Criticism Models Teaching – Day 4 (10/06/2025) Baselios Marthoma Mathews II Training College

On 10th June 2025, the fourth day of our Criticism Models Teaching sessions unfolded with enthusiasm, creativity, and insightful learning. Two engaging mathematics classes were presented using the Constructivist Model of Teaching, emphasizing active participation, exploration, and conceptual understanding among Class 8 students.

Class 1: Constructivist Model

Teacher: Sherin Joji

Subject: Mathematics

Unit: Equal Triangles

Topic: Types of Triangles

Class: 8

Sherin Jojy guided the students through the various types of triangles based on sides and angles. The class began with real-life visual stimuli—pictures of pyramids, road signs, and slices of pizza—to activate prior knowledge and spark curiosity.

Using manipulatives and paper folding, students actively participated in constructing triangles and classifying them as equilateral, isosceles, or scalene, as well as acute, right, and obtuse triangles. Sherin encouraged peer discussion and self-discovery, aligning well with constructivist principles. The use of group activities and questioning techniques made the session lively and effective. The evaluation segment involved a creative worksheet where students had to identify and name triangles in everyday objects.

Sherin's confident delivery, clarity in concept, and student engagement were appreciated by peers and evaluators alike. Suggestions included more scaffolding for students with slower grasping ability and integrating technology (like GeoGebra) for better visualization.

Class 2: Constructivist Model

Teacher: Shymol

Subject: Mathematics

Unit: Polygons

Topic: Introduction of Polygons

Class: 8

Shymol opened the session with an interactive brain teaser involving shapes and their sides, encouraging students to define a polygon in their own words. The lesson proceeded with hands-on activities where learners used matchsticks and string to form and identify different polygons.

The class explored the concept of regular and irregular polygons, concave and convex forms, and the number of sides and angles. Shymol effectively guided learners through comparison and contrast, fostering deeper understanding through dialogue and inquiry.

By engaging students in constructing knowledge rather than just receiving it, the session aligned strongly with the constructivist paradigm. A group task to sort shapes into polygon categories culminated in a brief presentation by each team, reinforcing learning outcomes.

Peer feedback appreciated Shymol’s structured approach, student engagement, and clarity of instructions. Recommendations focused on incorporating a brief video recap or digital drawing tools for varied learning preferences.

Reflections

The fourth day of the criticism teaching model highlighted the strength of constructivist learning environments in mathematics classrooms. Both Sherin and Shymol created spaces where students were not passive listeners but active participants in their own learning journey. Their lessons showcased how mathematics can be made meaningful, visual, and fun.

As future educators, this experience continues to deepen our understanding of model-based instruction, and the importance of ref

lection and peer review in shaping our teaching practices.

 Criticism Models Teaching – Day 3 (9th June 2025)

On 9th June 2025, Day 3 of our Criticism Models Teaching sessions unfolded with remarkable classroom engagements, insightful strategies, and pedagogical experiments. Two diverse yet effective models of teaching were demonstrated by our talented peers, Athira and Fejina, as part of our academic training at Baselios Marthoma Mathews II Training College.

Class 1: ITM Model taken by Athira

Class: 9

Unit: Prism

Topic: Volume of Rectangular Prism

The first session of the day was conducted by Athira, who employed the Information Processing Model – Inductive Thinking Model (ITM) to teach the concept of volume of a rectangular prism.

Athira began by activating prior knowledge with real-life examples involving boxes and containers, gently leading students into discovering patterns and relationships. Through structured inquiry, she guided the learners in observing multiple instances, comparing dimensions, and generalizing the volume formula .

Her systematic approach, coupled with visual aids and concrete examples, kept the class engaged and actively participating. The highlight of her session was the collaborative learning activity, where students measured and calculated the volume of various rectangular solids using provided dimensions.

Feedback:

Strengths: Clear instructional steps, effective use of scaffolding, and logical sequence.

Suggestions: Integrate a short activity or puzzle at the end to enhance retention and application.

Class 2: Constructivist Model by Fejina

Class: 10

Unit: Probability

Topic: Introduction to Basic Probability

In the second class, Fejina demonstrated the Constructivist Teaching Model, beautifully applying its principles in a lesson on basic probability for Class 10 students.

She began with an engaging question: “If I toss a coin, what can I expect?” This initiated a discussion where learners shared intuitive responses. Using simple examples Fejina created a dynamic environment where students constructed understanding through hands-on experience.

