IPGM Science Teaching and Learning Support Course 2022 Module For Dual Language Program (DLP)
Institute of Teacher Education Kent Campus, P.S. 2, 89207 Tuaran, Sabah. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, be it electronic, photocopying, recording or in any forms, without the prior written consent of the Rector of the Institute of Teacher Education Malaysia. Jan 2023 Printed by: Institute of Teacher Education Kent Campus eISBN: 978-967-0008-61-5
EDITORIAL BOARD PATRON Dr. Rusmini binti Ku Ahmad Rector Institute of Teacher Education Malaysia Ministry of Education Malaysia ADVISOR Dr. Yazid bin Abdul Manap Deputy Rector Training Development Centre Institute of Teacher Education Malaysia Ministry of Education Malaysia CHIEF EDITOR Dr. Chiam Sun May Institute of Teacher Education Kent Campus Ministry of Education Malaysia EDITORS Dr. Nor’Ain binti Sulaiman Dr. Syamsina Zahurin binti Shamsuddin Training Development Center Institute of Teacher Education Malaysia Ministry of Education Malaysia i
Panel of Writers Dr. Chiam Sun May IPG Kampus Kent, Tuaran Dr. Nor Kamilah Makhtar IPG Kampus Kota Bahru Madam Low Kee Sun IPG Kampus Kent, Tuaran Mr. Sazli Bin Aziz@Abdul Aziz IPG Kampus Dato Razali Mr. Tan Cho Chiew IPG Kampus Kent, Tuaran Madam Suziela bt Tahir IPG Kampus Perempuan Melayu Madam Ainon bt Hadim IPG Kampus Kent, Tuaran Dr. Cindy Wong Chyee Chen IPG Kampus Rajang Madam Naima bt Kadir IPG Kampus Keningau Dr. Tay Soon Hiang IPG Kampus Tun Abdul Razak Dr. Chin Chee Keong IPG Kampus Tunku Bainun Dr. Lee Chuo Hiong IPG Kampus Batu Lintang Dr. Rajeswari a/p Vellu Pillai IPG Kampus Ipoh Madam Zakia Binti Setu IPG Kampus Tun Abdul Razak Madam Aida Rahayu bt Sharifuddin IPG Kampus Pulau Pinang Mr. Ding Anak Giri IPG Kampus Batu Lintang Madam Amni Safiah bt Abd Halim IPG Kampus Sultan Mizan Madam Thelugu Novah Mary a/p Guruloo IPG Kampus Tun Abdul Razak ii
FOREWORD Assalamualaikum Warahmatullahi Wabarakatuh Alhamdulillah, thanks to Allah, with His grace and blessings, the Institute of Teacher Education Malaysia has successfully produced the Teaching and Science Learning support module for the Dual Language Program (DLP). My heartfelt congratulations and congratulations to the panels in the successful publication of this module developed for the use of the Science Teaching and Learning Support Course for Dual Language Program (DLP). DLP is a program that provides schools the option to use English in teaching and learning Science and Mathematics subjects set by the Ministry of Education Malaysia (MOE). It was implemented as one of the initiatives under the Policy on Enhancing Bahasa Malaysia for strengthening English Language or Dasar Memartabatkan Bahasa Malaysia Memperkukuh Bahasa Inggeris (MBMMBI). The goal of implementing the DLP programme is to provide opportunities for students to improve their English proficiency through the teaching and learning of Science and Mathematics subjects, to provide opportunities for students to increase access to various fields of knowledge to compete globally, and to improve students' employability in the workplace. The primary goal of this module is to aid and assist in the development of materials for schools that are implementing DLP. It is hoped that the publication of this module will enhance teachers practice and apply the necessary skills while implementing teaching and learning sessions for science subjects. In fact, I believe that the publication of this module will boost the motivation of teachers and equip the teachers involved with DLP with all the preparation for 21st century education. Thank you. (Dr. RUSMINI BINTI KU AHMAD) Rector Institute of Teacher Education Malaysia iii
The Framework of Science Module for DLP 2022 Ring 1: (Green) MBMMBI policy aims to ensure the usage of Malay language as a medium of communication in all schools, and to ensure that each child can master both Malay and English languages well and fluently. To assist course participants’ mastery of English language in terms of writing and oral. Ring 2: (Orange) Provide teachers professional development through the application of the technology/apps/ social media and to incorporate STEM activities in the program. Course participants engage in STEM pedagogies. Localized learning and pedagogical approaches to enhance the relevance of STEM to provide a better connection to secondary schools’ contexts. Ring 3: (Light purple) The integration of STEM knowledge, STEM skills, values and 21st century skills as in DSKP. Ring 4: (Dark purple) DLP Program 2022 by IPGM iv
