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PGCE Maths interview day (5min Presentation)

Discussion in 'Mathematics' started by North-Star, Jan 30, 2012.

  1. North-Star

    North-Star New commenter

    Hi All,

    I've been invited to a PGCE selection day in 2 weeks time, one of my task is a maximum 5 minutes presentation, which should:

    1) focus on key idea or aspect that relates to the National Curriculum in Maths
    2) Be aimed at a small group of people who may not be specialists in the subject

    I know that they will be more focused on my presentation and communication skills more than the subject of my mini presentation/lesson, but I would be grateful for any ideas/suggestions from you guys.

    Any ideas welcome with gratitude

    Many thanks in advance
     
  2. DM

    DM New commenter

    Congratulations. 5 minutes isn't very long - remember you will soon be planning for 4 or 5 hours per day. I would suggest you think about it for a bit and come up with some thoughts of your own and then ask us to comment on your ideas.
     
  3. North-Star

    North-Star New commenter

    in 5 minutes, I'm thinking maybe to talk about the importance of Maths for life and work, or the advantages of using ICT and interactive boards for maths lessons.

    Or maybe a mini lesson about a subject from the national curriculum, and relate it to real life

    Any ideas?
     
  4. DM

    DM New commenter

    I would point out that you were asked to relate your presentation to the NC - your third option is the only one that explicitly does that.
     
  5. North-Star

    North-Star New commenter

    thanks for your input, now then i need to find a maths lesson..and try and make it engaging and interesting for non maths audience
    I know maths is a bit harder to make ineteresting (compared to MFL or History for example), but i'm thinking of perhaps calculating an area (imagine you need to pave your drive ;-)), calculate the area, get a price per square meter for paving slabs..etc or is this rubbish?
     
  6. I think area could be a good topic to use for your presentation. You can show how the topic develops from counting squares to find an area through to developing formulae for rectangles and triangles and then into circles. I think it is key to relate each section back to the NC and in particular the area and level each topic covers. Also, expect a question and answer session after your presentation, they will ask why you decided on that particular topic and maybe what else did you consider as an alternative.

    Good luck with the presentation and be sure to post back on how you went on!
     
  7. North-Star

    North-Star New commenter

    Thanks very much for your great input, i will definitely explore this further, and surely i will keep you posted
    Good luck to me :)
     
  8. North-Star

    North-Star New commenter

    Hi scooby,

    when you said ' I think it is key to relate each section back to the NC and in particular the area and level each topic covers.' can you please clarify?
    thanks
     
  9. The NC splits each attainment target into descrete levels, for area the following applys:

    Level 4
    Pupils make 3D mathematical models by linking given faces or edges, and draw common 2D shapes in different orientations on grids. They reflect simple shapes in a mirror line. They choose and use appropriate units and tools, interpreting, with appropriate accuracy, numbers on a range of measuring instruments. They find perimeters of simple shapes and find areas by counting squares.

    Level 5
    When constructing models and drawing or using shapes, pupils measure and draw angles to the nearest degree and use language associated with angles. They know the angle sum of a triangle and that of angles at a point. They identify all the symmetries of 2D shapes. They convert one metric unit to another. They make sensible estimates of a range of measures in relation to everyday situations. They understand and use the formula for the area of a rectangle.

    Level 6
    Pupils recognise and use common 2D representations of 3D objects. They know and use the properties of quadrilaterals. They solve problems using angle and symmetry, properties of polygons and angle properties of intersecting and parallel lines, and explain these properties. They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems.

    Area is a good topic to show how a topic can be developed through the levels, in this case from level 4 to 6. Hope this helps.
     
  10. North-Star

    North-Star New commenter

    many thanks scooby for this helpful tip
     
  11. GoldMaths

    GoldMaths New commenter

    I presented the Monty Hall Problem, and that got me the place. Find something you enjoy and would like to teach, let your enthusiasm come across and your guaranteed a place.
     

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