The class moved from individual predictions to group discussions, ultimately arriving at the theoretical probability concept . Her facilitation style encouraged exploration, hypothesis testing, and reflective thinking.

Feedback:

Strengths: Inquiry-based, student learning, well-connected with real-life contexts.

Suggestions: Could include a small quiz or reflection sheet to assess conceptual clarity.

Reflection 

Day 3 of Criticism Models Teaching was a rich blend of theory and practice. Both Athira and Fejina showcased commendable skills in lesson planning, execution, and student engagement. Their teaching not only reflected a deep understanding of pedagogical models but also highlighted how abstract mathematical concepts can be made accessible and enjoyable.

These sessions reinforce the importance of applying appropriate models of teaching to match content and learner needs—a key takeaway for all budding educators.

 Criticism Models Teaching – Day 2 (5th June 2025)

Baselios Marthoma Mathews II Training College, Kottarakkara

The second day of Criticism Models Teaching, held on 5th June 2025, witnessed engaging and thoughtfully prepared classes conducted by teacher trainees as part of their practical pedagogy training. The focus was on teaching Mathematics using structured instructional models that promote deep conceptual understanding. Two sessions were held for Class 9 students on the topic Prisms, utilizing the Information Processing Model (ITM) and Concept Attainment Model (CAM) respectively.

 Class 1: Curved Surface Area of Cylinder (ITM Model)

Class Taken By: Anjana

Subject: Mathematics

Unit: Prisms

Topic: Curved Surface Area of Cylinder

Model Used: Information Processing Model (ITM)

Class: 9

Anjana led the first session using the Information Processing Model, which emphasizes logical sequencing and cognitive skill development. Her lesson was designed to help students understand and apply the formula for the curved surface area (CSA) of a cylinder.

Highlights of the session:

The input phase activated students’ prior knowledge of cylinders and basic geometry.

In the processing phase, Anjana introduced the formula (CSA = 2πrh) using clear diagrams and real-life cylindrical objects.

Students were encouraged to derive the formula themselves, enhancing critical thinking.

The output and feedback phase involved solving sample problems and receiving timely corrections and reinforcement.

The class was interactive and well-paced, with Anjana guiding learners through the thought process step by step. The use of visual aids and real-world examples helped in making the abstract concept concrete and comprehensible.

Class 2: Introduction to Prism (CAM Model)

Class Taken By: Ansha

Subject: Mathematics

Unit: Prisms

Topic: Introduction to Prism

Model Used: Concept Attainment Model (CAM)

Class: 9

Ansha conducted the second session using the Concept Attainment Model, a strategy focused on helping students learn through examples and non-examples. The aim was to guide students toward discovering the definition and features of a prism on their own.

Structure of the session:

Ansha presented “yes” and “no” examples of prisms using images, models, and everyday objects.

Students worked collaboratively to identify common features and eliminate non-essential ones.

Gradually, they arrived at a formal definition of a prism through guided inquiry.

The session concluded with an application phase, where students categorized various shapes based on the concept of a prism.

The CAM model proved highly effective in encouraging active participation and conceptual clarity. Ansha maintained a smooth flow of discussion and ensured that all learners were involved in the learning process.

Reflection and Feedback

Both sessions showcased the importance of model-based teaching in Mathematics. Anjana and Ansha demonstrated clarity in instructional planning and execution, effectively using ITM and CAM to support meaningful learning.

The ITM model fostered logical thinking and problem-solving.

The CAM model cultivated analytical reasoning and concept formation.

The peer group and evaluators praised both classes for their structure, clarity, use of teaching aids, and effective engagement strategies. These sessions not only enriched the classroom experience but also enhanced the pedagogical confidence of the trainees

Conclusion

Criticism Models Teaching Day 2 was a successful step in bridging theory and practice. It highlighted how thoughtful instructional models can make abstract mathematical ideas accessible and interesting for students. The sessions served as an excellent platform for professional growth, self-reflection, and collaborative learning among aspiring teachers.

 Environment Day 2025 Celebration at Baselios Marthoma Mathews II Training College 

Every year, June 5th marks World Environment Day, a global platform for raising awareness and taking action on pressing environmental issues. This year, Baselios Marthoma Mathews II Training College embraced this vital cause with enthusiasm and purpose, organizing a thoughtful and inspiring event to celebrate Environment Day 2025.

