Koleksi Planet Pea-ple Siri 27: Teaching Approaches & Strategies

PISMP AMBILAN JUN 2022 Opsyen Sains Planet Pea-ple Siri 27

PISMP AMBILAN JUN 2022 Opsyen Sains

INSTITUT PENDIDIKAN GURU KAMPUS KENT, PETI SURAT 2, 89207 TUARAN, SABAH. Hak Cipta © Institut Pendidikan Guru Kampus Kent 2023 Cetakan Pertama 2023 Hak cipta terpelihara. Tidak dibenarkan mengeluarkan atau ulang mana-mana bahagian kandungan, illustrasi dan jadual dalam kandungan buku ini dalam apa juga bentuk dan dengan apa juga sama ada secara elektronik, fotokopi mekanik, rakaman atau cara lain sebelum mendapat izin bertulis daripada Institut Pendidikan Guru Kampus Kent. Koleksi Planet Pea-ple Siri 27: Teaching Approaches & Strategies PISMP Ambilan Jun 2022 Chiam Sun May, PHD., Ainon Bt Hadim, Tan Cho Chiew, Low Kee Sun eISBN: ISBN 978-967-0008-71-4 Book cover designer: Evelyn Thian Hui Ni

CONTENT The teaching approach in Sciences...............................................................1-4 Inquiry-Based Science Education........................................................................5 Constructivisme........................................................................................................... 6 Constructionism........................................................................................................... 7 Contextual Teaching...................................................................................................8 Socioscientific Issue Based-Learning...............................................................9 Project-Based Learning.........................................................................................10 STEM Education...................................................................................................11-12 Art in Education...................................................................................................13-14 Differentiated Learning Approach...................................................................15 Inquiry-Based Science Education 2..................................................................16 Constructivisme 2...............................................................................................17-18 Constructionism 2 ...................................................................................................19 Contextual Teaching 2....................................................................................20-21 Project-Based Learning 2.............................................................................22-23 Socioscientific Issue Based-Learning 2.................................................24-25 Art in Education 2..............................................................................................26-27 STEM Education 2.....................................................................................................28 Home-Based Approach.................................................................................29-30 Differentiated Learning Approach 2 .....................................................31- 32 PART I:TEACHING APPROACH

CONTENT Science Exhibition.........................................................................33 Role Play..................................................................................34-35 Story Telling and Problem Solving...........................................36-39 Use of External Sources and Integration of music,art, and movement.................................................................................40-41 Simple Project................................................................................42 Discussion................................................................................43-44 Gamification..................................................................................45 Quiz..............................................................................................46 Experiment....................................................................................47 Demonstration...............................................................................48 Discrepant Event...........................................................................49 Science Exhibition 2......................................................................50 Problem Solving.............................................................................51 Use of External sources and simulation...................................52-53 Story telling and games............................................................54-56 Role Play 2....................................................................................57 Simple Project 2.............................................................................58 Use of External Sources and Integration of music,art, and movement 2..............................................................................59-61 PART II:TEACHING STRATEGIES

With immense gratitude, we extend our heartfelt thanks to all those whose unwavering dedication and tireless efforts have brought forth "Planet Pea-ple Series 27: Strategies for Effective Teaching and Pedagogy." This book serves as a beacon of knowledge for educators far and wide, providing invaluable insights into innovative teaching approaches. Our deepest gratitude to our esteemed lecturers, Dr. Chiam Sun May, Ph.D., Mdm. Ainon Bt Hadim, Mr. Tan Cho Chiew, and Mdm. Low Kee Sun. All of the mentorships and unwavering support have been instrumental in shaping this endeavor. We extend our appreciation to the dedicated educators who have shared their wisdom and expertise to enrich the pages of this book. Your contributions are immeasurable, and we are profoundly grateful for your guidance. Our heartfelt appreciation goes to our fellow Science Opsyen batchmates, the remarkable PISMP Intake June 2021 (Graduating Class May 2026), for their commitment and passion in creating this educational masterpiece. Last but not least, our warmest appreciation goes to the entire Planet Pea-ple Series 27 Production Committee, whose collective efforts, both direct and indirect, have brought this work to fruition. Together, we have created a valuable resource that will empower educators and shape the future of teaching. As we celebrate the successful culmination of our efforts, let us continue to champion the cause of education and inspire the next generation of learners. Your dedication and commitment to the advancement of pedagogy are truly commendable, and we are immensely grateful for your contributions. PREFACE

In the ever-evolving landscape of education, the quest for effective teaching approaches and pedagogical strategies is a perpetual one. As educators, we recognize the importance of staying abreast of the latest advancements in the field to continually enhance our teaching methodologies. It is in this spirit of learning and sharing that we, a group of dedicated educators, proudly present the 27th installment of the "Planet Pea-ple" series. In Planet Pea-ple Series 27: Strategies for Effective Teaching and Pedagogy, we embark on an exploration of innovative teaching approaches and pedagogical strategies that are poised to redefine the educational landscape. These approaches have been carefully selected to provide educators with a diverse toolkit to engage and inspire their students, fostering not only academic growth but also holistic development. The different teaching approaches that we will expose are Inquiry-Based Science Education (IBSE), Constructivism, Constructionism, Contextual teaching, Project Based Learning (PBL), Socioscientific, STEM Education, Art in Education, Home-based Approach, and Differentiated Learning Approach. In this book, we provide practical insights, reallife examples, and strategies for implementing these approaches in diverse educational settings. Our aim is to inspire educators to embark on a journey of pedagogical exploration and innovation, ultimately enriching the lives of their students. In conclusion, "Planet Pea-ple" Book 27 is a testament to our collective commitment to the field of education. We invite educators and enthusiasts alike to join us on this exciting educational expedition, as we endeavor to make a profound difference in the world of teaching and learning. Together, let's shape the future of education. ABOUT

The Teaching Approaches in Science The field of science education is characterized by its evolving landscape, shaped by the integration of innovative approaches and teaching strategies aimed at enhancing the learning experience of students. This preface provides an academic overview of the diverse pedagogical paradigms and instructional methodologies that contribute to the dynamic discourse on science education. We delve into teaching approaches and strategies, recognizing their significance in fostering scientific literacy and critical thinking skills among learners. In Koleksi Planet Pea-ple Siri 27, we compile the seatwork of our students. This series is entitled “Our Navigation to the Diverse Approaches in STEM Teaching and Learning”. The learning outcome of this activity is to assist our students in justifying the changes in the Science curriculum and its relevance to the philosophy of education and its application in the teaching and learning of Science. We hope readers find useful information on: a. Inquiry-Based Science Education (IBSE): Encouraging curiosity-driven exploration and investigation, IBSE empowers students to ask questions, seek answers, and construct their understanding of scientific phenomena. b. Constructivism: Rooted in the idea that knowledge is actively constructed by the learner, constructivism emphasizes hands-on learning, reflection, and the incorporation of prior knowledge into new scientific contexts. c. Constructionism: An extension of constructivism, constructionism posits that individuals learn effectively by creating tangible artifacts, promoting the development of problem-solving abilities through hands-on activities.

d. Contextual Teaching: Anchoring scientific concepts in real-world contexts promotes relevance and comprehension, enabling students to see the practical applications of science in their lives. e. Project-Based Learning: Fostering collaborative, projectdriven environments, this approach encourages students to explore complex scientific problems, enhancing critical thinking and problem-solving skills. f. Socioscientific: In addressing societal issues through scientific exploration, socioscientific education nurtures informed, responsible citizenship and ethical decisionmaking. g. STEM Education: Interdisciplinary integration of science, technology, engineering, and mathematics offers holistic learning experiences that mirror real-world challenges and innovations. h. Art in Education: The incorporation of arts enriches the learning process by engaging students' creativity, enhancing observation skills, and promoting interdisciplinary connections. i.Home-Based Learning Approach: Recognizing the significance of the home environment, this approach seeks to bridge the gap between school and home learning experiences, fostering continuous scientific inquiry. j. Differentiated Learning Approach: Acknowledging the diversity of learners, differentiation tailors instruction to cater to individual needs and abilities, promoting inclusivity in science education.