Content Editorial Board i Panel of Writers ii Foreword iii Framework of Science Module for DLP 2022 iv Housekeeping 1-6 Classroom Instruction I 7-16 Classroom Instruction II 17-25 Planning a Science Lesson 26 - 27 Microteaching 28 -29 Genius Hour 30 - 32
SLOT: Housekeeping Synopsis This slot aims to prepare the CPs for the course Learning outcomes At the end of the session, CPs will be able to: i. understand the objective of the course ii. complete the Entrance Survey iii. get ready for Genius hour slot, Exit survey and course evaluation at the end of the course iv. get ready with activities and material needed for the course v. understand the instruction on task microteaching vi. build rapport with the trainers and other CPs through ice breaking Duration 2 hours Resources Powerpoint Slides Worksheet for Genius hour Material needed and preparation for micro teaching checklist Entrance, exit, course evaluation links/QR codes Training methods Discussion Q&A Self-reading 1
Procedure Resources Remarks Housekeeping Introduction of DLP programme IPGM Ice breaking Instruction on task microteaching Briefing on Genius Hours Power Point Ice breaking instruction Checklist for material needed Worksheet for Genius Hour CP are told at the end of every slot; they need to record in the worksheet “What I do not really know” “What I do not know” “What I am curious to know” Ice Breaking Activity Face to Face Mode: 1. You are required to get up from your seat and meet other CPs. Introduce yourselves to each other and ask each other questions in English language. 2. Here are some topics that you can chat with each other about in English. - Like cat more than dog - Like to shop online - Hates durian - Check Facebook everyday - Love hiking - Likes gardening Online mode: 1. You are required to switch on camera to introduce yourselves to each other in English language. 2. You are required to text in the text box in English language to “chat” on topics such as: - Like cat more than dog - Like to shop online - Hates durian - Check Facebook everyday - Love hiking - Likes gardening 2
List of Material needed No Slot Material Quantity 1 Classroom Instruction I i. 500 ml mineral water bottle ii. 250 ml mineral water bottle iii. Parties balloon One unit of i, ii for each CP One or more of iii for each CP 2 Classroom Instruction II A4 size paper 1 ream 3 Planning Science Lesson DSKP Science KSSM Form 1 DSKP Science KSSM Form 2 Form 1 Science Textbook/ Reference book Form 2 Science Textbook/ Reference book DSKP are available in Bahagian Pembangunan Kurikulum official website http://bpk.moe.gov.my/index.php/terbitanbpk/kurikulum-sekolah-menengah/category/319- kurikulum-menengah Form 1 and Form 2 Science Text books are downloadable from Sign in - Google Accounts 4 Microteaching I Refer to the following table: Topic 1&2 5 Microteaching II Refer to the following table: Topic 3&4 6. Microteaching III Refer to the following table: Topic 5&6 7. Genius hour Genius Hour Worksheet Step 1 8 For all slots LCD Whiteboard Marker Sticky notes Mahjong paper 3
Preparation for Microteaching Topic Learning Standards Apparatus & Materials 1 Form 1 4.7: Plant reproduction 4.7.1: Communicate structure and function of flower parts Real flowers, blade, tile, magnifying glass 2 Form 1 5.2: Three states of matter 5.2.1 generalizes that matter consists of particles. 5.2.2 compare and contrast three states of matter based on the kinetic theory in terms of the arrangement and movement of particles. 5.2.3 uses space-time relationships to compare the rate of diffusion in three states of matter. 5.2.4 describes the change in state of matter, in terms of movement of particles caused by the absorption and the release of heat, based on kinetic theory. 5.2.5 conclude that temperature remains constant during freezing, melting and boiling. 5.2.6 concludes that the mass remains constant during physical changes. 