DISCUSSION Discussion-based teaching is an instructional approach that prioritizes learner acquisition of knowledge, skills, and attitudes through discourse rather than passive approaches that focus on lecture, reading, or viewing. Discussion methods are a variety of forums for open- ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving, understanding, or literary appreciation. Class discussion Panel discussion Symposium Colloquium Types ofdiscussion: It develops in students the ability to discuss. 1 It increases self-confidence of students. 2 3 4 It brings out all the different points of view of students to solve a problem. 5 It inspires individuals to act to improve their own situations For example, as a result of discussion of the effects of immunisation against disease, including presentation of facts and the relating of experiences, individuals may be led to immunise themselves and members of their families. Values of Discussion 6 It brings out past experiences and known facts which have bearing on the question being discussed. It may lead groups to work out plans of action For example, a discussion of the benefits to be gained through income generating activities for women may lead women to take up such activities.
Divide students into small groups, with each group containing 3-4 students.(Home Group) Assign each students in a group a specific aspect of gravity to explore in a simple and engaging manner. For example: Student 1: What is Gravity? (Exploring the concept of gravity in simple terms) Student 2: How Does Gravity Keep Us on Earth? (Focusing on how gravity holds us down) EXAMPLE O F DISCUSSION S T E P 1 : G R O U P F O R M A T I O N S T E P 2 : E X P E R T G R O U P S Reorganize the class into expert groups, which means Group 1 consist of students thatfocusing on question 1 and so on. Students will discuss and explore more on the specific question in detail. Teacher provide age-appropriate books, videos, or online resources to help students understand their assigned sub-topics. S T E P 3 : H O M E G R O U P Students will go back to Home Group from Expert Group to explain in detailregarding the question to the members. In these Home Groups, students have to take turns explaining their sub-topic in easy-to-understand language. They should use props or simple demonstrations, if possible,to illustrate their points. S T E P 4 : G R O U P D I S C U S S I O N After each student has shared their expertise within the home groups, initiate a whole-class discussion. Encourage the students to connect the different aspects of gravity they've learned and ask questions. S T E P 5 : S U M M A R I Z A T I O N & E X P L O R A T I O N Conclude the discussion by having each student share one thing they found interesting or surprising about gravity. JIGSAW Jigsaw is a cooperative learning strategy that enables each student to become an expert on a certain topic, through communication and discussion with others reading the same text, researching the same topic or unit, and then share their findings to their original “home” group. YEAR 4
d e BASED ON DATA 2 f i n i t i o DSKP KSSR SCIENCE (Revised 2017) " Games are one of the primary examples of simulations under the STEM approach. Games are activities conducted to mimic real-life situations and have rules that must be followed. Students play to learn specific principles or to understand the decision-making process." TOPIC: GRAVITY DATA 3 TOPIC 9: EARTH CONTENT STANDARD LEARNING STANDARD PERFORMANCE STANDARD REMARKS PERFORMANCE LEVEL DESCRIPTOR Gravity of Earth 9.1.1 Describe the gravitational pull of the Earth based on observation by carrying out activities. 1 State that the Earth rotates on its axis and at the same time revolves around the Sun in its orbit. Gravitational pull of Earth is a force that pulls objects towards the Earth. The effects of gravitational pull of Earth: (i) objects fall freely. (i) objects remain in their position. Objects on Earth remain in their position and this can be demonstrated using a globe. 9.1.2 Make generalisation that all objects on Earth remain in their positions, by carrying out activities. 2 Explain the gravitational pull of Earth. 9.1.3 Explain the observations on gravity of Earth through written or verbal forms, sketches or ICT in a creative way. 3 Describe the effects of rotation of the Earth. Random objects:piece of paper marbles eraser paper clip Container Creative Thinking Critical Thinking Character Education BENEFITS BASED ON 6C COMPETENCIES 6C COMPETENCIES Communication Citizenship Collaboration The 6C global competencies, also known as 21st-century skills, are skills and attributes considered essential for success in the modern world. Here's how using interactive games in the classroom can be related to these global competencies: Interactive games often require students to analyze situations, solve problems, and make decisions. Games can present complex scenarios that require students to think critically and strategize to achieve goals, which enhances their critical thinking skills. Many interactive games involve communication and teamwork. Students must convey their ideas, collaborate with peers, and sometimes negotiate to achieve objectives. These experiences can help improve