lessons. 5. What other ideas do you have for promoting learner engagement in mathematical lessons? Reflection Report on Learning Engagement in a Geometry of Straight Lines Lesson

Subject: Mathematics Grade: 09 Topic: Geometry of Straight Lines Objectives: To understand the concept of straight lines, angles, and their properties and to understand how to apply these concepts to solve mathematical problems. The main objective of the session was to engage the learners in a highly interactive and engaging way to help them perform better. Keeping this objective in mind, I had planned one comprehensive activity aimed at enhancing the student's engagement. The activity involved was hands-on and integrated with technology. It was called "Creating Art with Straight Lines". I had provided each student with graphing paper, a ruler, and colored markers. The students were then tasked with creating an original piece of artwork only by using straight lines. The students took pictures of their artwork and used a digital graphing tool to accurately plot their drawings and measure the angles that were formed. This also helped the students to see the practical application of straight lines in real-world scenarios. The effectiveness of teaching and learning was quite visible from the results of this activity. First of all, students became active participants in the classroom rather than mere passive receivers of information. They were able to experiment, discover, and apply the concepts of straight lines and angles to a practical task. Each student’s unique artwork also encouraged positive reinforcement, group discussion and allowed students to view the topic from a multitude of perspectives. The integration of technology made the lesson more engaging and interesting for them. Despite the many advantages, there were some shortcomings that were noticed. The primary one was timing. The execution of the activity took longer than I had initially planned. While the slower pace ensured that all students understood the concept, it did impinge on the time we had to cover other parts of the curriculum. Another challenge was that a few students initially found it difficult to use the digital graphing tool, which led to some frustration. Moving forward, I plan to address these incidents in future sessions. I intend to allocate more time for hands-on activities without compromising the curriculum. I would provide a brief tutorial or step-by-step guide on how to use the digital tool in advance to ensure a smooth experience for the students. Additionally, tackling technical hitches swiftly can also curb any frustration and maintain students' interest levels. Overall, despite a few hurdles, this teaching experience was a constructive one as it offered a plethora of learning opportunities not only for the students but also for me as an educator. The positive outcomes reaffirmed my belief in the effectiveness of active learning that engagement brings to teaching.