🌿 The Spirit of the Day

With the theme of environmental responsibility and action, the event aimed to nurture awareness among teacher trainees and inspire them to become advocates for sustainable living. The celebration was held on 5th June 2025 at 2:00 PM, and it brought together the college community in a collaborative effort to reflect on our connection with nature.

🌳 A Green Awakening

The beautifully designed poster, featuring illustrations of Earth, greenery, and students engaging in eco-friendly activities like planting and cleaning, set the tone for the event. It encapsulated the very essence of the day—to give back to the planet that gives us life.

🌱 Activities and Engagement

Participants took part in a variety of hands-on activities such as:

Planting saplings to promote green cover

Campus cleaning drives to reinforce the habit of maintaining cleanliness

Poster presentations and discussions highlighting the urgent need for ecological balance

Pledges and reflections encouraging responsible environmental behavior

Such interactive and practical engagements not only instilled environmental values but also gave the trainees an opportunity to set examples for future students.

🌼 A Learning Beyond the Classroom

The Environment Day celebration was more than a one-day event—it was a gentle reminder to embrace environmentally responsible behavior in our everyday lives. As future educators, the trainees were reminded of their role in shaping environmentally conscious generations.

🌟 Reflection of the day 

By organizing the Environment Day 2025 program, Baselios Marthoma Mathews II Training College demonstrated its unwavering commitment to ecological awareness and sustainability. The event served as a reminder that small acts of care can collectively lead to big changes.

 Criticism Models Teaching Day 1 – Concept Attainment Model by Akhila A.

On Criticism Models Teaching Day 1, we witnessed a thoughtful and well-executed demonstration of the Concept Attainment Model (CAM), conducted by Akhila A, a dedicated student-teacher from the Mathematics optional. The session was part of the ongoing teacher training program aimed at mastering various models of teaching and refining classroom practices through peer and mentor feedback.

📚 Lesson Details

Subject: Mathematics

Class: 8

Unit: Equal Triangles

Topic: Isosceles Triangles

Model Used: Concept Attainment Model

Teacher: Akhila 

🌟 Introduction to the Model

The Concept Attainment Model, developed by Bruner, Goodnow, and Austin, is a powerful strategy for helping students understand abstract concepts through a process of comparing examples (Yes/No cases). It promotes higher-order thinking by allowing students to discover the defining attributes of a concept themselves.

🧮 Session Overview

Akhila started her session with a warm and engaging introduction that immediately captured the attention of the students. She set a clear objective: to help students identify and understand the properties of isosceles triangles through a process of classification and guided discovery.

The presentation included:

• A well-organized chart with examples and non-examples of triangles.
• Thought-provoking questions that encouraged students to observe, compare, and classify based on common features.
• Clear highlighting of attributes such as equal sides and equal angles, leading to the definition of an isosceles triangle.
• The students were actively involved throughout the process, identifying patterns and discussing their observations. Akhila skillfully facilitated the discussion, using both verbal and non-verbal reinforcement techniques to support student responses.

✅ Strengths of the Lesson

Effective Use of CAM: The lesson remained true to the principles of the Concept Attainment Model, allowing students to construct knowledge independently.

Visual Aids: Well-prepared teaching aids enhanced clarity and engagement.

Student Participation: High levels of student interaction and curiosity were evident throughout the class.

Classroom Management: Akhila maintained a calm, encouraging atmosphere conducive to learning and exploration.

Reinforcement: Timely appreciation and gentle correction supported the learning process.

📌 Feedback and Suggestions

As part of the criticism session, peer and faculty evaluators appreciated Akhila’s confident delivery and adherence to the CAM strategy. A few constructive suggestions included:

Incorporating real-life examples of isosceles triangles to further relate the concept to everyday experience.

Using geometrical tools or digital demonstrations for better precision.

Providing a short follow-up activity or assessment to consolidate learning.

🎯 Reflection

The session showcased the practical application of a theoretical teaching model, reinforcing how abstract concepts can be made accessible through structured, student-centered strategies. Akhila’s clarity in concept delivery and strategic questioning demonstrated the effectiveness of the Concept Attainment Model in mathematics teaching.

📝 Conclusion

Criticism Day 1 was a meaningful step in building professional teaching competencies. Akhila A’s lesson on isosceles triangles exemplified how thoughtful planning and the right teaching model can transform a classroom into a collaborative learning environment. The feedback and reflection process further added value, contributing to the continuous growth of future educators.