As for teaching strategies, we discussed on: Experiment: Hands-on experimentation promotes empirical learning and reinforces theoretical knowledge. Demonstration: Visual and interactive demonstrations elucidate abstract concepts, making them accessible to students. Science Exhibition: Showcasing scientific concepts through exhibitions engages and informs both students and the wider community. Problem Solving: Encouraging students to tackle scientific challenges cultivates critical thinking and analytical skills. Discussion: Collaborative discourse encourages knowledge sharing, debate, and deeper comprehension of scientific principles. Simulation: Virtual simulations provide a risk-free environment for experimentation, enabling students to explore complex phenomena. The Use of External Sources: Integrating external resources such as guest speakers or field trips enriches students' understanding of real-world applications of science. Discrepant Events: Presenting unexpected phenomena sparks curiosity and encourages students to question and investigate. Storytelling: Narrative-based learning connects science to human experiences, making it relatable and memorable.

Games, Role Play, and Simple Projects: Interactive activities and hands-on projects create immersive learning experiences. Quiz: Assessments through quizzes reinforce learning outcomes and provide feedback to students. Integration of Music, Art, and Movement: Incorporating these elements enhances engagement, creativity, and interdisciplinary connections in science education. This compendium serves as a reference point for educators, and fellow teacher friends in facilitating a nuanced understanding of the multifaceted approaches and strategies that underpin effective science education. As we delve into each of these facets, we embark on a journey to explore the dynamic interplay between pedagogy and practice, continually evolving to meet the ever-changing needs of the science learners of today and tomorrow. Team teaching is a collaborative approach to education where two or more educators work together to plan, deliver, and assess instruction. This approach offers several angles or perspectives that contribute to its effectiveness. Team teaching offers multiple angles of benefit in education. It leverages complementary expertise, facilitates differentiated instruction, enhances student engagement, and promotes ongoing professional growth among educators. This collaborative approach has the potential to create a more dynamic and effective learning environment for students and teachers alike. From the Empat Sekawan: The Four Angles Team Teaching

The 5E InquiryBased Instructional Model Engage Students are engaged with a challenging situation, prior knowledge is activated, questions are provoked. Explore Students investigate the phenomenon, prior knowledge is challenged & Ideas are created. Explain Students explain the phenomenon, new knowlede is gained and applied. Elaborate Student apply their knowledge towards new situations, knowledge is deepend and extended. Evaluate Students reflect on their knowledge, learning process and assessment. Why IBSE? Inquiry-Based Science Education (or IBSE) is a form of science education that gives the student the opportunity to explore a subject/topic through hands-on activities, investigation and posing of questions. It is designed to reflect how students actually learn, and engages students in the process of scientific inquiry. Increasingly it is seen as key to developing their scientific literacy, enhancing their understanding of scientific concepts and heightening their appreciation of how science works What is IBSE ? Prepared by: Putri Nur Balqis, Siti Marina and Muhd Nazrey Prepared by: Putri Nur Balqis, Siti Marina and Muhd Nazrey Research are done by Students based on questions and step which themselves creates and determine according to specific topic EX: Student observe how forces such as gravity, friction, equal, unequal forces and change in direction cause marbles to move ,next they will develop and present models to explain the forces they observe Students are provided with a hands-on problem to investigate as well as the procedures and materials necessary to complete the investigation. Students discover relationships between variables or generalize from data collected, which in essence leads to the discovery of expected outcomes. Ex:Individual or group presentations showcasing experimental design, data analysis, and conclusions. Investigations based on the questions are conduct by the student which has been prepared by teacher, and the selection of the exploration steps is determined by student. EX:Teacher create a question for example what happen when water is being boil,then student come out with their own procedure to investugate about it OPEN INQUIRY GUIDED INQUIRY INQUIRY-BASED SCIENCE EDUCATION (IBSE) INQUIRY-BASED SCIENCE EDUCATION (IBSE) HOW? STRUCTURED INQUIRY EXAMPLE OF ISBE

Builds on the knowledge they already have Have ownership of the process Discover new concepts for themselves Plays an active role in their own learning CONSTRUCTIVISM LEARNER SKILL MOTIVATION Open-ended problems Complex learning environment Complexity of the learner isintegral Higher level thinking Understanding-Applying - Analysing- Evaluating-Creating TEACHER Creates the learning environment Provides support and guidance Engagement and Motivation Support for Different Learning Styles Knows what the learner is thinking Challenging tasks in ZPD • Support incrementally withdrawn • Successful completion of tasks • Gains in confidence • Motivated to do more A theory describing how learning happens. Learning is viewed as an active and social process. PREPARED BY :WONG UNG WANG .KELVIN

CONSTRUCTIONISM Hands-on Learning Learners engage in hands-on, experiential activities that involve creating or building something tangible. This can involve using tools, materials, or technology to bring their ideas to life. Collaborative Learning Constructionist learning often takes place in social and collaborative environments where learners interact with peers, share ideas, and collaborate on projects. Personal Meaning-Making Learners construct knowledge by connecting new information and experiences to their existing mental frameworks and experiences. This process allows them to create personal, meaningful understandings Reflection and Iteration Learners are encouraged to reflect on their experiences, make connections between different concepts, and refine their ideas through iterative processes of experimentation and revision. Contextual Relevance Learning is situated in real-world contexts, making it more relevant and applicable to the learner's life. Ownership and Agency Learners have a sense of ownership and agency over their learning process. They take responsibility for their own learning and make choices about what to create and explore. Intrinsic Motivation The act of creating and constructing becomes intrinsically motivating, fostering a sense of curiosity, exploration, and joy in the learning process. 01 02 03 04 05 06 07 developed by Seymour Papert this learning theory emphasizes the active participation of learners in the process of constructing their own understanding and knowledge Key Principles of Constructionism 08 Multiple Representations Learners are encouraged to represent their ideas and knowledge in multiple ways, such as through drawings, models, simulations, programming code, or other forms of expression. Thian Wen Hui , Lu Hui Sze

DISADVANTAGES Integrating real-world contexts into lessons can be time-consuming. Teachers may need to invest additional time in preparing materials, researching relevant examples, and ensuring that the connections between concepts and contexts are clear. When teaching about ecosystems, a teacher could take students on a field trip to a local park or nature reserve. By observing and analyzing the interactions among different species, students gain a deeper understanding of ecological concepts. EXAMPLES CONTEXTUAL TEACHING is an educational approach that focuses on making learning more relevant and meaningful by connecting it to real-world contexts and situations. The idea is to help students see the practical applications of what they're learning and how it relates to their everyday lives, as well as to various professional, personal, and societal contexts Encourages students to think critically, analyze situations, and solve problems. It promotes the development of higherorder thinking skills, which are essential for success in various aspects of life. ADVANTAGES Learning is anchored in real-life situations, problems, and applications, making it easier for students to grasp the practical significance of the concepts they're learning. Contextual teaching might lead to a slower pace when covering curriculum content. Prepared by: SII SENG SIANG LEONG JIA CHENG

Curriculum Integration: Embed socioscientific issues in relevant subjects. Debate and Discussion: Encourage open conversations and respectful debates. Research Projects: Assign projects requiring research, analysis, and presentation. SCAN ME!!! This video will help us further on how students can practise to judge socioscientific issues SOCIOSCIENTIFIC ISSUES-BASED LEARNING WHATISSOCIOSCIENTIFIC? ADVANTAGES COMPONENTS A socioscientific issues-based teaching approach is different in that students are challenged to explore the controversy around an issue which is informed by science, integrate the social aspects (moral, ethical, economic, etc) and other individuals' or groups' perspectives, and develop a position based upon their investigations. Socioscientific issues are controversial, socially relevant, real-world problems that are informed by science as the approach aims to develop students' critical thinking, problem-solving dan decision-making skills via discussion dan analyses of topics that both scientific dan societal components. Engagement: Captivate students' interest with relevant and meaningful content. Holistic Learning: Explore the interconnectedness of science and society. Empowerment: Equip students with skills to make informed decisions in real life. Global Citizenship: Foster awareness of global challenges and responsibilities. The complexity of Socioscientific Issues. Lack of Teacher Training. Lack of Clear solution IMPLEMENTATION Real-World Issues Critical Thinking Ethical Considerations Collaboration Problem-Solving DISADVANTAGES AZHARI AMIR PRABHU