5.2.7 explain with examples the changes of the state of matter in daily life Thermometer, ice cubes 3 Form 1 8.7: Addition and subtraction of light 8.7.1 identify primary colours 8.7.2 identifies the addition of primary colours to produce secondary colours. 8.7.3 communicates about subtraction of light. 8.7.4 records the colours formed on the screen when light passes through colour filters. 8.7.5 differentiate the addition and subtraction of light. 8.7.6 explains with examples addition and subtraction of light in daily life. Primary color filters: cyan, magenta and yellow 1)Primary colour filters (red, blue & green) 2)Secondary colour filters (yellow, magenta & cyan) 3)White screen 4)Ray box 5)Power supply (battery for ray box) 4
4 Form 1 9.3: Main processes of the Earth 9.3.1: explain the different Earth processes that affect the changes on Earth 9.3.2: communicate about exogenic and endogenic processes 5 Form 2 6.1 properties of acid and alkali 6.1.1 Defining operationally acid and alkali. 6.1.2 Explain with examples of acidic and alkaline substances. 6.1.3 Demonstrate the technique to determine the strength of acid and alkali based on pH value. 6.1.4 Identify the uses of acid and alkali in daily life. pH paper 6 Form 2 8.2 Effect of force 8.2.1 Elaborate and communicate about the effects of force. 8.2.2 Explain and communicate the relationship between the differences in densities and the effects of buoyancy in daily life. 8.2.3 Classify and solve problems on levers based on the position of fulcrum, load and effort. 8.2.4 Explain and communicate about the moment of force. Toy cars Basin Lever Load 5
I am a Genius Step 1: Slot What I do not really know What I do not know What I am curious to know 1 Classroom Instruction I 2 Classroom Instruction II 3 Planning Science Lesson 4 Microteaching I 5 Microteaching II 6 Microteaching III Now everybody can be a Genius 6
Classroom Instruction I SLOT 1: Explaining Science Concepts Synopsis This 20-minutes session helps course participants (CPs) to know criteria that constitute a good explanation of science concepts. CPs analyze a micro-teaching session and check the items of explanation skills in a checklist. CPs improve the checklist by revising or including more of the criteria in the existing checklist. Learning outcomes/Success criteria At the end of the session, course participants will be able to: 1. know the criteria that constitute a good explanation of science concepts.; and 2. explain scientific facts and concepts using the English language appropriately. Duration 20 minutes Resources Linked video from Youtube, google form, checklist of explanation skills, Powerpoint slides 7
Procedure Resources Remarks ENGAGE & EXPLORE: (5 minutes) Trainer explains the success criteria for this session. CPs are provided with a checklist on important criteria in explaining a science concept. Trainer shows a 2-minute video clip explaining a science concept (Neutralization). CPs are required to respond to all the items in the checklist which correspond to their observation while they are watching the video. Resources: Powerpoint Slides Check list in google form (moe acc) https://forms.gle/WNoSjzsGhQGVPLLNA Resources • Video : https://www.youtube.com/watch?v=RmnT9jw X4gQ EXPLAIN & ELABORATE: (13 minutes) CPs and trainers discuss whether the checklist is a good assessment tool for the skill of explaining a science concept. CPs discuss and suggest add-ons to the checklist to create a new checklist. Resource: Powerpoint Slides Check list EVALUATE: (2 minutes) CPs summarize the important criteria for good explanation of a science concept by using an appropriate thinking map. CPs will be assessed when they conduct microteaching. Self-assessment Form. Resource: https://docs.google.com/presentation/d/1jVbWJTpPAr3d_VKDGEaxj0UHCZd92vRI/edit?usp=sharing&oui d=107945153418878513496&rtpof=true&sd=true 8
Self-assessment Form My Self-assessment Form Aspect of Assessment Evaluation of this session Tick ( ⁄ ) the appropriate space Very Satisfying Satisfactory Unsatisfactory I know the criteria that constitute a good explanation of a science concept. I will be able to explain a science concept confidently and effectively in my science lessons. I will be able to explain scientific facts and concepts using the English language appropriately. Suggestion: 9
