Gabriella Mussi
Maths and Physics teacher in a Liceo Linguistico - CLIL teacher
Location Lissone - Italy
Activity
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Gabriella Mussi made a comment
I can't see the probability scale.
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Gabriella Mussi replied to stephen Halston
The discussion is interesting but, as we are teachers, preparing our students for examination, I'd like to know if our students will actually be asked to make this kind of evaluations. If my students would write: "something is odd" or "I would think the coin is biased" (speaking about the 150/200 heads) I would accept those answers as correct. On the contrary,...
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Gabriella Mussi made a comment
Problems n. 3 is easy to solve using sets because students have already solved problems with questions such as "how many students watch X and Y?", those are frequencies and the step towards probability is straightforward.
In problem n. 1 the "sets approach" is useful to visualize the law of complements.
I would not choose sets to represent problem n. 2. I'd... -
Gabriella Mussi made a comment
First step: controlled scenario "the dog ate my homework" or similar with experiment (spinner).
Second step: controlled scenario with spreadsheet (given).
Third step: comparing multiple representations and formal introduction of conditional probability.
Fourth step: analysis of real situations (if possible: collect examples from newspapers or articles from... -
Gabriella Mussi made a comment
In my opinion, trees are the best representation, because they give a sense of the different possibilities and the way in which they depend on each other. Also, it is useful at any level, because it can be understood by children of any age. Venn diagrams are more difficult to understand, as well as tables, but they can be more effective in showing the...
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Gabriella Mussi made a comment
Quicker is not always better. A ready-made spreadsheet with data might give the sensation of "fictional" data. Manipulation, instead, gives the feeling of "experimenting". Of course data are fictional in both approaches, but the experiment seems much more "real".
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Gabriella Mussi replied to Gabriella Mussi
Ok. As I said, I've never tried this approach and I didn't even know how this spinner should be built. I thought of one divided into "regular" sectors, so I didn't really understand what could be the difference between spinner and die. Having seen a real spinner I agree that making predictions can be a useful step of the lesson, because probabilities cannot be...
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Gabriella Mussi made a comment
I'm not using this approach at all. It seems very interesting. As my students already know something about probability (14 y old), how can I prevent them to make hypotheses before trying the experiment?
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I completely agree with you, both for your first and second argument. I try to give my students in-context problems, even if they might seem difficult for them.
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Gabriella Mussi made a comment
Prices of derivatives at the stock exchange
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Gabriella Mussi made a comment
The definitions of probability listed above are the same definitions I studied. My teacher never spoke of the Janus-faced nature of prob. On the contrary, he assumed that probability can be assigned only to random events. I like to "define" probability as an extention of Logics: events can be TRUE, FALSE, or "in-between". Assigning value 1 to TRUE and 0 to...
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Gabriella Mussi made a comment
Wikipedia is a good website, in particular I browse the bibliography. It often contains links to articles written by scientists that have authority
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Gabriella Mussi made a comment
Lexical resource, idioms in particular.
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Gabriella Mussi made a comment
Hello.
I'm Gabriella from Italy. I'm a secondary teacher in a Liceo Linguistico. My subject is Maths and Physics and I teach Physics in English in CLIL methodology. I constantly need to improve my English and that's why I attend various online courses. My aim in this course is improving my writing skills. -
Gabriella Mussi made a comment
I agree with the teacher when he says that we cannot really build new knowledge on concepts that haven't been clearly understood by the students.
I review past topics at the beginning of the lesson, when I correct the homeworks. -
Gabriella Mussi made a comment
Subject: Math
Topic: funziona
Grade: 1 Upper Secondary.By The end of this lesson you will be able to
- recognise variables that are directly and inversely proportional.
- draw graphs of direct and inverse proportionality. -
Gabriella Mussi made a comment
Sharing objectives is a way of focusing on the learner instead of the teacher.
It is important because CLIL methodology is learner centered. -
Gabriella Mussi made a comment
By the end of this lesson you will be able to recognise when two variables are directly or inversely proportional.
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Gabriella Mussi replied to Bai Liu
I agree with you, Bai. Starting the lesson with an activity could both elicit prior knowledge and stimulate the students' thinking. The activity should be carefully built, in order to achieve the desired aims.
I also appreciated the way one teacher used in England (it was a Comenius course for teachers, about CLIL methodology): she put a list of the steps of... -
Gabriella Mussi made a comment
I'd like to revise concepts about CLIL methodology, and to share new ideas and strategies for my teaching.
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Gabriella Mussi made a comment
Hello. I'm Gabriella form Italy. I teach Physics in English to my 3-4-5th year students in a Liceo Linguistico. My students are language enthusiasts, they love English much more than Physics.
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Gabriella Mussi made a comment
I think it is about understanding a meaning or "producing" a meaningful sentence. I would say that humans have a basic ability to understand language, especially when it is relevant for their lives. However, we don't feel confident about our possibility of learning a second language because we are afraid we won't be able to make others understand our needs,...
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I totally agree with you. I studied English at Liceo Linguistico in Italy. I learned English grammar quite well. I understand any kind of written text, I detect my and my students' grammar mistakes (I'm a Phisics teacher and I teach some CLIL lessons in English) but I'm not so good at speaking and writing. I would say I have a "passive knowledge" of grammar:...
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Gabriella Mussi made a comment
Pupil: 5 to the power of 2 is 10.
Teacher: are you sure?The teacher uses this sentence to help the student find and correct his mistake. This sentence is often used to ask people to think about what they are saying, because it may be wrong or unlikely or impossible.
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Gabriella Mussi made a comment
Hello. I'm a Maths and Physics teacher in a Liceo Linguistico in Italy. I'm teaching Physics in English (CLIL). I'm looking forward to learning some concepts and strategies in order to be able to rally integrate language in my CLIL lessons.
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Gabriella Mussi made a comment
AfL allows me to get inside the learner’s head and see some of what they are thinking.
AfL provides me with feedback so that I can plan how to challenge students and move their learning forward.
AfL is assessment that happens as learning is taking place so that I can adapt and change what I am doing.
Interactive lessons are the best approach for learning... -
Gabriella Mussi made a comment
I'm looking forward to getting into my students' heads.
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Gabriella Mussi made a comment
Hello. I'm a Maths and Physics teacher in a Liceo Linguistico in Italy. I teach Physics in English using the CLIL approach. I'm interested in AFL and in improving my understanding and skills in the topic. My students are 14-18 years old.