7 Essential Project Design Elements Project Based Learning WHAT IS PBL? Project-based learning is a pedagogical approach that involves students in a long-term, in-depth investigation of a real-world challenge. So instead of memorizing established knowledge or following an instruction that offers a fast path to facts, students actively work on a problem that allows them to develop several skills simultaneously. This video will show us the example of a PBL project in action. The “Tiny House Project” features teacher Cheryl Bautista from Katherine Smith Elementary School, San Jose, CA and her third graders. @saadahfathir @khairunnisahafiz 7 Project Based Teaching Pract si es deep content knowledge critical thinking collaboration communication skills creativity PBL Outcome

ZAHIRAH | ZAYANA 1 2 3 4 5 6 7 Engage students in inquiry and open-ended exploration Engage students in productive teamwork Give students the opportunity to improve their answers or products Requiring students to give various answers and solutions with various justifications Requires students to apply their understanding of STEM content project- based learning approach Increase students' sensitivity to real world issues and problems Based on the concept of educating students in four fields: Science, Technology, Engineering, and Mathematics, by integrating and applying them in real-world contexts. Engage students' interest through challenging, enjoyable, and meaningful activities. Emphasized agenda in the Malaysia Education Blueprint 2013-2025. The Ministry of Education of Malaysia is actively working to strengthen STEM education to attract more students to engage in STEM fields at the school level through curriculum and co-curricular activities, with support from various parties. It is important to prepare students to face challenges and compete at the global level.

Cultivation of STEM education as a whole Empowering the role of school leaders Continuous guidance and training for teachers to improve the quality of STEM teaching Expanding the collaboration network of various stakeholders to provide a platform for organizing STEM programs Emphasis on mastery of concepts as well as science and math skills that students need to master ORGANIZATION MANAGEMENT Human resource development Education resource management Class enviroment management Strategic collaboration STRENGTHENING THE IMPLEMENTATION OF STEM EDUCATION IN SCHOOLS Ensuring adequate rooms, science labs and computer lab facilities Diversify teacher and student programs that focus on the implementation of STEM education MANAGEMENT OF SCIENCE ROOM/LABORATORY, RBT ROOM/WORKSHOP, COMPUTER LABORATORY Sufficient and functional infrastructure Safety features Inventory management Conducive physical environment Maintenance of buildings, furniture, and equipment CO-ACADEMIC MANAGEMENT Integration of STEM in cocurricular activities Involvement and achievements of students at district to international levels Towards the cultivation of STEM practices STEM EDUCATION STUDENT DEVELOPMENT Student's academic achievements (for STEM subjects) Student's involvement and achievements in co-academic activities ROLE OF LEADERSHIP Leader Mentor Motivator Teacher as TEACHER TEACHING & LEARNING QUALITY Inquiry-based learning approach Project-based learning approach Problem-based learning approach Application of process skills and technical skills MANAGEMENT OF SUBJECTS Implementation of subjects Teaching quality improvement program Student achievement improvement program INVOLVEMENT OF VARIOUS Per capita grant assistance AGENCIES Involvement of parents and the local community Networking and strategic partnerships program ZAHIRAH | ZAYANA

1 Art in Education Strength & Weakness of STRENGTH 3 Enhances student engagement Promote growth mindset Improves decision making abilities 1 2 STRENGTH STRENGTH 4 Teaches collaboration and teamwork Theatre Dance Visual Art TYPE OF ART EDUCATION Music ART IN EDUCATION an approach to teaching and learning that utilizes creativity, imagination, and artistic exploration to support student outcomes. MEANING ART IN EDUCATION NOWADAYS IS OFTEN INTEGRATED INTO THE STEAM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATHEMATICS) THE INTEGRATION OF ART INTO STEAM EDUCATION RECOGNIZES THE IMPORTANCE OF CREATIVITY, CRITICAL THINKING, AND PROBLEMSOLVING SKILLS THAT THE ARTS CAN FOSTER. INFO FUTURE OPPORTUNITIES Sustainability and Green Technologies lead to more STEAM projects focused on green technologies, renewable energy, and eco-friendly solutions. Future-Ready Workforce The interdisciplinary nature of art in education aligns with the demands of modern job markets, which often require a combination of technical skills, creativity, and adaptability. Tourism and Cultural Economy A strong cultural sector, including visual arts, performing arts, and heritage sites, can attract tourists and generate revenue, contributing to the country's economic development. Weakness 1 Weakness 3 Lack of standardized assessment Perceived as less important Weakness 2 Insufficient integration with other subject Lack of Teacher Training lack of time and Scheduling Constraints Misunderstanding of Art's Role THREATS ART IN EDUCATION ACCORDING TO OZKAN, Z.C. (2022), THE STUDENTS WHO WERE APPLIED WITH STEAM, ACHIEVED SIGNIFICANTLY HIGHER VISUAL ARTS LESSON GAINS COMPARED TO THEIR PEERS WHICH WHO APPLIED TRADITIONAL TEACHING. Craft STRENGTH CHIEN MING MING & NURUL AKMA BT ISMAIL

Having lessons, classroom interaction and lesson materials accessible from home. To ensure continuation of education at home due to conventional approach of physical face to face Teaching and Learning cannot be conducted (COVID-19 outbreak). Able to communicate and exchange information to students with different location and time. HOME BASED LEARNING APPROACH WHAT IS HBL? REASONS HOW TO CONDUCT Area with fewer network and online facilities used radio and television as their teaching and learning mediums. Area with more network and online facilities can used contact free and efficient technology associated with online learning (Google Classroom, Google Meet, Youtube, etc) STRENGTHS Safe and secure environment Flexible schedule Student directs their own learning WEAKNESSES Hard for students to focus Difficulty to reach out Poor work boundaries Azrie & Rachel

Differentiated Varying The Classroom Environment Advantages of Differentiated Learning Approach Involves changing the classroom atmosphere to meet a student’s individual needs. For example, some students with sensory processing issues (common in autism) often need quiet spaces to learn. The classroom layout in the picture beside lets children choose how to work – in quiet, in groups, on computers, or a mix. Involves changing the activities involved in learning the content to meet students’ individual needs. Varying the learning process also means mixing up lessons based on learning modalities. A visual student might be more drawn to watching a video, while a reader might prefer to read a book on the topic. A musical learner meanwhile might want to listen to a song about the topic. All of them are legitimate differentiated ways of learning the same content – but they give the students maximum choice to keep them engaged. Student-Centered. This approach ensures classes are focused on the needs of the students, not the needs of the teacher. Gives Students Choice. A differentiated classroom allows students to learn in ways that they prefer. We all might have preferences for learning in certain ways. Increases Engagement. When students are being taught lessons that are targeted at their needs they are more likely to engage in the learning materials. They will feel less isolated. They will also feel like their voices are listened to. Time Consuming & Resource Intensive. Planning six lessons a day is hard enough. Now imagine having to vary each lesson for all your students. It becomes very time consuming. Similarly, if you want to differentiate the learning process you need a lot of resources. One student might want a computer, another will want books, and another might want to go to the local museum. Cannot be Done for Every Student. It’s unrealistic to differentiate instruction for a whole class of students – each with their own learning style. There are not enough hours in the day to vary lessons for all students in the class. Unrealistic in Context of Standardized Tests. Most teachers have to prepare students for standardized tests. These are tests that require students to all complete the exact same exams in the exact same way, and they can’t choose to do exams that suit their learning style. LEARNING APPROACH Differentiated instruction is a student-centered approach to teaching and learning that diversified to meet each student’s individual interests, needs, and strengths. This method gives students choice and flexibility in how they learn and helps teachers personalize learning. Disadvantages of Differentiated Learning Approach Varying The Learning Process Niea Suelea Peturus Tan Yi Shing