their communication skills, both in verbal and written forms. Interactive games are inherently collaborative, as students often work together in teams to complete tasks or achieve goals. This promotes collaboration skills such as cooperation, delegation, and compromise. Some games encourage creative thinking by requiring students to come up with innovative solutions to in-game challenges. Additionally, game-based learning environments can stimulate creativity by allowing students to explore and experiment in a safe, imaginative space. Games can teach important character education values such as perseverance, resilience, and empathy. Students may face setbacks or challenges in games and must learn to overcome them, which can help build character and develop a growth mindset. Games can simulate real-world scenarios, including ethical dilemmas and civic responsibilities. By engaging with these scenarios in a game context, students can better understand the concepts of citizenship and social responsibility. INTEGRATION materialsdroppercatcher The teacher will ask the student to find a partner. Every partner will be given a container containing random objects. One will be the dropper and the other will be the catcher. The dropper will drop the objects inside the container. The catcher needs to catch every object that is being dropped. The teacher will set the timer (1 minute). The number of successfully caught objects will be counted Award points to teams based on successful catches. Consider additional points for teams that can explain how gravity works. The student needs to give their feedback on why some of the objects are difficult to catch compared to other objects. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. the chosen n: Year 4 Syllabus (page 29) Subunit of Topic 9 Assessment Learning Objectives (page 66)
1 2 3 BENEFITS TYPE IN TR O High Tech Medium Tech Low Tech 01 High Technology Online Quiz Platform 02 Medium Technology 03 Low Technology M E T H O D E X A M P L E S T E P S Google Form, Quizizz, Kahoot, WordWall, Quizlet • Create the quiz questions and answer choices on the chosen platform. • Share the quiz link or access code with students. • Students join the quiz using their computers or smartphones. • They answer the questions in real-time. • After completion, the platform can automatically grade and provide instant feedback. Interactive Presentation Software M E T H O D E X A M P L E S T E P S Using Microsoft PowerPoint or Google Slides to create interactive quizzes. • Create a quiz within a presentation slide deck. • Share the slide deck with students via a projector or screen sharing in virtual classes. • Students answer the questions on their devices or on paper. • Review the answers as a group after all questions have been presented. • Manually grade the answers or discuss correct answers together. Traditional Pen-and-Paper Quiz M E T H O D E X A M P L E S T E P S Distributing printed quiz sheets to students. • Prepare printed quiz question sheets and answer sheets. • Distribute the question sheets to students. • Have students write their answers on the answer sheets using pen or pencil. • Collect and manually grade the answer sheets. • Provide feedback and scores to students. METHOD QUESTION DESIGN 4 Refer to the learning objectives and performance standards outlined in DSKP to construct the questions Consider Bloom's Taxonomy to ensure that the questions span different cognitive levels, including knowledge recall, comprehension, application, analysis, synthesis, and evaluation (Refer to DSKP KSSR standards) If using multiple-choice questions, design plausible distractors (incorrect answer choices) that reflect common misconceptions Develop clear rubrics or scoring guides that outline the criteria for assessing each question. This ensures consistency in grading and helps students understand how their answers will be evaluated. INTAN SYAZWANA, AFIQAH BATRISYIA A versatile and effective teaching strategy that can transform the learning experience. They go beyond mere assessments and serve as dynamic tools to engage students, reinforce knowledge, and monitor progress. A classic method for testing student knowledge and verifying the achievement of learning outcomes FORMATIVE Designed for learning and improvement rather than grading Used to check understanding during a lesson and adjust teaching as needed SUMMATIVE Evaluative assessments typically used for grading and determining overall achievement Given at the end of a unit, course, or academic period. PRE-CLASS AND REVIEW Administered before a lesson or unit to gauge students' prior knowledge and tailor instruction accordingly Offered before exams to help students consolidate their learning and identify areas requiring additional review SELFASSESSMENT Encourage students to assess their own understanding and progress in a subject Quizzes provide educators with a quick snapshot of students' comprehension of the material, helping identify areas that may require further attention ASSESSMENT OF UNDERSTANDING Engaging in quizzes encourages active participation and interaction with course content, leading to improved retention and understanding ACTIVE LEARNING Quizzes offer instant feedback, enabling students to correct misconceptions and learn from their mistakes in real time IMMEDIATE FEEDBACK The challenge of quizzes can motivate students to study and perform better, fostering a sense of accomplishmen MOTIVATION
