - 21:00 activities or on the question for task 2
• 21:00 - 21:30 those are basic questions that could be answered up would be answered if you worked on your task 1 so let's go back to the lesson please okay and then I once a student already developed the basic competencies for a central angle and intercepted arts then this is the time they're going to apply those basic knowledge to the application part so in
• 21:30 - 22:00 this application part of course are going to start with instructions okay so for instructions and look for a partner to accomplish this task it can also be individual watch a specific scene in the movie the Martian then here's the link and then answer the follow-up questions after watching the clip so they're going to in this activity they're going to watch a clip in which the expect that they're going to use the concept of central angles and intercepted heart so next is we're going
• 22:00 - 22:30 to continue with the video clip okay so remember the topic is about circles and then observe the video the video should apply the concept of central angles and intercepted arts so this is a clip from
• 22:30 - 23:00 the Martian okay this is a clip from the Martian where Matt Damon what what to communicate to want to communicate to NASA which is actually in curtain he is
• 23:00 - 23:30 on Mars okay so he needs to identify the correct alphabetical alphabetical symbols or alphabetical alphabetical system so that he can decipher the different the different messages that his support team in NASA would want to give okay so that's the video okay then
• 23:30 - 24:00 after that going back to we're going to continue with the follow-up questions so for the follow-up questions there are three coding systems that he needs to decide and then you need to answer students some questions about the video so in this case we have alphabet Morse code and hexadecimal so in the video Matt Damon use hexadecimal okay and then
• 24:00 - 24:30 after that you're going to have another question this time you need to make them explain how they can apply central angles and intercepted part in de in the situation given earlier so in this case so why did he use that coding system well he's referring to hexadecimal in this activity remembered that the arcs okay at the arcs is equal or the degrees of
• 24:30 - 25:00 the Arts is equal to the central angles so if he use alphabet the alphabet system in which it includes 26 letters then the arc will be divided into 26 parts making each art they are making each arc very let's say very short so if the arc is short then the the central angle or the movement of the camera will be will not be distinct with other letters now if he use the Morse code
• 25:00 - 25:30 which only includes an 0 & 1 then it will be too long before they can communicate so in that case they're going to use a hexadecimal in which they will go in to divide the circle into let's say smaller parts but not a smallest alpha so in that case it used their the concept of the central angle or the degrees of the central angle is equal to the degrees of the degrees
• 25:30 - 26:00 covered by design by the intercepted arc so the the larger the central angle the well let's say the longer the intercepted arc in that case okay so that is the example for adding integration so we're not just ended with
• 26:00 - 26:30 the central angle and intercepted art we connected it or we transferred it to a real-life situation well in this case not that a relaxed situation but a practical situation in which we use the clip from the Martian okay after adding integration we're going to continue with partial discovery so we're
• 26:30 - 27:00 done with the central angle and intercepted art this time we're going to continue with another activity so this time we're going to use the lesson play it is for Rick even point so as you can see here this is what we call a partial partial discovery because we'll the content are well not full content are directly given to the students okay
• 27:00 - 27:30 so however this is still called partial because there is still a direct instruct instruction part here okay that is part one so it is partial because now the whole lesson the whole desert playlist is not only or the lesson is not only discussed through discovery method there is still some part of direct instruction in this in this augmentation of a lesson
• 27:30 - 28:00 ladies so we're going to start with instructions so this time we have here this time we have here the the objective so the activity will lead to the formula of the break-even point well I suggest you give an isolate and isolated let's say Fortuner separate portion for the objectives and then we have here okay we
• 28:00 - 28:30 have here a very comprehensive and low comprehensive and on instructions okay so in this partial partial discovery you will have part one so part one is read the attached PDF to define the following terms so since the terms will be defined directly through reading in a PDF file then this is the direct instruction part
• 28:30 - 29:00 of this lesson playlist however starting part two - Part three until four and five then this parts two to five will include the discovery part of this lesson playlist okay so let's continue now with part one so in part one when it includes definitions okay because well in this
• 29:00 - 29:30 lesson okay in this lesson you cannot have a formula for breakeven point without identifying the important terms or the variables that you will use fill in breakeven point now these are just definitions and concepts for break-even point however it is not included in the direct instruction the part where the student should know how to solve problems for break even for breakeven
• 29:30 - 30:00 points okay so that is the discovery part of this lesson ladies so next is part two okay in part one terms are already identified in part two well hey so in this part so we have here the given information and then more or less what I want students to do here in this part is to identify what is fixed cost
• 30:00 - 30:30 in numbers and what is variable cost because in the in part one it only includes the description but it does not include an example on how to identify a fixed cost from a variable cost time they're going to identify the total fix course they're going to identify the total variable cost but the definitions are restated here okay now if a student
• 30:30 - 31:00 knew that he needs to add the ingredients okay he needs to add the ingredients these ingredients to get the total variable cost and then he needs to add the other expenses for variable cost because he or she knows the definition of fixed cost and variable cost then more or less we're done with part two okay in part two what they identified what is fixed cost for one day and what is
