Week 8 : Wrong Technique of Studying

It has brought to my attention when a small group of my 4E students dont seem to perform (failed) for most of the tests given. When interviewed them on their studying methods, no wonder they cannot clear the tests. Most of them dont really prepared themselves for tests, basically they just read the textbook and notes given by the teachers. To them reading from the notes and textbook is good enough to prepare them for the test.


Another experience I had with my 3E combined science....a weak group of students. When I conduct a very simple test on naming and writing the symbol for cations and anions, 1/4 of my 3E still cant pass the test. Amazing when the test just test on memory skills. Had another retest for these 1/4 students, few still cant clear the test. What !!! they cant even memorise...thats my impression ....or maybe ...they have lose their memory power....When asked how they memorise, students said they just read and looked at the list . Arrgghhh !!!!



This is my advise to them..........

I discovered that students dont read with understanding....they must learn to read with purpose.... acquiring information through reading.....they may read three or four times......

Students also need to know how to extract important details....meaning to locate in their reading the basis for main ideas...there is usually one important detail associated with every main idea.....this is also highlighted by teachers during their teaching as to what to take note....how it should be drawn, written or key points that must be included....in their answers....The more important details students can identify, the easier it will be to review for examinations because students have made a link between an idea and information that supports it. The more links they can make between details and ideas, the more fruitful will be the efforts of their study.

Well this is not the end of it.....The next part is to test their understanding of concepts ..........students always grumble...." I can understand the concept taught ...but I just dont know how to answer when given a question..." My next question to them is did you go through the questions in the worksheet. ..Did you try to understand the answers given and why is it approach in that way? Did you see any connection or link between the answers , the questions and the concepts that you have learned? If you dont understand...did you seek HELP...from friends or teachers....if not...you are not ready to sit for the test.............

I asked my students as to how they learned spelling when they were in primary school. As to what they actually did when they have to memorise new words ? ..." Teacher, I wrote down the words many times and asked my friends or parents to test me ." So why cant you do the same....when you are in SEc 3 or 4 .....

My advise to them :

If students are visual learner, they need to associate things with images or set them out in a way that is easy for them to understand. They can work on your visual memory by drawing diagrams, staring at them for a while, then re-drawing the diagram on a blank page until they remember the whole thing.

If you're an audio learner, you need to hear what you're trying to learn. You can do this by telling someone else what you need to remember and test you.

If you learn by actually doing things, then the best way is to write out what you need to learn and keep on writing until you remember.


Well , one sec 4E student did try out my advise...and it worked on him....GREAT ...at least he learned ...
the rest...still monitoring........

As teachers we cant simply ignore their failures , we are like doctors, we have to interview them, understand their difficulties or problems , identify the root problems and give solutions or alternatives approach.

At the end of the day, just like doctors, we cant guarantee 100% as students have to take ownership in their learning.....

I rest my case............

Week 4: The use of Mind Map as a communication

Sec1E : Measurement
The use of Mind Map as a communication

In the topic of measurement, students worked in group to come out with mind map. Using the skill thought in humanities, they are able to identify and understand the structure of the topic. Using their prior knowledge, students are able to fit information together from different input. Some groups are more creative as they use colours to separate different ideas (easier to remember and also help in organizing the main points). Others use symbols and images (they draw thermometer, stopwatch,etc) to remember information more effectively than words.

I discovered that Mind Mapping is an extremely effective method of taking notes. Mind Maps show not only facts, but also the overall structure of a topic and the relative importance of sub parts of it. It helps students to associate ideas and make connections. As such, I will use at the end of every topic if possible to summarise the topic.

Week 3 : Independent & Dependent Variables

Sec 1E : Independent & Dependent Variables
Students were not able to identify the different types of variables when going through the worksheet questions. They were taught only variables that vary and kept constant.
It was a challenge to really make them understand. Till I stumble on a website. After reading, I decided to approach differently. Basically to define the term ‘independent, dependent and controlled variables’ in simple words such as What will I be changing in the experiment?, What will I be measuring or observing? And What will I be keeping the same in the experiment?. Sufficient practices were given with different experiment questions and students need to identify the 3 types of variables. Majority of the students were able understand better when asked to raise their hands.

Week 2 : Inquiry Based Lesson

Sec 4E : Inquiry Based Lesson – Introduction to Exothermic/Endothermic

I decided to approach my lesson, an introduction of new topic differently. Instead of going through the content, I decided to let my students do self- exploration. It’s a practical lesson whereby students followed instruction and answer questions on their understanding when doing the experiments.

The students were engaged in their learning indicating that instructions given in the worksheet were much cleared. Students are used to plot graph, thus when questions were asked to sketch graph of temperature against time, they literally have scales on the y and x axes. I explained the differences between sketching and plotting.

The problem encountered was when students cannot answer questions on whether heat energy is released or absorbed from chemicals to the surrounding (based on the experiments). After explanation, they still could not understand. But when I explained in terms of microscopic level (with drawings on the board), they have better view as to how ions are involved in the reactions. This addressed their misconception.

The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement.

Week 7 - The Key Misunderstanding Was Revealed

The misunderstanding or misinterpretations of concepts are always noted whenever I mark my students’ weekly assignment. How horrified I was see students' answers, even when I explicitly emphasize in my teaching the way the answers should be given or how diagrams should be drawn. I actually go through with them the key points to be included in their answers and diagrams. Yes, true to say when short questions (intervention to check their understanding) are posed to them, they are able to answer correctly. Maybe the questions pose during lesson required short answers which majority is capable of answering. I can’t ask descriptive questions in class as students need to think through the answers and time is taken up. If I was to ask maybe they can list me all the key points in points form.(whether individual or group work) But when they construct their answers...hmmmm......the answers sound different. So no choice I have to mark their home work.



However, students' understanding and interpretation of questions are revealed through marking. This is where all misconceptions and misunderstandings are noted and rectified when I return them their marked assignment. Students may know the concepts well, but they have difficulty in expressing their understanding in words . In some cases, they have key points in their answers but the way they write contradict their understanding. This is when we highlight to them their mistakes.