SLOT 1: Discrepant Events (DE) Synopsis This is a two-hour session that engages CPs in questioning and explaining the science concepts related to a Discrepant Event (DE). Participants will use basic English language to communicate throughout the session Learning outcomes At the end of the course, the course participants are able to i. Identify the use of DE to engage students’ learning. ii. Differentiate LOTS and HOTS questions posed to probe the understanding of science concepts related to a DE. iii. Use appropriate language to explain the science concepts in a DE. Duration 2 hours Material i. Video clips ii. Checklist for explanation skills iii. Two empty plastic bottles (1500 ml and 500 ml) iv. Two balloons v. Discrepant Event powerpoint vi. Questioning skills powerpoint vi. Explaining skills powerpoint Training Method Demonstration, discussion, group work 10
PROCEDURE Resource Remark Introduction (10 minutes) A. Face-to-face mode ● Trainer demonstrates the DE: o Trainer asks the CPs to predict what will happen to the two balloons in the bottle when blown. Trainers/CPs blow both balloon simultaneously. o Trainer asks questions by using the questioning technique. ● What do you observe? ● Why do you think the sizes of the balloons are the same? o Trainer demonstrates again using two bottles, this time one bottle has holes in it. o Trainer asks questions by using the questioning technique. ● What do you observe? ● Why do you think the sizes of the balloons are different? B. Online mode ●Use video provided OR live demo if Google Meet. ●Use Google Jamboard for CP’s responses. Facilitators may use other appropriate methods for online learning. Video 1 : https://youtu.be/t9JCH jbdMSs (Part 1) Material : - 500 ml bottle - 1500 ml bottle - Two balloons of the same size https://youtu.be/t9JCHjbdMS s (Part 1) Critical thinking Communication Activity 1 (40 mins) A. Face-to-face mode • CPs are divided into groups. o Trainer asks each group to carry out the activity on the DE using the materials provided. o The CPs are asked to explore and get the same results as the demonstration by the trainer. o In groups, CPs present their findings. o CPs discuss the outcome of various groups. Note: Trainer does not provide the answers/solution, only engages & helps CPs to explore. o Trainer shares the method and reason for the incidents with the class. o Trainer explains the science concept to the CPs and encourages feedback. o Tips: Materials: -Two empty plastic bottles (1500 ml and 500ml) per group -Two balloons per group communicate about - Matter (air) occupies space. - pressure and its application in daily life. Video 2: https://youtu.be/- T_MHMLu_GA (Part 2) Critical thinking Communication Collaboration Creativity 11
DSKP Science Form 15.1.2 proves that living things and nonliving things have mass and occupy space, air occupies space. DSKP Science Form 28.2.5 Carry out an experiment and communicate about pressure and its application in daily life. B. Online mode ●Use breakout rooms for group work and discussion. ●Facilitators may use other appropriate methods for online learning Reflection (20 minutes) Face to face & online mode Trainer facilitates CPs’ reflection on the use of DE in the science classroom. Any resource on DE Critical thinking Creativity Debrief (50 mins) • Trainer provides input on questioning skills • Trainer provides input on explanation skills Any resource on questioning skills and explanation skills Communication Resource: https://docs.google.com/presentation/d/1nHKGAVtdoVWPmdU98tUp1qVcNIzy8Hwz/edit?usp=sharing&o uid=107945153418878513496&rtpof=true&sd=true 12
SLOT: Questioning TOPIC Questioning Synopsis This 20-minute session will help the course participants to understand an important aspect of an effective questioning session in the classroom such as phrasing, organizing the questions in a logical sequence, and also using the desired thinking skills among students. Learning outcomes At the end of the session, CPs will be able to: 1. ask as many questions as possible using simple English based on the activities. 2. differentiate between Lower-level questions and Higher-level questions 3. understand the characteristics for Higher-level questions 4. turn Lower-level questions into Higher-level questions 5. build up effective questions that can be used based on DSKP and Textbook for DLP Science Form 1. Duration 20 minutes Resources ● Power point slides ● Video ● Mahjong paper, Markers, Sticky Note (Face to face session) ● Jamboard, Google Classroom (Online Session) Training methods Presentation, Discussion (Conducted completely in English medium) 13