EXAMPLE EXPERIMENT T e a c h i n g S t r a t e g Y HOW TO APPLY EXPERIMENTIAL LEARNING IN THE CLASSROOM ADVANTAGES DISADVANTAGES Hands-on laboratory experiment Internships Practicums Field exercise Study board Studio performances This approach is also known as experiential learning or handson learning, and it is based on the idea that people learn best when they are actively engaged in the learning process. Students engage in activities that allow them to directly apply what they are learning, such as building a model, conducting an experiment, or creating a product. Engage in careful learning Accommodate different student Provide time for reaction Stimulates creative problem solving Time for reflection Learning by mistakes Improves attitudes toward learning Require patience and guidance by the teacher/ leader Often you may have more than one right answer learning outcomes are not Time consuming
Steps of Demonstration C H A R A C T E R I S T I C Carried out in a simple and easy way Full attention to all students in the class Goals and objectives of demonstration are very clear Dedicate time to rehearse before the demonstration TEACH ING STRATEGI ES DEMONSTRATION Why should teachers What is it? An instructional methods where educators show students how to perform a task or concept through clear examples, models, or practical examples. These strategies help students learn by observing and experiencing a concept in action, making complex ideas more understandable. #1 #3 KHAIRUNNISA Develops an interest in the learners and fosters active engagement Planning & preparation Planning & preparation Introduction of the lesson Introduction of the lesson Demonstration method Demonstration method Evaluation Teaching Aids Teaching Aids Prepare student mentally for the demonstration with fascinating stories, or a common event that everyone can relate to. The demonstration should be neat and clean. Teacher can use various teaching aids like models, blackboard, graphs, For improvement in the future. Presentation of the subject Presentation of the subject Well-structured lesson planning. Involving various senses to make learning permanent. Complex topic can be easily explained with this method. Involves active participation from the students. WATCH A DEMO HERE! WATCH A DEMO HERE! #2 use demonstration ?
Critical thinking Promotes inquiry Active learning Deep learning Real-world relevance Misconception Time-consuming Lack of control Student anxiety Advantages Disadvantages EXAMPLE EVENT How to Apply? Introduce the event Engage students’ curiosity Demonstrate the event Observe students’ reactions Encourage questions Hypothesize and predict Investigate further Facilitate discussions Summarize learning Relate to learning objectives Reflect and assess Extend learning Relevance to real life 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. What would you expect to happen if you pressed your hand quickly into a container of oobleck? How would you describe the substance's behavior? DISCREPANT EVENT TEACHING STRATEGIES An unexpected and paradoxical outcome that differs from what an observer would normally expect. It is a teaching approach in education that involves interest and critical thinking. **This surprising behavior naturally piques their curiosity as they seek to understand why it acts the way it does. -Wan Nur Saadah (SN2)-
AIM OF SCIENCE EXHIBITION Examples Hands-On Workshops Interactive Demonstrations Interactive Apps and Simulations Explanatory Posters Advantages of Science Exhibition Students have the freedom to choose topics, design displays and present information in innovative ways. ENCOURAGES CREATIVITY Science exhibitions often focus on practical, real-world applications of scientific principles. This can help students see the relevance of what they are learning in the classroom to everyday life. REAL-WORLD APPLICATION Science exhibitions often require students to design experiments, analyze data and draw conclusions based on their observations. PROMOTES CRITICAL THINKING Students can interact with exhibits, conduct experiments and explore scientific concepts in a practical way. HANDS-ON LEARNING 4 3 2 1 A science exhibition is an organized event or display that showcases various scientific concepts, experiments, inventions, discoveries, and innovations to a wider audience. DEFINITION Meet with the Principal Set dates & Confirm building use Build Dream Team Plan essential activities & Budget Lay down the rules 3 Months Before Recruit & Prep Effective Judges Recruit Volunteers Check Final Checklist Month of the Big Day How to run Science Exhibition Create effective signups Communication is key Plan supporting activities (fundraising) Create a support structure for students (eg. video) Lay down the rules 2 Months Before Introduction Objectives Themes for Science Exhibition Judges in exhibition Displays the exhibits & models in the exhibition Expenditure suggestions Report Writing Follow up of the Science Exhibition Things Needed in Organizing Science Exhibition Exhibition Rachel, Azrie, Yi Shing 1. EDUCATION 2. INSPIRATION 4. PROBLEM SOLVING To educate the participants and visitors about various scientific concepts, principles, and discoveries. To inspire young minds, particularly students, to develop an interest in science and consider pursuing careers in STEM (Science, Technology, Engineering, and Mathematics) fields. 