• 31:00 - 31:30 variable cost for for one unit then after that is the first part in solving break-even point problems so we're going to continue with part three so in part three we have that we need to determine the equation that will represent total cost and total revenue so in this case
• 31:30 - 32:00 since we're go on the task here is to really total variable cost with to relate total variable cost total fixed cost and total cost okay so you need the students need to relate this variable okay and then they can relate it by using an equation so in an equation for the total cost you can see here given
• 32:00 - 32:30 the definition of a variable cost that it is based on the number of products produced then he can student can determine that to get the total variable cause he needs to multiply the number of cheesecakes with the variable cost and then he will get the total variable cost once he got or he or she got the total variable cost C he or she should know that to get the total cost he needs to
• 32:30 - 33:00 add the that variable cost with the total fixed cost to get all the cost okay so if a student completed this table he or she will recognize that to get the total cost you need to multiply the variable cost with the total number of products reduced and then added the total fixed cost given that he will have or he/she will have a formula that is 400x which
• 33:00 - 33:30 is the variable for number of products 400 X plus 400 X plus 1300 will be equal to the total cost so that will be the equation which will be used for the next part of this lesson please for the total revenue well of course in this case they will determine how to get the total revenue and hopefully they can determine
• 33:30 - 34:00 it or they can say to get the total revenue you need to multiply the number of cheesecakes with the selling price of one selling price for one whole cheesecake so that will be x times 600 is equal to Y so in this case by just using it by just using a table they can determine or they can formulate an equation okay that
• 34:00 - 34:30 will relate the variables needed for solving breakeven point so that is for part three next is for part four so for part four this time the student needs to really understand what is the meaning of break-even point well break-even point is when a point that total revenue is equal to the total cost so given that they need to stall
• 34:30 - 35:00 for the break-even point by using linear system of linear equations so this is part four and then he will student will use the formulas sorry not a promise the equations that they formulated for part three okay so in that case you need to add it so remember that the equation for total cost is the variable cost times a number
• 35:00 - 35:30 of products produced plus the fixed cost which will be equal to Y okay and then if you're going to add another one the second equation is to get the total revenue the selling price per this cake times the number of cheesecake will be equal to the total revenue which is represented by Y okay so in this case you can well in this case you will have
• 35:30 - 36:00 here a table you will have here two lines so given that two lines how can is today determine the break-even point so to determinate remember that breakeven point is when the total the total cost is equal to the total revenue and that point is where the two lines intersect so if the we're going to get
• 36:00 - 36:30 the point of intersection then they can determine that they can reach break-even point by selling six point five cheesecakes per day or in peso three thousand nine hundred pesos is the break-even point okay so once they realize that part they're ready to answer the problem in part five so in part five they will answer now the
• 36:30 - 37:00 question what is the break-even point in unit and what is the break-even point in pesos now you can follow this up with the formula or you can also make them derive their own formula for break-even point well in this activity well in this example we only included how to solve it using lines and then we just we just had a discussion
• 37:00 - 37:30 on deriving the formula for break-even point okay that's it for lesson playlist for breakeven point which exemplifies a partial discovery method because well we still have part one which is a direct instruction in in full discovery method there will be no direct instruction all of the content will be discovered by the
• 37:30 - 38:00 students by giving them activities okay so we're done with partial discovery and this time we're going to continue with full discovery so here is an example for full discovery also please take note that regardless of the augmentation of the lesson play list all of the lesson
• 38:00 - 38:30 playlist will be given to the students without discussion from the teachers so the teacher will just will just announce that they need to answer these activities and then students will a synchronously work on this activity so more or less lesson playlists are activities that are synchronous and students will learn the content on their own okay regardless if you use this copy method or you just give them a direct
• 38:30 - 39:00 instruction through video or through write-ups so we're done with the break-even point this time we're going to discuss full discovery and then to exemplify that we're going to use the lesson playlist for cholera corollaries on inscribed angles so again regardless regards to the augmentation of the lesson playlist we always start with an introduction which includes the objectives and the interruptions but this time this is a discovery method for
• 39:00 - 39:30 three different lessons and then once they discovered the content for the three lessons well each lesson will will give them an answer to the essential question what happens describe angles that intersect the same heart so each last one represents us all we each lesson represents one corollary for inscribed angles okay so let's start
• 39:30 - 40:00 first be done with the introduction so for the introduction you will start with objectives and then after the objectives you will have here well the instructions so for the interruptions this are general instructions for lessons want to entry because when the instructions will not be repeated for that three lessons okay so for distractions they will open a geogebra activity that will lead them to the coronary on inscribed angles and