PROSEDURE MATERIAL REMARKS ENGAGE: (4 minutes) CPs will be asked to refer to the videos: https://drive.google.com/file/d/16z42I0n uk5pUxLNlfUkYevJCZCOICxU/view?usp=sharing CPs will be asked to provide as many questions as possible to be asked to the students related to the given video. CPs will be asked to use the 7 WH questions by applying a simple English. Video Mahjong Paper, Marker Pen Jamboard, Google Classroom F2F Online Session EXPLORE: (4 minutes) CPs will be asked to divide all the questions that have been constructed earlier into two categories, namely Lower-level questions, and Higher-level questions. Mahjong Paper, Marker Pen Jamboard, Google Classroom F2F Online Session EXPLAIN: (4 minutes) These activities are based on previous phase. From the findings in previous phase, CPs will be asked to discuss the characteristics of Higher-level questions based on their understanding. CPs will make a presentation based on the results of the discussion for a sharing session with others. Trainers will conclude the overall characteristics of the Higher-level questions. Mahjong Paper, Marker Pen Jamboard, Google Classroom F2F Online Session 14
ELABORATE: (4 minutes) CPs will be asked to change Lowerlevel questions to Higher-level questions using simple English and proper use of 7 WH. The trainer will ask the CPs to act out the situation of the questioning session and ask the CPs to apply suitable intonation and wait time while questioning. Mahjong Paper, Marker Pen Jamboard, Google Classroom F2F Online Session EVALUATE: (4 minutes) CPs were asked to make a self - assessment based on the activities that had been carried out in this slot Assessment Checklist Resource: https://docs.google.com/presentation/d/1TEKnk_7peO3Ydqizq8VpdUktPzVZapy/edit?usp=sharing&ouid=107945153418878513496&rtpof=true&sd =true 15
Self-assessment Form My self-assessment Aspects of assessment Evaluation in this activity Tick ( ¤ ) the appropriate space Very Satisfying Satisfactory Unsatisfactory I know the kind of Lower-level questions I know the kind of Higher-level questions I can state the characteristics for Higher-level questions I was able to construct Lowlevel questions I was able to construct Higherlevel questions I was able to change a Lowerlevel question to a Higher-level question I know situations that require me to apply higher-level questions to my students 16
SLOT 2: Classroom Instruction II Topic Classroom Instruction II Synopsis This slot aims to provide CPs with real experience on how a science lesson can be conducted in English based on a 5E lesson plan, using appropriate expressions to conduct activity, facilitate discussion, make assessment, and give feedback. Learning outcomes At the end of the session, CPs will be able to: i. Plan a science lesson based on 5E instructional model ii. Conduct a science lesson based on the lesson plan iii. Facilitate class discussion using appropriate expressions iv. Assess learning and give feedback on various learning tasks Duration 120 minutes Resources Powerpoint slides Video Clips Google slide Resource 1 Worksheet 2 Training methods Presentation Discussion and feedback 17
PROSEDURE MATERIALS REMARKS Engagement (5 minutes) CPs share their dream job. CPs watch short video clip on the job of a pilot. Trainer introduces the idea of control in body functions. https://youtu.be/5NzaKPOTi9w Explanation (15 minutes) Trainer facilitates students’ explanation by asking questions: ● What happens to your heart rate after you perform physical activity for one minute? Why does the change happen? ● How does physical exercise change the use of oxygen by body cells? ● How do the oxygen and carbon dioxide levels in the body change during physical exercise? ● What else do you notice has changed after you perform the physical activity? Why does this happen? ● What happens to your heart rate after a 2-minute rest? Why does this happen? ● What body systems are involved in the changes that you experience when you perform physical exercise? Trainer facilitates discussion using a flowchart (Worksheet 2.2). CPs use the flowchart to communicate the changes that happen in the body during physical exercise and after rest. Worksheet 2 Assessment: CPs’ answers in the flowchart. CPs’ oral explanation on what happens during physical exercise. 18
