Application of DOLACEE and ILLIPS

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Application of DOLACEE and ILLIPS

• Tang Kam Ming
• T.W.G.Hs. Kap Yan Directors College

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Contents

• Lesson Plan
• The Process
• Design philosophy

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• Subject Mathematics
• Level S4
• Topic Trigonometry
• Focus Intersection of Straight lines in 3D

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Lesson Plan
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Content Objectives

• 1. Understand the angle between two intersecting
  straight lines
• 2. Students learn to deconstruct a 3D problem
  into a 2D problem.

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Language objectives

• Students can
• - consolidate the concepts of plane ,
  intersecting lines, through speaking and
  writing.

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Process

• Part A
• Teacher introduces key words plane and
  intersect.
• Part B
• Teacher introduces the definition of angle
  between two straight lines in 3D.
• Teacher reminds students the angles could be
  found by solving the triangles formed by the 2
  straight lines.

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Process (contd)

• Part C.
• Activity 1 Group work angle between 2 straight
  lines lying on same face of the model.
• Activity 2(a) Teacher and students jointly
  attempt to find angle between 2 straight lines
  lying on two different faces of model.
• Activity 2(b) Group work to find angle between 2
  straight lines lying on two different faces of
  model.

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Looking triangle Activity One
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Looking triangle Activity Two
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• (A) (B)
• Simpler tasks more teacher-directed.
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• (C) Teaching and Learning Cycle and Scaffolding
  concepts. Students work more independently for
  Act. 2(b)

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Scaffolding Work

• More Teacher Directed
• Student work more Independently

• Part A
• Part B
• Part C

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Solving 3D problems
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Teaching- Learning cycle

• This cycle proposes that any given series of
  lessons should move through four broad stages
  building the field for the learning, modelling
  and deconstruction, joint construction and
  finally independent construction.

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1. Building the field

• raise students awareness and interest in the
  topic
• establish what students already know about the
  topic
• establish the scope of the topic

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2. Modelling and deconstruction

• A key element of this stage is preparing students
  to do the task that will be deconstructed.

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3. Joint construction

• In this third broad stage, teacher and students
  jointly construct the work.

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4. Independent Construction

• In this final stage, students are now ready to
  construct their own example of the focus task.

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Making meaning with language

• Writing
• Speaking meaning
• Listening

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Other considerations and Evaluation

• Prepare the students with group work
• Pre-requisite knowledge
• Language process speaking out abstract
  concepts checking of understanding
• Sense of Ownership

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Thank You!