• 40:00 - 40:30 then they're going to respond to a discussion so that they knew that the observation is correct or not and then they're going to check their observation by answering and on the increase which will have an automatic checking mechanism so that they will they will realize if their observation is correct or not and then after done once all the lessons are done they will answer a kaput activity which will summarize all
• 40:30 - 41:00 the corollaries that they discovered in this lesson playlist so we have here the lesson playlists let's try two lessons let's start with lesson 1 and then lesson 3 and then let's write about activity ok for lesson 1 given the instructions we're going to start with the geogebra tivity okay so more or less this geogebra activity is the main essence of the main essence of this
• 41:00 - 41:30 lesson playlist because this lesson playlist aims to to make students realize or to formulate their own corollary given the activities here ok so this time we're going to have we're going to derive a conclusion on inscribed angles that intercept the same part okay so that will be our objective so we should have a conclusion on this
• 41:30 - 42:00 topic by just working on this activity okay so in this case for the instructions they will be given points a B C and D on circle Oh considering that are considered the RVT okay so we have here the arc a B and then from angle ACB versus the vertex and segment AC and bc so more letter going to be are they going to construct angle ACB DDP so
• 42:00 - 42:30 first put segments and so we have ACB and a the Li given angle ACB an ad ADB they will measure the two angles and then they will answer the father question okay so they're going to give they're going to measure this angle so
• 42:30 - 43:00 let's start first with ACB so ACB has 46 point 19 degrees and then ABB will have 46 point 19 degrees also okay so given that now they're going to do the following task okay so observe I guess ACB and in DB so they will realize that this - inscribed angles intercept the same arc a B and then they have the same measurements
• 43:00 - 43:30 okay and then they will ask maybe it is only the same because well the conditions are correct so they will try to move the points and then see that they will realize that even they moved the points even they make the art smaller or larger the inscribed angles still have the same still have the same measurements and given that they will
• 43:30 - 44:00 give an observation okay and then after the observation they're going to give a conclusion about inscribed angles and the that they intersect okay now after that they're going to share their conclusion or observations in this in this discussion part then after the discussion part they will check if the
• 44:00 - 44:30 observation is correct by answering the quizzes okay so by aunt Anita quizzes if they are if they know that angles that intersect the same arc of this which is 92 degrees then they will realize that angles BDC and VEC have the same measures and then if they answered if they answered this activity and then they got the correct answer by using the conclusion they formulated in
• 44:30 - 45:00 this part and well that is what because it is Cobra learning we didn't give direct instruction but they learned they they discovered the they discovered the corollary themselves okay so that is for lesson one and then let's go back to the other one let's try lesson three okay for lesson three same concept you
• 45:00 - 45:30 do to profitability I'm another tip for discovery methods make sure that you know the capacity of your students so they will the instructions level the activity to their competencies because sometimes discovery methods are let's say too difficult for students that they will be discouraged to work at it at all especially if they don't get it okay so in this case the objective here is to discover the properties of cyclic quadrilateral well in this case given
• 45:30 - 46:00 points ABC and then draw segments they will draw segments abbc see the ndaa VB VC C D da and then after that okay after that five the measure angles of each angle okay in this case I hope this is correct
• 46:00 - 46:30 okay so here are the angles now given that angles they will they will now answer the follow-up question so identified the pairs of opposite angles so opposite angle so let's say angle D and B and
• 46:30 - 47:00 then after that add the measure so if they added they will realize that it will be equal to 180 okay and then if they try to move if they try to move the they try to move the points they will see that if they again add the opposite angles they will still realize that the sum will still be the sum will still be
• 47:00 - 47:30 180 degrees okay so in that case they will have a conclusion on opposite angles of a quadrilateral they will determine that opposite angles sorry it's okay they will identify that opposite angles of a cyclic quadrilateral are or will be if you add it it will be 180 degrees okay or we can call it that the opposite angles are supplementary okay so that is for lesson
• 47:30 - 48:00 three and then for that lesson three they will continue they will share the observation in the discussion part and then they will work on a quiz okay and then that let's go back to the activity now in Discovery method I suggest you put a an activity that will summarize all that they all the conclusion that
• 48:00 - 48:30 they derive so in this case by using a Cohoes activity okay so we're not going to answer this code activity anymore okay so this time we're going to and the examples for the length of days okay so those are all the lesson playlists and that lessons were already
• 48:30 - 49:00 done with the audit all of the lesson playlist then we're already done with all of the augmentations of the lesson place now I'm not saying that these are the only augmentations of the lesson playlist because again your creativity is the only limit for the number of augmentations for the lesson ladies maybe you can discover more or you can share more augmentations of lessons
• 49:00 - 49:30 ladies other than this fall okay now I would like to end my webinar with this well this phrase that I made myself so it features job in this time of pandemic is to bring hope to our students that they still have a future to look forward to okay so more or less we teachers give our students hope and sense of normalcy given that they some how many of them
• 49:30 - 50:00 can no longer go to school physically so we need we need teachers to be to be there even though it's not physically but through online activities which is one of them is a well-developed lesson playlist okay so everyone thank you and don't forget to like wrap comment and
• 50:00 - 50:30 share this video again this is Jose Maria McCollum Nam you can call me insert yo mark and that is my episode for being talks