Trainer facilitates students to understand the concept of homeostasis. Exploration (20 minutes) CPs investigate the effect of physical activities on heart rate (Resource 2.1). ● Trainer demonstrates how to detect pulse at carotid artery. ● Trainer explains how to take the pulse. ● Students fill in heart rates in the table on Google Slides ● CPs sketch a bar chart and share on Google Slides Resource 1 Google Slides Elaboration (15 minutes) Work in a group to find out how homeostasis works in the following situation: A shipwrecked sailor floats in the sea on a driftwood for 36 hours. The sailor is cold and thirsty. CPs share answer on Google Slides Assessment: CPs’ written explanation on homeostasis works in the given situation. Evaluation (5 minutes) Assessment: CPs’ verbal response What is homeostasis? What body systems are involved in homeostasis? Resources 1 Photo credit to: http://thnm.adam.com/ 19
Worksheet 2 CPs (Physical activity) Resting heart rate (per min) Heart rate after 1 min physical activity (per min) Heart rate after 2 min rest (per min) Prediction Actual A (seated) B (squatting) C (running on the spot) D (push up) E (jumping jack) Resource: https://docs.google.com/presentation/d/1b_86XEHJkteObLRpsLe1vHk0if6fRGl2/edit?usp=sharing&ouid= 107945153418878513496&rtpof=true&sd=true 20
SLOT 2: Facilitating Discussion TOPIC Let’s Discuss Synopsis This 20-minute session will help the course participants to understand how to plan and carry out a good class discussion. In this session, CPs will be provided with the elements needed to facilitate class discussion. They also will be introduced to a template named “Let’s Discuss” Learning outcomes At the end of the session, course participants will be able to: Apply all the elements that facilitate the group discussion Plan a good class discussion by using “Let’s Discuss “template. Duration 20 minutes Resources Powerpoint slides, YouTube Video, Let’s Discuss Template Training methods Presentation, Discussion 21
PROCEDURE MATERIAL REMARKS Activity 1: Watching video (5 minutes) ● Watching a video of an example of class discussion You tube video Powerpoint Slides 4 Actual title of the video: How to Deliver Good Class Discussion Questions (Bad Example) Activity 2: Brainstorming (5 minutes) ● Giving opinion about the video. Oral discussion Power point Slides 5 If the course is in virtual mode, trainer can use digital tools like Jamboard Activity 3: Discussion (5 minutes) ● Why class discussion? ● How to facilitate class discussion? Power point Slides 6-15 Activity 4: Planning Class discussion (5 minutes) ● Introducing the Let’s Discuss template Power point Slides 16 Resources 1. PowerPoint slides https://docs.google.com/presentation/d/10-mlYKLlA_gOY4GulMM7yOgAeY3gw4v/edit?usp=sharing&ouid=101291334113492532166&rtpof=true&sd=true https://docs.google.com/presentation/d/1zSDIP9_g3ruX3vranzNJglRMFLX2InV/edit?usp=sharing&ouid=113746545669729124370&rtpof=true&sd=true 2. Video (YouTube Link) https://www.youtube.com/watch?v=ukp06fRfRM4 22
SLOT 2: Assessment & Feedback TOPIC Assessment Improved with Continuous Feedback Synopsis This 20-minute session will help the course participants to understand the importance of effective feedback using suitable terms on assessing students continuously throughout the lesson. Learning outcomes At the end of the session, course participants will be able to: 1. Write what they know and what they want to learn about assessment and feedback before the session starts using K-W-L chart 2. list out and discuss the type of the assessments used to assess students throughout the classroom using examples. 3. list out and discuss the type of the feedback used to enhance students’ understanding throughout the classroom using examples. 4. complete the K-W-L chart by writing what they learnt after debriefing session Duration 20 minutes Resources K-W-L Chart, PowerPoint slides, YouTube Video, Jam Board, Sample Answer Script Training methods Presentation, Discussion (Conducted completely in English medium) 23
