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.