IBSE Inquiry-based science education Inquiry-Based Science Education (IBSE) is an approach to teaching and learning science that focuses on actively engaging students in the process of inquiry, investigation, and discovery. It places students at the center of their own learning experience, encouraging them to ask questions, explore concepts, and develop a deeper understanding of scientific principles through hands-on activities and critical thinking. Let's delve into the key concepts of IBSE: What is IBSE? IMPLEMENTATION OF IBSE Promotes Critical Thinking Benefits of IBSE Introduction: Begin by discussing the concept of photosynthesis and its importance in plants. Ask students what they already know and what questions they have about it. Question Generation: Divide students into small groups and ask each group to generate a list of questions related to photosynthesis. Encourage them to think about why, how, where, and when photosynthesis occurs. Research Phase: Provide students with resources like books, websites, or videos. In their groups, have them research their questions and gather information about photosynthesis. They can take notes or create posters to organize their findings. Experimentation: After researching, have each group design a simple experiment to test a specific aspect of photosynthesis. For example, they could investigate the effect of light intensity on photosynthesis by using different light sources and measuring oxygen production in water plants. Data Collection and Analysis: Students carry out their experiments, record data, and analyze the results. This could involve creating graphs, charts, or tables to visualize their findings. Presentation: Each group presents their experiment, findings, and conclusions to the class. Encourage them to explain their methods, results, and what they learned from the process. Class Discussion: Lead a class discussion where students compare and contrast the different experiments and conclusions. Discuss any discrepancies, similarities, and what factors might have influenced the outcomes. Reflection: Have students reflect on their experience with IBSE. Ask them how it felt to explore a topic through inquiry, what they learned, and what challenges they faced. 1. 2. 3. 4. 5. 6. 7. 8. Example: Topic Photosynthesis Enhances Problem-Solving Skills Increases Engagement Fosters Curiosity and Interest By formulating their own questions, designing experiments, and interpreting results, students develop the ability to evaluate information, make connections, and solve complex problems. By encouraging them to ask questions and explore topics of interest, IBSE can spark a genuine passion for learning and science. Through hands-on experimentation and investigation, students develop problem-solving skills. They learn how to approach challenges systematically, devise strategies, and adapt their methods when faced with unexpected results. Active participation in the learning process makes students more engaged and motivated. Students are more likely to retain the knowledge gained When they are actively involved in designing experiments and exploring concepts. Asking Questions: Students are encouraged to ask questions about the natural world, scientific phenomena, or problems they encounter. Designing Experiments: Students create hypotheses and design experiments to test their ideas and gather data. Collecting and Analyzing Data: Through experiments, students collect data and analyze it to draw meaningful conclusions. Making Inferences and Conclusions: Based on the data, students make informed inferences and draw conclusions that contribute to their understanding of the topic. AHMAD FARID BIN ABDUL KARIM ISAAC CELLESTINE ANAK FRANCIS AMIRUL HAKIM BIN MOHD AYUB

Constructivism Types 1. Cognitive -focuses on the idea that learning should be related to the learner’s stage of cognitive development. (comes from the work of Jean Piaget) 2. Social -Social constructivism focuses on the collaborative nature of learning. (Lev Vygotsky) Key for a successful constructivist classrooms shared knowledge & authority between teacher and student teachers act as a guide/facilitator Jean Piaget is known as one of the first theorists of constructivism. His theories indicate that humans create knowledge through the interaction between their experiences and ideas. Jean PiaGEt BAARI ANNIE learning groups Extra knowledge What it is? What it isn't? based on background knowledge, connect to new knowledge student-centered students learn how to learn teacher-centered skills in isolation suggests that children's intelligence undergoes changes as they grow. Cognitive development in children is not only related to acquiring knowledge, children need to build or develop a mental model of their surrounding world

SCAFFOLDING SOCIAL INTERACTION CONSTRUCTIVISM LEV VYGOTSKY Vygotsky's theory places a strong emphasis on the role of social interaction in cognitive development. He believed that interactions with others, particularly more knowledgeable individuals or peers, play a critical role in shaping a person's understanding of the world. Through social interactions, learners can acquire new information, internalize it, and develop cognitive abilities. ZONE OF PROXIMAL DEVELOPMENT (ZPD): Vygotsky introduced this concept which is the gap between a learner's current level of ability and their potential level of development with the help of a more knowledgeable person. Vygotsky suggested that effective learning occurs when learners engage in activities that are just beyond their current capabilities but are achievable with guidance. This concept highlights the importance of scaffolding and providing appropriate support to facilitate learning. Scaffolding refers to the support and guidance provided by a more knowledgeable person to help a learner progress through the Zone of Proximal Development. This support could include asking leading questions, providing examples, breaking tasks into smaller steps, and offering feedback. As the learner becomes more competent, the level of support can be gradually reduced. Vygotsky's constructivism, often referred to as Social Development Theory, emphasizes the role of social interaction and cultural context in cognitive development. Vygotsky believed that learning occurs through collaboration, where more knowledgeable individuals guide learners to develop higher-level thinking skills. This approach contrasts with traditional constructivism, which places more emphasis on individual exploration and self-directed learning. Difference between both theory The main difference between Piaget's and Vygotsky's theories of development is that: Piaget stressed the child's independent discoveries, whereas Vygotsky stressed that supportive interactions with parents and others played a key role in cognitive development.

Learner collaboration A teacher acts as a facilitator CONSTRUCTIONISM Opportunity for feedback and multiple opportunities for revision Feedback provides students with insights into their strengths and areas for improvement. It guides them toward a deeper understanding of the subject matter and helps them refine their skills and knowledge. Learners who investigate, create, and solve problems For example, in a constructionist science classroom, students might investigate a scientific phenomenon, create an experiment to test their hypotheses, and solve problems related to data analysis and interpretation. Similarly, in a constructionist programming class, students could investigate programming concepts, create software or apps, and solve coding challenges. Learners engage in authentic tasks Authentic tasks often involve complex problems that require critical thinking and creative problem-solving. Students are challenged to analyse situations, consider multiple perspectives, and develop innovative solutions. Theory of constructionism Building from the idea of constructivism, Seymour Papert presented his theory of constructionism which suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others. The facilitator provides timely and constructive feedback on students' work. This feedback guides students' learning journeys, helping them refine their ideas, strategies, and understanding. Reflection activities are also encouraged to help students think about their learning process. Students learn from each other as they share their knowledge, strategies, and problemsolving approaches. Peer teaching and explanation deepen understanding, as students have to articulate their thoughts and concepts to their classmates. Elements of a constructionist learning environment include: Jenny, Kathleen

PRESENTED BY THE FINANCE DEPARTMENT The Benefits of Contextualized Learning By thinking about how the material relates to their lives, students are forced to dig deeper and analyze what they are learning. Students can also better understand and apply the knowledge to their future academic pursuits. Contextual Teaching and Learning (CTL) is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers. What is CTL? BY HAJAR KASTURI AND DAYANG NURNABILA teachers can help students see how the information they are learning applies to their lives. It can help make learning more relevant for students and encourage them to take an interest in their schoolwork. Contextualizing the curriculum can help students to develop critical thinking skills. In addition, contextualized learning can help students to understand complex concepts better. Examples of How to Contextualize Curriculum in Different Subjects : For example, teachers can discuss how water is used in everyday life when teaching about the water cycle. They can also talk about how water is essential for growing plants and keeping people healthy. Meaningful learning The existence of a strong link between the material being studied with the real world. Students act critically and teacher creative and innovative. OF CTL Using authentic assessment Characteristics

CONTRUCTIVISM Constructivism is the process of building or develop new knowledge in students's cognitive structure based on 1 experience. QUESTIONING 3 Questioning can be regarded as a reflection of the curiosity of every individual, while answering the questions reflects a person's ability in thinking. Implementation of learning communities can be done by applying learning 4 through study groups. Modelling is a learning process as an example to demonstrate something that can be emulated by every student. Process of settling the experience has been learned that is done by re-sorting events or events that have 6 gone through the learning. THE 2 The learning process is based on a search and discovery through a process of thinking systematically. INQUIRY LEARNING COMMUNITY MODELLING 5 REFLECTION Process by the teacher to gather information about the students learning progress. This is important to determine whether the students are actually learning 7 or not. AUTHENTIC ASSESSMENT 7 pPrRiINnCcIiPpLlEeSs: Math can be contextualized in a variety of ways. For example, when teaching fractions, teachers can talk about how fractions are used in everyday life. They can also discuss how fractions are used to measure different quantities. The REACT strategy REACTRELATING. Linking the concept to be learned with something the student already knows. EXPERIENCING. Hands-on activities and teacher explanation allow students to discover new knowledge. APPLYING. Students apply their knowledge to real-world situations. COOPERATING. Students solve problems as a team to reinforce knowledge and develop collaborative skills. TRANSFERRING. Students take what they have learned and apply it to new situations and contexts. five essential student engagement strategies