PROSEDURE MATERIAL REMARKS ENGAGE: (4 minutes) Trainers distribute K-W-L charts. CPs need to write what they know and what they want to learn about assessment and feedback in the chart given. Trainer asks prior knowledge of CP regarding assessment and feedback. Example: 1. What do you understand about assessment and feedback? Engage and Questioning Slide 2 K-W-L Chart (Uploaded in Google Classroom as individual task) Can use any suitable method to relate CP’s prior knowledge EXPLORE: (5 minutes) CPs will be asked to list down the types of assessment and feedback used in the previous session after exposure to the type of assessment and feedback. Exploring Slide 3 – Slide 13 Explaining about the type of assessment and feedback Video embedded in ppt slide 7 mp4 & also found in YouTube Slide 14 Jam board (Created and uploaded separately by trainer in Google Classroom as group task) Can be replaced by material such as graphic presentation. EXPLAIN: (5 minutes) Trainer debriefs about the assessment and feedback using suitable examples and slides. Explain & Debriefing PowerPoint Slides Slide 15 – Slide 23 ELABORATE: (3 minutes) CPs will be asked to give feedback on a given example answer script Facilitating Slide 24 Example answer script of student Can use any suitable answer script from students. 24
EVALUATE: (3 minutes) CPs will be asked to complete the ‘Learnt” column in K-W-L chart. Self-assessment Slide 25 K-W-L Chart *CPs to log in with moe acc. Resources 1. PowerPoint slides https://docs.google.com/presentation/d/10-mlYKLlA_gOY4GulMM7yOgAeY3gw4v/edit?usp=sharing&ouid=101291334113492532166&rtpof=true&sd=true 2. K-W-L Chart https://docs.google.com/document/d/1kVAXLJGxNWnN_Pc3KmRjXTjeaFFl1Da6/edit?usp=shari ng&ouid=101291334113492532166&rtpof=true&sd=true 3. Video (mp4) https://drive.google.com/file/d/1utOtRn6MbbTA7zFzOAONMOhf-GBxIADh/view?usp=sharing 4. Video (YouTube Link) https://www.youtube.com/watch?v=_a4y1nYpsWw 5. CPs’ Answer Script (Homeostasis) https://drive.google.com/drive/folders/1xOuM_UiNrG68W7SsGNodHw-VUlqhqlzb?usp=sharing 6. Jam Board (Trainers self-created link) 25
SLOT 3: Planning a Science Lesson TOPIC RECAP: 5E INSTRUCTIONAL MODEL Synopsis This slot aims to enhance CPs’ understanding in designing science lesson plan with the 5E Instructional Model. Learning outcomes At the end of the session, CPs will be able to: i. state the suitable activities for each 5E phase. ii. state what students do(s) and don’t(s) for each 5E phase. iii. state what teachers do(s) and don’t(s) for each 5E phase. Duration 20 minutes Resources Article 1: Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10-13. Article 2: Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrock, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf Microsoft PowerPoint slides DSKP Science KSSM Form 1 DSKP Science KSSM Form 2 Form 1 Science Text book/ Reference book Form 2 Science Text book/ Reference book Training methods Discussion Q&A Self-reading 26
PROSEDURE MATERIALS REMARKS Activity 1: Brainstorming (5 minutes) ● What suitable activities can be included into each 5E phase? Power Point: Slide 2 ● CPs self-reading the suggested Article 1 Activity 2: Discussion (15 minutes) ● What students do(s) and don’t(s) for each 5E phase? ● What teachers do(s) and don’t(s) for each 5E phase? Power Point: Slide 3 - 7 Power Point: Slide 8 - 12 ● CPs self-reading the suggested Article 2. Topics For Planning Lesson Plan (To be carry out during Slot 3 Day 2) Instruction: Each group picks one topic from the given topic list which should be different from the other groups. Decision should be made before Slot 3 (Day 2). Power Point: Slide 13-14 ● CPs Self-time Resource: https://docs.google.com/presentation/d/1mKMK_mydy5rIqbVinqIxx5fEIlpjeYaY/edit?usp=sharing&ouid=1 07945153418878513496&rtpof=true&sd=true 27