3. AWARENESS To raise awareness about the importance of science in everyday life. Some science exhibitions focus on addressing real-world problems and challenges through scientific solutions and innovations. CHALLENGES TO CONDUCT SCIENCE EXHIBITION EVALUATION AND ASSESSMENT VISITOR ENGAGEMENT Keeping visitors engaged and interested throughout the exhibition can be a challenge. Providing interactive displays, hands-on activities, and knowledgeable guides can help maintain visitor interest. 01 02 Measuring the impact and success of the exhibition can be difficult. Determining how much attendees have learned or been inspired by the event may require post-event surveys or assessments.
ADVANTAGES Problem-solving teaching strategies encourage students to think critically, analyze information, and make informed decisions. Problem-solving activities are often engaging and interactive, making learning more enjoyable for students. ENGAGEMENT PROMOTES CRITICAL THINKING WHAT IS IT? involves guiding students through the process of solving complex problems, critical thinking, and developing practical solutions. HOW? Select a relevant problem--> engage students in discussion--> Analyse and Understand--> Brainstorm Solutions--> Evaluate Solutions-- >Select the Best Solution--> Implement and Test--> Reflect THE ROLES OF TEACHER IN PROBLEM SOLVING PROBLEMSOLVINGTEACHING STRATEGY REAL-WORLD RELEVANCE Students learn to apply their knowledge and skills to real-life situations, preparing them for future challenges. COLLABORATION: Group problem-solving encourages teamwork and cooperation, helping students develop interpersonal skills. The teacher introduces the problem and provides basic information on plant growth. They facilitate class discussions on factors that might affect plant growth. They encourage students to brainstorm different experiments, considering variables, controls, and hypotheses. The teacher guides students in evaluating the feasibility and ethical considerations of their experiments. Students conduct their experiments, collect data, and analyze the results. After the experiment, the teacher facilitates a discussion where students reflect on their findings and the problemsolving process.
simulation and use of external sources EXTERNAL SOURCE In the context of education or research, refers to any information, data, or material that is obtained from outside or external to the primary educational or research institution or system (provide supplementary information, references, data, or content that complements and supports the learning By using computer simulations to enhance teaching and learning processes Computer simulations are the programs that allow learners to systematically explore hypothetical situations, interact with that situation, and explore the changes occurring to the situation as a result of their interaction The idea of computer simulations has also been connected to a web-based or remote laboratory, which provides participants a way to conduct real-world experiments at a distance Computer simulations have a great application in a variety of fields, including education, aviation, and health sciences HOW SIMULATION ARE CONNECTED WITH EXTERNAL SOURCES IN EDUCATION? Simulation in teaching strategies refers to the use of simulated or virtual scenarios to enhance students' learning experiences and understanding of various subjects, including science, mathematics, engineering, and more. In the context of education, simulation typically involves the creation of computer-based or hands-on models that mimic real-world situations or processes. These simulations are designed to engage students in interactive and scenario-based activities, allowing them to apply their knowledge and practical skills in a controlled and immersive environment. What is Simulation? How simulation being implement in Science Education EXTERNAL SOURCES Published material (book/ article) Online Resources (journal/ website) Educational Institutions (OERs/course material) Government Agencies (NASA/ EPA) External sources, such as textbooks, online resources, and research articles, can be linked within simulations to provide additional context, explanations, and references more deeper Scientific journals, research papers, and government agencies provide valuable data and research findings, allowing student to engage with real-world problems and solutions Simulations can be integrated with these sources to provide up-to-date and relevant content, ensuring that learners have access to the latest scientific discoveries and research. Science often involves multiple disciplines, and simulations can bring together various external sources of information to create comprehensive learning experiences. Students can explore connections between biology, chemistry, physics, and other scientific fields, utilizing external sources to bridge knowledge gaps.