Project Based Learning (PBL) Stages What is PBL? Project-based learning (PBL) or project-based instruction is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world. Focuses on a big and open-ended question, challenge, or problem for the student to research and respond to solve Brings what students should academically know, understand, and be able to do into the equation Is inquiry-based, stimulates intrinsic curiosity, and generates questions as it helps students seek answers Uses 21st-century skills such as critical thinking, communication, collaboration, and creativity, among others Builds student choice into the process Provides opportunities for feedback and revision of the plan and the project, just like in real life Requires students to present their problems, research process, methods, and results, just as scientific research or real-world projects must stand before peer review and constructive criticism Characteristic CHALLENGING PROBLEM CRITIQUE & REVISION STUDENT VOICE /CHOICE AUTHENTICITY & REFLECTION PUBLIC PRODUCT & SUSTAINED INQUIRY key elements 1 2 5 7 3 4 6 8 The project begins with the introduction of a compelling and open-ended question or problem. This question should engage students' curiosity and encourage them to explore the topic further. UNDERSTANDING THE DRIVING QUESTION OR PROBLEM This stage involves gathering relevant resources, conducting interviews, and exploring different perspectives to develop a deeper understanding of the topic RESEARCH AND INQUIRY Students outline their goals, objectives, and the steps they will take to solve the problem or answer the driving question. They may also design a timeline and allocate tasks among team members if the project is collaborative. PLANNING AND DESIGN The hands-on phase where students create the project. This could involve designing a product, conducting experiments, creating presentations, or any other tangible output that addresses the driving question. CREATION OR PRODUCTION: After creating the initial project, students review, assess and identify areas for improvement and refinement. This stage encourages critical thinking and the willingness to make necessary changes to enhance project's quality. REVISION AND ITERATION Students share their projects with others and receiving constructive feedback. They reflect on the feedback and their overall learning experience, considering what they've accomplished and what they've learned. FEEDBACK AND REFLECTION Students present their completed projects to the audiences. This stage develops communication and presentation skills, and it allows students to showcase their knowledge and accomplishments. PRESENTATION AND EXHIBITION Teachers assess the project based on predetermined criteria, which may include content knowledge, problem-solving skills, creativity, collaboration, and presentation. ASSESSMENT AND EVALUATION PROJECTS IN TRADITIONAL CLASSES PROJECT-BASED LEARNING STEM PROJECTS TECHNOLOGY ART PROJECTS PROJECTS Examples BY: INTAN SYAZWANA AQILA, DAYANG NURHANI FARISYA, AFIQAH BATRISYIA

3. Assessor 4. Questioner 5. Reflection Guide 6. Motivator 2. Skill Developer 1. Facilitator Go the extra mile ! Teachers evaluate student work, providing feedback that aids improvement and acknowledges achievements. They encourage students to reflect on their learning journey, fostering metacognition and self-assessment. Project Based Learning (PBL) Benefits of PBL? POINT 1 2 POINT 3 Collaboration Students not only refine their group work skills by actively contributing, attentive listening, and adept conflict resolution, but they also cultivate valuable bonds with teachers, amplifying the significance of the learning journey Critical Thinking Students develop the skill of examining problems through the lens of critical thinking, inquiring and generating potential project-specific solutions. Students enhance their research abilities and delve into a more profound comprehension of applied content, transcending mere memorization or factual understanding. In-Depth Understanding Students acquire the ability to address issues of personal significance, including tangible community challenges, with enhanced proficiency. This encompasses learning through setbacks, leveraging failures as learning opportunities, and potentially embarking on fresh beginnings. Problem Solving POINT 4 POINT Teachers encourage critical thinking by asking quality questions that challenge students' ideas that guide their exploration and researh Teachers inspire enthusiasm and engagement by connecting projects to students' interests and real-world contexts. Teachers assist in developing necessary skills, such as research, communication, and time management. Teachers guide students through the project, assistance when needed, facilitate collaboration among students, promoting teamwork, communication, and shared learning. Teachers' role in PBL BY: INTAN SYAZWANA AQILA, DAYANG NURHANI FARISYA, AFIQAH BATRISYIA ARTICLE: Fostering students’ 21st century skills through Project Oriented Problem Based Learning (PBL) in integrated STEM education YOUTUBE VIDEO: Coventional Learning VS Project Based Learning

01 Controversial in nature 02 Moral reasoning or the evaluation of ethical concerns 03 04 Use of evidence-based reasoning Provide a context for understanding scientific information C H A R A C T E R I S T I C S Connect the Issue to Course Content Goals Issues are multidisciplinary, self-guided, and open-ended so that a particular issue can be implemented in more than one subject area. Facilitate Peer Interactions Instructor becomes a facilitator, presenting and guiding the students through the issue rather than providing all of the information. Provide Guidelines for Discussion Provide guidance so that students argue constructively and use evidence to document their arguments Provide a Framework for Investigating the Issue They can be provided with the following set of questions to prepare them for working in a group, or defending a viewpoint to help guide them through an issue. An active approach to learning, placing science content within a social context in a way that supplies both motivation and the ownership of learning to the student. SOCIOSCIENTIFIC INTRODUCTION TO Climate Change and Renewable Energy: Students could explore the scientific evidence behind climate change, its potential impacts on the environment and society, and the ethical and economic implications of transitioning to renewable energy sources. They might investigate the pros and cons of different renewable energy technologies and propose solutions for mitigating climate change. Genetically Modified Organisms (GMOs): Students can delve into the science behind genetically modified crops, including their benefits in terms of increased crop yield and resistance to pests, as well as concerns related to human health, biodiversity, and corporate control of food production. They would need to weigh the potential benefits against the ethical and environmental C considerations. risis of Antibiotic Resistance: This issue involves understanding the scientific basis of antibiotic resistance, its causes (such as overuse and misuse of antibiotics), and the potential consequences for public health. Students might discuss ethical considerations related to antibiotic stewardship and the development of new antibiotics. Vaccination and Public Health: This SSI involves understanding the scientific basis of vaccinations, their role in preventing diseases, and the challenges associated with vaccine hesitancy. Students might analyze the ethical dilemma of individual rights versus the collective responsibility for public health. Animal Testing and Research Ethics: This SSI involves examining the scientific necessity of animal testing for medical and scientific advancements, while considering ethical concerns about animal welfare, alternatives to animal testing, and the potential benefits and limitations of different approaches. Stem Cell Research and Medical Ethics: This issue involves understanding the science of stem cells and their potential for medical treatments, as well as the ethical considerations surrounding the use of embryonic stem cells, cloning, and the creation of human-animal hybrids.

DISADVANTAGES Learning Goals Introduce the issue of extinction and conservation as a contemporary relevant concern faced by the scientific discipline through the article titled "The Sixth Extinction" - http://www.actionbioscience.org/newfrontiers/el dredge2.html . This issue must be pertinent to the topic covered in that particular session. Then pose a question to the class (e.g., Can we stop the devastation of our planet and save our own species?) and ask the students to think of an answer based upon the article they read. Have the students write down their opinion. Ask the students what else they might need to know to be able to substantiate their opinion. Guide them to understand, they will need scientific facts to understand the issue. Provide them with information or make information available to them to answer their questions about the issue. Ask the class to use what they learned in class to discuss the issue in small groups and come up with a view or resolution of the issue. Present the set of guiding rules for addressing the issue as a hand-out or projected on a screen. Give students ample time in class to resolve the issue. Periodically ask the students about their progress and whether a resolution is near. Guide a discussion with all students, allowing them to reflect on the issue. 1. TEACHERS The perfect setting for the 5 E Learning process As opposed to a focus on memorization of definitions or descriptions of processes, it necessitates pupils to apply higher order thinking It enables us to more thoroughly examine the significance that science plays in our society Encourages dialogue about science among students, which enhances their grasp of the subject ADVANTAGES Inadequate background knowledge. Inadequacy in classroom management. Requirement of preliminary preparation. Causing misconception and misunderstanding. Serious student discussion Inconvenient age group. Shortage of time Not every topic is a socioscientific issue 2. STUDENTS 3. TEACHING & LEARNING SCENARIO - Extinction: Is it inevitable? In Class:

Educators School Administrators Students Embrace STEAM education and collaborate with colleagues to design interdisciplinary projects that emphasize the role of art in solving realworld challenges. Allocate resources for art supplies, technology tools, and professional development to foster successful STEAM integration. Engage actively in artinfused STEAM activities, leveraging creativity to approach problems with innovative solutions. beneS f TE i A t M s EDUCATION Welcome to the world of Art in STEM Education, where creativity and innovation converge to redefine the way we learn and explore the realms of science, technology, engineering, and mathematics. STEP STEP STEP 01 02 03 STEP STEP STEP 01 02 03 Integrating art challenges students to analyze complex problems from different angles and make informed decisions STEP STEP STEP 01 02 03 Challenges Interdisciplinary Learning Critical Thinking Creativity Enhancement STEAM combines Science, Technology, Engineering, Art, and Mathematics, fostering holistic understanding and problem-solving skills. Art promotes creative thinking, encouraging students to explore innovative solutions and express themselves in unique ways. Project-based Learning Makerspaces and Workshops Design interdisciplinary projects that require students to integrate STEAM elements to create solutions and artworks. STEAM Ambassadors Invite artists and professionals to share their experiences, showcasing the relevance of art in STEM careers. Create spaces for hands-on experimentation where students can explore art and technology tools together. Key Features, Approaches, Call-to-Action S T E a M Coloring Science with Creativity 2 Resource Limitations: Lack of funding and materials for artrelated activities. 1 Interdisciplinary Communication: Bridging communication gaps between art and science faculties. Time Constraints: Difficulty in allocating sufficient time for both art and STEM subjects. 3 Assessment Difficulty: Measuring artistic and scientific achievements together can be complex. 4 Creativity & Innovation: Art encourages students to explore multiple solutions and perspectives. When combined with STEM subjects, it leads to more diverse problem-solving approaches that help students to think beyond traditional methods and find innovative solutions. Interdisciplinary Connections Interdisciplinary connections help students see the interconnectedness of different subjects. By incorporating art into STEM, students recognize how seemingly unrelated concepts can interact, providing a more holistic understanding of the world. HANI & MARK Diverse Perspectives Art engages multiple senses, making learning more immersive. When combined with STEM, it enriches the learning experience, catering to various learning styles and enhancing students' engagement and retention. Critical Thinking Art encourages students to analyze, interpret, and make informed judgements, which are essential components of effective critical thinking. When students engage with art, they develop the ability to closely observe details and draw conclusions, skills that are transferable to analyzing complex STEM problems. Engagement & Memory Retention Art captures students' attention and arouses curiosity. Integrating art into STEM subjects creates a more captivating and visually stimulating learning environment, increasing students' motivation to participate actively. Art engages different parts of the brain, enhancing memory consolidation. Incorporating art in STEM education creates more vivid and memorable learning experiences, making it easier for students to recall information.

INTRODUCTION:(10 MINUTES) HOMEWORKEXTENSION: 1 2 3 4 5 6 Begin by discussing what machines are and why they are important. Introduce the concept of simple machines and explain that they are basic tools that help us do work more easily. ARTISTIC INTRODUCTIONTOSIMPLE MACHINES:(20 MIN) Types of Simple Machines: Explain the six types of simple machines: lever, pulley, wheel and axle, inclined plane, wedge, and screw. Show simple illustrations of each type and discuss how they work. Artwork Creation: Provide each student with a large sheet of paper. Instruct them to pick one type of simple machine and create an artistic representation of it. They can use markers, colored pencils, and other materials to make their drawing engaging and informative. CLOSUREANDREFLECTION:(10 MINUTES) Gather students and discuss their experiences at the hands-on stations. Encourage them to share which simple machine they enjoyed working with the most and why. Ask questions like, "How did using simple machines make the task easier?" and "Can you think of any real-world examples of these machines?" Ask students to find and draw examples of simple machines in their daily lives, such as a door handle (lever), a bicycle (wheel and axle), or a ramp (inclined plane). ASSESSMENT: Assessment could be based on participation in handson activities, the quality of artwork, and students' ability to explain how each type of simple machine works. Applications of CLASSROOM Art in STEM Poster board or large sheets of paper Markers, colored pencils, crayons Lesson: Exploring Simple Machines Through Art and Hands-on Activities Grade Level: 4th Grade Objective: To introduce students to the concept of simple machines, their types, and how they make work easier through artistic representation and hands-on exploration. Duration: 60 minutes Cardboard, paper clips, straws rubber bands (for hands-on activities) Glue & scissors Activity 1 Activity 2 HANDS-ONEXPLORATIONOF SIMPLE MACHINES:(20 MIN) Station Setup: Set up stations for each type of simple machine, with materials like cardboard, paper clips, straws, rubber bands, and other craft supplies. At each station, have a brief explanation of the machine's purpose. Rotating Stations: Divide students into small groups and rotate them through the different stations. At each station, they should build a simple example of the designated machine using the provided materials. For example, they could create a lever with a seesaw-like cardboard plank and a fulcrum made of a pencil. This lesson plan combines artistic expression with hands-on exploration, helping students grasp the concept of simple machines in an engaging and memorable way. It also encourages them to connect these mechanical principles to everyday objects and scenarios.

Most students see the curriculum as boring and irrelevant to life outside school.” When concepts are explained in hands-on activities, students are more easily able to establish a link between their observations and theories. STEM EDUCATION WHAT IS STEM EDUCATION? Refers to an educational approach that focuses on the subjects of Science, Technology, Engineering, and Mathematics. GOAL : integrate these disciplines in a holistic way, promoting a deeper understanding of their interconnectedness and real-world applications. Aims: to equip students with critical thinking, problem-solving, and collaboration skills that are essential for success in a rapidly evolving technological and scientific landscape. The classroom must be conducive to learning, cooperation, and creativity. A STEM classroom typically isn’t a traditional classroom with columns and rows of desks arranged in regimented manner. STEM classroom layouts should be flexible. For example, you could combine a conference table arrangement with a wide floor space for doing projects. 1. Flexible layouts In some cases, limiting the available equipment can also be helpful in terms of developing teamwork, even among separate groups. Division of tasks can be encouraged with specialized work stations that depend on other workstations. 2. Team-driven work environments Hands-on gadgets and interactive kits should be included in a STEM-integrated classroom. You should at least have computers or laptops, and tablets, 3D printers, and electronic-mechanical kits are also very helpful. If the school has sufficient funding, you might also want to have AI, IoT, or virtual reality devices. These are great ways for students to reinforce their learning and creativity while learning about technology that will be the future norm. 3. Digital/technological resources IMPLEMENTATION OF STEM EDUCATION IN SCHOOLS Visiting schools is the best form of professional learning, and especially it is especially so for STEM learning, which is likely to be more active and integrated than traditional pedagogy. 4. Visit Schools. 5. Go on Field Trips A longstanding and valuable tradition are STEM field trips to science museums, manufacturing facility, energy production facilities and transportation hubs. BENEFITS OF STEM EDUCATION: It enables the younger generation the opportunity to explore and expand their knowledge on various subjects, such as the autonomous system and the Internet of Things and sharpens better acumen for machine learning. These skills have become vital in today’s age, as employers and industries demand for such talent pipeline to fill the widening skill gaps and introduce technology literacy to the future workforce. CHALLENGES:

Home-based Approach By Justin and Akmal Homeschooling involves parents or guardians taking on the role of educators and providing instruction to their children at home. Homeschooling families typically have the freedom to choose curricula, learning materials, and teaching methods that best suit their child's learning style. Homeschooling Blended learning Online education Personalised learning Blended learning combines both in-person instruction and online learning. In a home-based blended learning model, students may participate in virtual classes or activities at home and attend occasional in-person sessions or meetings at a physical location, such as a learning center or school. Online education involves formal courses and programs that are conducted entirely over the internet. Students interact with instructors and classmates through online platforms, complete assignments, take assessments, and receive feedback, all from their own homes. Educational content and activities are tailored to each student's learning pace, interests, and abilities. This can lead to a more individualized and engaging learning experience. A HOME-BASED APPROACH REFERS TO AN EDUCATIONAL MODEL OR STRATEGY WHERE LEARNING AND INSTRUCTION TAKE PLACE PRIMARILY WITHIN THE HOME ENVIRONMENT RATHER THAN IN A TRADITIONAL SCHOOL SETTING. THE GOAL OF A HOME-BASED APPROACH IN EDUCATION IS TO PROVIDE STUDENTS WITH QUALITY LEARNING EXPERIENCES TAILORED TO THEIR INDIVIDUAL NEEDS, INTERESTS, AND CIRCUMSTANCES.

