Money to the year six students at Korovuto

Money is not the only answer, but it makes a difference. (Obama). Money is a significant resource in everyones daily life. Hence, financial education is a necessary concept that is being taught in elementary schools. Management of money is part of Fijian Curriculum in Fiji. Such concept develops students to become critical thinkers, wise decision makers and problem solvers. Therefore, this essay will discuss about my teaching experience on the concept of money to the year six students at Korovuto Primary School in Nadi during my previous practicum that includes motivation activity for students, introduction of the lesson, the resources used in the lesson and how the students responded to my instructions and questions. It will also mention on the current strategies that is being used to teach this concept in the other parts of the world and its usability in the Fijian context. Moreover, recommendation and justification for teaching strategies that can be best used in Fiji to teach the concept effectively will be delivered. Mathematics lesson on money was taken during the first period of the day. During the motivational phase a cartoon video duration of 3minutes on Explaining money for kids was shown via laptop. It grabbed students attention since it was a cartoon. The video was on lifestyle of a dairy farmer who earned money by selling milk and how he spent his money.Next, for lesson introduction, students guessed the topic of the lesson that was on money. Then the topic was introduced which involved students brainstorming of ideas by making a concept map on money with a little of teachers guidance.Pupils came up with ideas such as appearance and form of money that is the coins and notes, Fijian currency that is dollars and cents, income and expenses in their daily lives. Moving into the development stage of the lesson, students were equally divided into four groups according to their learning abilities. Each group contained fast leaners, average learners and slow learners. Four lesson activities were prepared for students which required group work. Groups were numbered respectively, parrots, tigers, horses, and mynah birds. Group parrots drew and wrote the prices of the items sold in their school canteen. Likewise, group tigers drew items and estimated the prices of each items sold in their local supermarkets. Similarly, group horses were given a worksheet that has pictures of some household items. Thus, students stated their feelings whether it is important or not important to buy. They also made general reasons why it is important or not important to buy. In the same way, group mynah birds were given short story about a familys income and expenditure. Students identified the income and expenditure. They also calculated the savings and suggested ways for source of income for the family. Moreover there were questions which asked students to give some of their familys income, expenditure and suggest ways of saving money. Afterwards, students presented their group work respectively. For assessment, a short quiz was being carried where questions were asked students discussed in their groups and the group leader answered the question. In conclusion a general review of the lesson was being done and followed by a homework research question where students had to make their family budget. With the help of students the activity worksheets were pasted in the classroom. Through the research it was found out that throughout the world various strategies are used by the teachers at elementary schools to teach mathematics. Firstly, The predominantly Asian approach to teaching mathematics in schools, called the mastery approach, is spreading largely due to the fact these countries are high-performers on international tests.(Jackson, 2016). This approach is largely used in South Asia, China and Singapore. Usage of mastery approach does not require that students are to be divided in groups according to their learning abilities. Instead, before mastering and advancing it to the next concept all the students do the same work at same time together. Teachers in these countries do not differentiate their maths teaching by restricting the mathematics that weaker children experience, whilst encouraging able children to get ahead through extension tasks. (Jackson , 2016). On the same note, mastery approach may not be valid in the Fijian context. The Fijian curriculum focuses on students learning in collaboration. In Fijian schools students are put into groups during activity. This is done to cater for all the different abilities of intellectual learners. On the other hand, in Australia, the use of contemporary teaching and learning resources such as their own currency, digital resources and games as students partake during the lesson. Additionally, New Zealand curriculum follows similar concept as Fiji curriculum where the focus is inquiry learning as teachers introduce the topic with motivation and brainstorming of ideas which leads to class discussion where students describe about notes and coins. Afterward, students do activity where teachers refer to students understanding about the topic which is related to the concept where the currency is included in the activity. At the end of the lesson, students display their activities. Teachers play a vital role in nurturing mathematics skills in children. Firstly, teaching building blocks of math, such as number sense and operational skills boosts students ability to think about problems. Secondly, teachers shall integrate aspects of language, including reading and writing and also facilitate students to explore mathematical problems themselves. Thirdly, math teachers must motivate students to try and teach them to persevere when problems are challenging. Additionally, use of visuals aids triggers centre of attraction and keeps students engaged in the mathematical lesson. Moreover, teachers to always make connections by testing students prior knowledge, hence it will generate thinking in students. Furthermore, formative assessments will help teachers identify students who struggle and are in need of additional guidance. Also, focus on multiple strategies of solving a problem. Hence, many at times students learn through the method they find it is easier for them. Teachers shall also prepare extension tasks which assist fast learners to get ahead where teachers use games in their lessons as through hands on activities students are able to understand about significance of money. In addition visual aids are also to be used often where the connection of money is related to students as currency differs in every country where students get to learn about coins and notes. It can be concluded that this essay discussed about my teaching experience on the concept of money to the year six students at Korovuto Primary School in Nadi during my previous practicum that included motivation activity for students, introduction of the lesson, the resources used in the lesson and how the students responded to my instructions and questions. It also mentioned on the current strategies that is being used to teach this concept in the other parts of the world and its usability in the Fijian context. Moreover, recommendation and justification for teaching strategies that can be best used in Fiji to teach the concept effectively was delivered. Therefore, there are many various methods and strategies of how this concept of money can be taught by teachers all over the world. Teachers, during the lesson work on the students prior knowledge and discover that math concepts are not just for calculations but it is for their everyday lives. Different strategies and activities are being used by teachers in a lesson to cater for diverse learners in the classroom. It was also seen that usage of mastery approach in Asian countries like Singapore does not require that students are to be divided in groups according to their learning abilities. Instead, before mastering and advancing it to the next concept all the students do the same work at same time together. It was also discovered that in Australia, the teachers use of contemporary teaching and learning resources such as their own currency, digital resources and games as students partake during the lesson. Similarly , New Zealand curriculum follows similar concept as Fiji curriculum where the focus is inquiry learning as teachers introduce the topic with motivation and brainstorming of ideas which leads to class discussion where students describe about notes and coins. Y, dXiJ(x(I_TS1EZBmU/xYy5g/GMGeD3Vqq8K)fw9
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