SLOT 4, 5. 6: Microteaching I, II, III TOPIC Microteaching Synopsis This slot aims to provide CPs’ with hands-on sessions to apply all the skill sets as in Classroom Instruction I and II. Learning outcomes At the end of the session, CPs will be able to: i. apply engaging, questioning (LOTS & HOTS), facilitating discussion, giving explanation and feedback, and to perform assessment. ii. plan and to carry out a science lesson using the 5E Instructional Model on the chosen topic. Duration 60 min Resources Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrock, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf Training methods Presentation Discussion and feedback 28
PROSEDURE MATERIALS REMARKS Activity 1: Getting ready (5 min x 2) ● CPs to decide schedule of presentation Activity 2: Microteaching (30 min x 2) ● Presentation by CPs Activity 3: Discussion and feedback (25 min x 2) ● Discussion together ● Feedback from trainer 29
SLOT Genius Hour TOPIC Now Everybody Can Be Genius Synopsis This two-hour session will help the course participants to understand the big six in genius hour (GH), and to apply it in their classroom Learning outcomes At the end of the session, course participants will be able to: 1. list what they do not really know, what they do not know and what they wish to know from the six slots. 2. articulate which topic/item they wish to take for their Genius Hour (GH), to justify their decision in writing form 3. share their GH product verbally with the help of suitable apps/aids/graphic presentation 4. discuss their opinion on GH 5. write reflection (100-120 words) and tweet in twitter and make hashtag Duration 2 hours Resources Power point slides Training methods Hands-on activities and presentation. 30
PROSEDURE MATERIAL REMARKS ENGAGE: (15 minutes) Ice breaking. Trainers show video clips from youtube. Trainer facilitates CPs to talk about the video clip. Example: a. Have you heard of GH? b. Do you think it is applicable in your classroom? c. How would you apply it in your classroom? Engage and questioning https://youtu.be/1rZ5Ga70 bP8 Slide 2 ●Can be replaced by any Genius Hour ●Intro video clip which is not more than 5 minutes. https://docs.google.com/pr esentation/d/1hLKPDwXht ISvicwo3LkYtAozCQlU_j d5/edit?usp=sharing&ouid =107945153418878513496 &rtpof=true&sd=true EXPLORE: (15 minutes) CPs will be asked to explore GH on their own. Trainer facilitates CPs to talk about their findings on GH. Facilitating Suggested references: https://www.scholastic.co m/teachers/articles/18- 19/genius-hour-in-theclassroom- /#:~:text=Genius%20Hour %20gives%20students%2 0the,their%20imaginations %20and%20personal%20 passions. https://www.teachthought. com/learning/genius-hourin-the-classroom/ Can be replaced by material such as graphic presentation. 31
EXPLAIN: (40 minutes) CP will be asked to complete task 1, task 2 and task 3 as in the resource given. Trainer facilitates CPs to complete step 1, step 2, and step 3. Explain and facilitating https://docs.google.com/docu ment/d/1PDSfvywc5RA7m74 DZdPZnlZ0i04tl2Q9/edit?usp =sharing&ouid=1079451534 18878513496&rtpof=true&sd =true Worksheet 1 Step 1, step 2 and step 3. Slide 3 CPs to log in with moe acc. ELABORATE: (40 minutes) CPs will be asked to complete step 4 and step 5. Trainer facilitates CPs to complete step 4 and step 5. Debriefing on GH from trainer (Slide 5 on ppt) Debriefing https://docs.google.com/docu ment/d/1PDSfvywc5RA7m74 DZdPZnlZ0i04tl2Q9/edit?usp =sharing&ouid=1079451534 18878513496&rtpof=true&sd =true Worksheet 1 Step 4, step 5 and step 6. Slide 4 and slide 5 CPs to log in with moe acc. EVALUATE: (10 minutes) CPs will be asked to make a self - assessment based on the activities that had been carried out in this slot. Assessment and feedback Giving feedback https://docs.google.com/docu ment/d/1PDSfvywc5RA7m74 DZdPZnlZ0i04tl2Q9/edit?usp =sharing&ouid=1079451534 18878513496&rtpof=true&sd =true Worksheet 1 My self-assessment Slide 6 References Bybee, R. W. (2014). The BSCS 5E instructional model: Personal reflections and contemporary implications. Science and Children, 51(8), 10-13. Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrock, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins and Effectiveness. https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pd 32
My Genius Hour