Limited Social Interaction: Home-based education can lead to reduced opportunities for socialization and interaction with peers. This lack of interaction can impact a child's social skills, teamwork abilities, and overall social development. Isolation: Students who are educated at home might experience feelings of isolation, as they are not exposed to the diverse social environments that traditional schools provide. Lack of Structured Curriculum: Without a structured curriculum provided by a school, there is a risk that students may miss out on a comprehensive and standardized education, leading to gaps in their knowledge and skills. Limited Resources: Homeschooling parents might not have access to the same resources, materials, and equipment that are available in traditional schools. This can affect the quality of education and the range of learning experiences. Lack of Specialized Instruction: Home-based approaches might struggle to provide specialized instruction for students with learning disabilities or other special needs. Specialized educators and resources are often more readily available in traditional school settings. Advantages Disadvantages Flexibility: Students can learn at their own pace and schedule. Reduced Commuting: Eliminating the need to travel to a physical location, saving time and transportation costs. Comfortable Environment: Learning in a familiar and comfortable setting, which can enhance concentration and engagement. Fewer Distractions: Potentially fewer disruptions from classmates or external factors, leading to better focus. Health and Safety: Ensuring a safe and controlled environment, particularly relevant during health crises or challenging weather conditions. Home-based approach

EVERY STUDENT HAS AN INDIVIDUALLEARNING STYLE Weng Wei & Evelyn Thian

Weng Wei & Evelyn Thian

teaching strategies

Introduce the basic concepts of acids and alkalis. Show examples of common acids and alkalis. Conduct a simple pH testing experiment. Lesson Objectives: [email protected] | +123-456-7890 | Borcelle School SELF EXERCISE Provide an exhibition with a set of pH indicator and a few test items (e.g., vinegar, lemon juice, baking soda, soap, water). Guide students to perform the pH testing experiment on their assigned items. Students must record their observations on a worksheet. Discuss the color changes observed when the indicator interacts with acids and alkalis. 1. 2. 3. 4. TEACHING STRATEGY: SCIENCE EXHIBITION WHAT IS SCIENCE EXHIBITION? By Akmal, Justin, Farid, Amirul and Isaac Topic: Introduction to Acids and Alkalis Standard: 3 Duration: 60 minutes GUIDED EXERCISE (15 MINUTES) It is a hands-on and interactive approach to teaching and learning about science. Science exhibitions are events or displays where students, teachers, and sometimes the general public can showcase and explore various scientific concepts, experiments, and projects. This strategy is an instructional approach that utilizes hands-on, inquiry-based, and studentcentered learning experiences to teach scientific concepts. Encourages students to actively engage. Improve creativity and Innovation in designing their projects. Develop communication skills. Promote critical thinking. THE BENEFITS INTRODUCTION (5 MINUTES) Lemon juice (acid) Baking soda mixed with water (alkali) pH paper Clear plastic cups Popsicle sticks Paper towels Safety goggles (for demonstration) Materials Needed: PLANNING Pictures of examples of acids and alkalis. Materials for experiments such as lemon juice, vinegar, and soap solution. Red and blue litmus paper. School textbooks or relevant reference materials. Materials and Sources: Conduct a simple experiment with the students. For example, add lemon juice to vinegar and observe what happens. Explain that the changes observed are a sign of a reaction between an acid (lemon juice) and an alkali (vinegar). Allow the students to try some easy experiments themselves in the classroom. They can experiment using the provided materials like lemon juice and vinegar. Explain the experiment results and discuss what they have learned from each experiment. Steps: 1. 2. 3. a. Summarize the main points of the lesson, emphasizing the differences between acids and alkalis. b. Discuss real-life examples of acids (e.g., lemon juice, vinegar) and alkalis (e.g., baking soda, soap). c. Ask students if they have any questions or observations. Divide the students into several groups. The students create a concept map based on the topic they have learned. The students present their creations in front of the class. 1. 2. 3. CONCLUSION (PENUTUP) SIMULATION (30 MINUTES) Engage the students in a short discussion about items they encounter daily that might be acids or alkalis. Ask for a few examples and create a list on the board. Role: Teacher as facilitator and students as participants SHARING AND DISCUSSION (10 MINUTES) Have a few students share their findings with the class. Discuss the results, emphasizing the differences in color changes when the pH indicator reacts with acids and alkalis. Clarify any questions or misconceptions. EVALUATION

create a captivating and engaging atmosphere that sets the stage for the lesson. Start with thought-provoking questions related to animal eating habits, such as "Why do some animals have sharp teeth while others have flat ones?" or "What drives animals to choose their diets?" Encourage students to think about these questions. Engaging Videos: Show captivating videos of animals in their natural habitats, displaying their eating habits. These videos can include predator hunting, herbivores grazing, and omnivores foraging. Videos of unusual animal behaviors can spark curiosity and questions. Introduce the Concept of Role-Play Can anyone tell me what herbivores eat?" "Give me an example of a carnivorous animal." "What does it mean if an animal is an omnivore? Recap and Review: Conclusion: Summarize the key points ACTIVITY: ANIMAL DINING CHOICES OBJECTIVE: "Help participants gain a clear understanding of the eating habits of different types of animals, including herbivores, carnivores, and omnivores” TEACHING STRATEGY: ROLE PLAY INTRODUCTION CLOSING (5-10 MINUTES) By Akmal, Justin, Farid, Amirul and Isaac WHAT IS ROLE PLAY? Enhancing active engagement and participation. Improving communication and interpersonal skills Developing critical thinking and problem-solving skills. Role-play teaching strategies involve the use of simulated scenarios or situations in the classroom to facilitate learning. It is a pedagogical approach where students take on specific roles or characters and actively engage in scenarios that mimic real-life situations. the advantages of using role-play in teaching: SIMULATION (15 MINUTES) ACTIVITY: “FINDING FOOD ACCORDING TO EATING HABITS” OBJECTIVE: "Understanding the differences between herbivorous, carnivorous, and omnivorous animals and applying this knowledge in a role-play situation." GUIDED EXERCISES/ LATIHAN TERBIMBING (10 MINUTES) NON-GUIDED EXERCISE (15 MINUTES) Create a Visual Display: Ask each student or pair to create a small poster or visual display showing the animals they've sorted and labeled as herbivores, carnivores, or omnivores.

TIME MANAGEMENT Create a timetable, break tasks into manageable steps, and minimise distractions. TEACHING STRATEGY: ROLE PLAY SELF-CARE Engage in activities that recharge you, practise healthy habits, and take regular breaks. GOALS & BOUNDARIES Avoid taking on too much, learn to say no, and establish a healthy studylife balance. SUPPORT & CONNECTION Reach out to friends, mentors, and use campus resources for guidance and community. STUDY HABITS Use personalised study techniques, practise active learning, and seek assistance when needed. By Akmal, Justin, Farid, Amirul and Isaac

1 2 3 4 Problem solving is the act of defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution. I N T R O D U C T I O N I N T R O D U C T I O N B E N E F I T S B E N E F I T S S T E P S T O I M P L E M E N T P R O B L E M S O L V I N G TEACHING STRATEGIES PROBLEM SOLVING IDENTIFY PROBLEM ANALYSE PROBLEM GENERATE SOLUTION EVALUATE SOLUTION SELECTING SOLUTION Identifying the problem that needs to be solved. Teachers can present students with a real-world problem or challenge that requires critical thinking and collaboration After analyzing the problem, students should generate possible solutions. This step requires critical thinking and collaboration 1 ENCOURAGES ACTIVE LEARNING: The problem-solving method encourages students to actively participate in their own learning by engaging them in real-world problems that require critical thinking and collaboration Once the problem is identified, students should analyze it to determine its scope and underlying causes. The next step is to evaluate each solution based on its effectiveness and practicality The final step is to select the best solution and implement it. 2 PROMOTES COLLABORATION: Problem-solving requires students to work together to find solutions. This promotes teamwork, communication, and cooperation. BUILDS CRITICAL THINKING SKILLS: The problem-solving method helps students develop critical thinking skills by providing them with opportunities to analyze and evaluate problems INCREASES MOTIVATION: When students are engaged in solving real-world problems, they are more motivated to learn and apply their knowledge. Problems are an inescapable part of life, both in and out of work. So we can all benefit from having strong problem-solving skills. 5 ENHANCES CREATIVITY: The problem-solving method encourages students to be creative in finding solutions to problems. Mark, Alex, Elzirrea, Ernna, Evelyn

