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.