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Activity No. 8

This document contains an activity design for a collaborative flash card game, questions to encourage student questioning, and examples of questioning techniques for different classroom scenarios. The flash card activity aims to promote cooperation as students take turns solving math problems to earn points for their group. The example questions are meant to spark students' curiosity and pursuit of knowledge. The questioning techniques provide suggestions for how to address situations like students struggling to define polygons, only high-achieving students participating, an angry student response, and an incomprehensible answer.

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Pearl Mas
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136 views2 pages

Activity No. 8

This document contains an activity design for a collaborative flash card game, questions to encourage student questioning, and examples of questioning techniques for different classroom scenarios. The flash card activity aims to promote cooperation as students take turns solving math problems to earn points for their group. The example questions are meant to spark students' curiosity and pursuit of knowledge. The questioning techniques provide suggestions for how to address situations like students struggling to define polygons, only high-achieving students participating, an angry student response, and an incomprehensible answer.

Uploaded by

Pearl Mas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ACTIVITY # 8

NAME: Mas, Jhon Davely E. DATE: June 24, 2022

COLLABORATION & TEACHING BY ASKING

1. Design your own collaborative activity. Explain the mechanics of this activity succinctly.
Activity: Flash Cards
In this collaborative activity, each member of the group will add, subtract,
multiply, or divide what teacher pick in the box. The teacher will not allow the groups to
coach their own members when it is their turn to solve/answer. This will help them in
real-life situation when they will be representing and solving a variety of problems.

Topic: Arithmetic

Objective: To work cooperatively with other students to ensure the attainment of your
group goals

Time frame: 55 minutes

Task: Divide the class into two groups. The teacher will put flash cards in box. The two
groups will form a line for their collaborative activity. The goal of this game is to answer
questions quickly and earn more points. The teacher draws a flash card from the box and
show it to the students; the first to answer receives two (2) points. When everyone has
finished answering, the score will be calculated to determine who will win the activity.

2. What questions could be asked to your students that would encourage them to ask questions?
What are your thoughts and ideas on the presented topic? Are you familiar with it?
These questions will encourage them to ask more questions. When you ask them and give
them a preview, their curiosity and questioning will begin. Motivating and encouraging
them are also factors that could aid them in their pursuit of knowledge.

3. The following activity will practice your questioning skills. Supply the following with an
appropriate questioning technique/s to address the indicated classroom scenario.

SITUATION QUESTIONING TECHNIQUE

1. The teacher gave examples and  What are the differences between the example and
non-examples of polygons. non-example of polygon?
When students were asked to  Is square has same side? How about rectangle,
give a definition, they were triangle, and circle?
unresponsive.  Could you please give me a similar object/thing in
square form? Rectangle? Circle? Triangle?
2. Only the bright students are  To those who do not raise their hand, what are
answering the questions. The your difficulties in answering questions?
challenged. ones do not raise  What are the topics on which you find it difficult
their hands. to keep up with others?
 What you should do to keep up with others?
3. When a student was asked to  Is something/someone bothering you? Why?
answer a question, he/she  What are appropriate things to do when reciting?
responded with an angry stare.
4. A student answered the  Can you please repeat your answer?
question in a manner that is not  Could you please explain your answer in detail?
comprehensible to the other  What is your another answer to the given
students. question?

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