THE ACTIVITY DESIGNING INFOGRAPHIC ABOUT FOOD CHAIN Teaching strategies Guided Practice, also known as the 'we do' component of an explicitly taught lesson, involves the teacher working through problems with students at the same time, step-by-step, while checking that they execute each step correctly. (Hollingsworth & Ybarra, 2017) Storytelling and problem solving mark, alex, elzirrea, ernna, evelyn The teacher will then summarize everything that have been taught. Here, the teacher will be asking what the students have learned. This is to make sure all the students understand the topic food chain or they learn at least something link for needed graphic: https://www.canva.com/design/DAFtoKNq8xE/aK9-Zk1pW83jMDC-bS49ig/edit? utm_content=DAFtoKNq8xE&utm_campaign=designshare&utm_medium=link2 &utm_source=sharebutton OR SCAN ME: State the meaning of food chain. Identify the producer, consumer and decomposer. Build a food web. Able to explain the importance of food relationship among the living things in term of energy transfer (Food Web). Objectives of the guided exercises: “A food web is the energy flow within a community and is made up of more than one food chain”. The purpose of this phase is to give the student the opportunity to apply the knowledge gained through learning and determine their level of mastery Creative Thinking Critical Thinking By asking them questions (development) Guided exercise Content & Creativity of their infographic Can be assesed:

GRAB ATTENTION Start with a captivating statement or question. Use visuals or interactive activities. HOWTO DO STORYTELLING INTRODUCE STORY Briefly introduce the setting and characters. Provide necessary background. INTERRACTIVE MATERIALS Include props, questions, or role-play. Enhance engagement and comprehension. STORYTELLING Use expressive storytelling techniques. Encourage imagination. Pause for suspense and questions. CONCLUSION Summarize key points. Invite student reactions and questions. Relate the story to real life. Suggest follow-up activities. mark, alex, elzirrea, ernna, evelyn

TEACHING PLANNING CONCLUSION Problem-solving activities reinforce food chain knowledge by encouraging critical thinking. Students apply concepts learned from the teacher's input to solve real-world scenarios, deepening their understanding. These activities promote active engagement, memory retention, and the ability to apply knowledge in practical situations. By facing challenges related to food chains, students develop problem-solving skills, improving their grasp of the topic and enhancing their readiness to tackle complex ecological concepts. Storytelling Problem solving Storytelling captivates students' attention by creating a vivid, relatable narrative that sparks curiosity. Before a class on food chains, storytelling provides context and relevance, making abstract concepts tangible. It emotionally engages students, fostering a memorable learning experience. By appealing to students' imagination, storytelling helps them visualize complex topics like food chains, making the subject matter relatable and exciting even before the lesson begins. Thank You! mark, alex, elzirrea, ernna, evelyn

04 MOVEMENT Need a song to help you learn all the planet in the solar system Create a children-friendly song about the name of the planets that has a cheerful melody and relatable lyrics Music Integration 01 ART INTEGRATION Art integration is an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process that connects an art form and another subject area and meet evolving objectives in both. 3 CATEGORIES OF ARTS INTEGRATION 1. Arts as curriculum presence of arts teachers in the school teaching art 2. Arts-enhanced curriculum using the arts as a device, strategy, or “hook” to engage students or teach something 3. Arts-integrated curriculum Students meet dual objectives in both the art and the content area Humans learn better through movement. Move around to refocus their attention so they can learn new material. Physical movement stimulates long-term memory and recall because it has been associated in the human brain with survival Annie Jenny Kathleen Weng Wei use of external resources intergration of music, art and movement Year 3 unit 9 the solar system SIMULATION The class will be given an article that describes the planet's characteristics. Students will pick out descriptions and characteristics of the planets in the solar system. Students will create their own planets by coloring them (draw the planet's features onto a coloring worksheet). Art project 1. 2. 3. Active engagement with music can impact the way that the brain processes information, enhancing the perception of language and speech, and subsequently improving our ability to communicate with others and learn to read. (Hallam, 2010; Bokiev, Bokiev, Aralas, Ismail, & Othman, 2018) 1. Theme song Set up an obstacle course that represents the different stages of the solar system formation. Students can then navigate through the coursecompleting challenges and answering questions related to each stage. Solar System Formation Obstacle Course ( a fantastic way to help students understand science) https://www.youtube.com/watch?v=F2prtmPEjOc Example of theme song found on YouTube Create models of the planets using balloons. Use a large punch balloon to represent the sun and balloons of eight different colors to represent the planets. Using a large, open area such as the gym or an outdoor location, mark the orbits of each of the planets with string or chalk. One child will hold the yellow punch balloon and stand in the center representing the sun. Eight other children will be assigned different plants and stand on the line representing their planet’s orbit. Each child will walk his or her orbit line around the sun as a teacher explains the concepts of orbit and revolution. The children representing the planets will be instructed to turn in circles as they walk their orbit lines to represent the rotation of their planets. 2. WRITE AND PERFORM THEIR OWN SONGS Students can write a song about the planets, stars or the galaxy. The facts are retained easier and help student’s remember what was taught when singing about concepts that are learned They are not only learning about astronomy but their voices are using sound waves too. Warn them to be careful not to get too dizzy! Example of coloring book AC TIVITIES

2 3 4 Use of External resources Use of External resources NASA Websites and Apps Definition Educational Videos Educational Games Application of external resources Museums and Science Centers External resources in education refer to any materials, tools, or sources of information that come from outside the traditional educational institution or classroom setting. These resources can enhance the learning experience, provide additional information, and offer different perspectives. NASA provides a wealth of resources for educators, including interactive websites and mobile apps that allow students to explore the solar system, view images from space missions, and learn about ongoing research. Examples include the NASA's Eyes on the Solar System and the Solar System Exploration website. （Sky World/Stellarium Mobile Sky App) Visual Engagement Access to Real Footage Expert Explanations Interactive Graphics Student-Centered Learning Educational videos on platforms like YouTube can be excellenttools for teaching aboutthe solar system. It provides Hands on learning Real-time observations Expert guidance Field trips to places like the National Planetarium can be highly effective tools in teaching about the solar system . it provides Active Learning Problem solving Collaboration Educational games can be effective tools for teaching about the solar system. It provides Annie Jenny Kathleen Weng Wei 1

It can be challenging to provide individualized support for students with different learning needs. It requires a significant amount of time and resources, such as materials and equipment. It can be difficult to integrate into a traditional classroom setting that is focused on lectures and textbook-based instruction. SIMPLE PROJECT DEFINITION OF PBL WAYS In project-based learning, students are usually given a general question to answer, a concrete problem to solve, or an indepth issue to explore. Teachers may encourage students to choose specific topics that interest or inspire them, such as projects related to their personal interests or career aspirations. Teacher can introduce the concept of density by doing activities such as experiments, and small projects. First, teacher prepare 2 cups of water, and put the eggs into both of cups, next add 2 cups of salt into a cup filled with water and the egg will float. This experiment will let student to know how to make water more dense and reach the objectives. OBJECTIVES BENEFITS DISADVANTAGES To guide student to understand the concept of Density. To help student strengthen their concept by doing activities. 1. 2. For Students: Problem Solving, Creativity, InDepth Understanding, Self-Confidence, Project Management For teachers: Able to rethink how time is used and structured, Learning can be more transparent and responsive for students, & PBL strengthens classroom culture and function It requires a significant amount of planning and preparation by the teacher. It can be difficult to manage and assess student progress. YEAR 3 TOPIC 7: DENSITY