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.