Advantages of simulation Advantages of simulation Disadvantages Example of Simulation Example of Simulation Simulations allow for more lab experiences Simulations make it easy for every student to participate Simulations are interactive, so students retain what they’ve learned Simulations are readily available Simulations are safe and costeffective There is always room for error. No matter how accurate the learning simulation is, there is always some scope for error and doubt when it comes to the re-creation of real life scenarios. The biggest drawback of using simulation is maintenance and updates can be costly. Every technology gets outdated real quick. The cost involved in updating the technology is never cheap and in order to keep them as relevant as possible, simulators require regular updates and maintenance based on the changing trends of what is being taught. The more we lean on technology, the higher the need is to train people to keep up and handle the technology. This training requires time and money and can be a deterrent to using any type of simulator. https://phet.colorado.edu/en/ simulations/browse Group members: Putri, Akma, Prabhu and Marina
Stories provide context to the subject matter, making it easier for students to relate and understand complex concepts. For example, history can be taught through the personal stories of historical figures. Stories evoke emotions, helping students to remember the content better. Emotional engagement can lead to improved retention and recall of information. Storytelling and games are powerful teaching strategies that can engage students, enhance their learning experience, and promote a deeper understanding of the subject matter. Let's explore how each of these strategies can be used effectively in education: Storytelling & Games ContextualLearning EmotionalConnection Cultural Relevance CriticalThinking Language Development Stories from various cultures can be used to promote diversity and inclusion in the classroom. They help students appreciate different perspectives and worldviews. Analyzing stories requires critical thinking skills. Students can analyze characters, plot development, and themes, fostering their analytical and interpretive abilities. Storytelling promotes language skills, including vocabulary, comprehension, and communication. It encourages students to use language creatively and effectively. Creativity and Imagination How toUseStorytellingin Your Classroom Encouraging students to create their own stories or reinterpret existing ones fosters creativity and imagination. This can be applied across subjects, from writing stories in language arts to creating science fiction scenarios. Storytelling as a Teaching Strategy: Stories provide context to the subject matter, making it easier for students to relate and understand complex concepts. For example, history can be taught through the personal stories of historical figures. To Introduce a New Topic To Attract Unmotivated Learners To Enhance any Subject
GAMES AS A TEACHING STRATEGY Engagement: Games are inherently engaging, and this engagement can be harnessed for educational purposes. Gamified lessons can capture and hold students' attention better than traditional methods. Competition and Collaboration: Competitive games can motivate students to excel, while cooperative games teach teamwork and social skills. Both aspects are valuable in education. Adaptability: Games can be customized to suit different learning styles and levels. They can be easily adjusted to challenge advanced students or provide additional support to struggling ones. Real-World Application: Many games simulate real-world scenarios. For instance, business simulations can teach entrepreneurship, and historical strategy games can offer insights into historical events. Feedback and Assessment: Games provide immediate feedback, allowing students to learn from their mistakes and adjust their strategies. Teachers can also use game data for formative assessment. Motivation: Games often come with rewards and achievements, which can motivate students to persist in their learning and achieve mastery in a subject. Active Learning: Games encourage active participation and problem-solving. They require students to apply their knowledge and skills in practical situations, promoting deeper understanding. Thian Wen Hui Sii Seng Siang Lu Hui Sze
