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.