IMPORTANCE OF EDUCATIONAL GAMES IN THE CLASSROOM can bring high levels of engagement to students during the learning process. Increases student’s motivation, leading to better participation and the ability to form connections and positive memories of learning. Student outcomes and achievement increase when students are engaged and motivated to learn. Provide students with the opportunity to practice social and emotional learning skills such as problem-solving, collaboration, behavior management, responsibility, social skills, and more to excel in the real world. Gamified quiz helps increase memory and allows students to become responsible for their own learning while developing social skills along the way. USE GAMIFIED LEARNING CONSISTENTLY TO INCREASE STUDENTS’ SKILLS CREATE ENGAGING LEARNING EXPERIENCES Thian Wen Hui Sii Seng Siang Lu Hui Sze
Role-play in teaching is an instructional strategy or activity where students or participants take on specific roles or characters in a simulated scenario or situation. ROLE PLAY STEPS OF ROLE PLAY MODEL OFTEACHING Role play action Discussion & Reflection "Animal Planet Conservation Conference" The primary purpose of role-play in teaching is to create a more engaging and interactive learning experience, allowing individuals to actively apply their knowledge and skills in a context that mirrors real-life situations. Selection of the problem Roles could include: Producer (e.g., plant) Herbivore (e.g., rabbit) Carnivore (e.g., fox) Decomposer (e.g., earthworm) 2. Have students form a line or arrange themselves in a circle representing the food chain 3. Each student acts out their role by mimicking the actions of their organism 4. After the role-play, facilitate a discussion. Ask students about their experiences and observations during the activity. Encourage them to reflect on the roles of each organism and how energy is transferred in the food chain. 1.Distribute index cards with assigned roles to each student. "AnimalFood Chain Drama" 05 04 03 02 01 Constructing of role play situation Casting the players Briefing 06 EXAMPLES 1. Distribute index cards with assigned roles to each student (e.g., conservationist, government official, biologist, local community member, reporter, etc.). 2. Give students time to research their assigned roles. 3. Have students prepare a short presentation (2-3 minutes) from the perspective of their assigned role. 4. Conduct the "Conservation Conference." Each student presents their role's perspective on animal conservation. 5.After the conference, facilitate a discussion with the students. Active Learning: It allows them to step into different roles, making learning more experiential and memorable. Application of Knowledge: Students apply theoretical concepts to real-world situations, helping them understand the practical implications of what they're learning. Creativity and Imagination: Students have to think on their feet and come up with solutions within the context of the scenario. 1. 2. 3. Time-Consuming: A challenge in a packed curriculum with limited instructional time. Preparation: Designing and organizing role-play scenarios requires careful planning and preparation on the part of the teacher, including selecting appropriate roles and scenarios. Anxiety or Shyness: Some students may feel anxious or uncomfortable when asked to perform in front of their peers. 1. 2. 3. RAJA, ZAYANA, NIEA
Hands-On Experience: Students gain practical experience by applying what they've learned to real-world situations or tasks. Critical Thinking: Projects often involve problem-solving and critical thinking, helping students develop these essential skills. Real-World Application: Projects often simulate real-world scenarios, helping students understand how academic knowledge relates to practical situation 1. 2. 3. Resource Constraints: Some projects may require resources, materials, or equipment that are not readily available, causing logistical challenges. Difficulty in Grading: Grading projects can be timeconsuming and may not always provide clear-cut answers for evaluation. Student Stress: Some students may experience stress or anxiety when working on projects, especially if they are unsure about the requirements or their abilities. 1. 2. 3. SIMPLE PROJECT Facilitate a reflection and discussion session after the project presentations. Ask students to share their experiences, challenges, and insights. Engage students in a dialogue about the project's connection to the curriculum, how it met the learning objectives, and how it can be applied in real-life situations. Reflection and Discussion Introduction : Discuss the five main food groups (fruits, vegetables, grains, proteins, dairy) and the importance of each in a healthy diet. Explain the project's objectives and provide an overview of the task. Collage Preparation : Provide magazines, colored paper, scissors, and glue to the students. Instruct students to cut out pictures of foods from magazines that belong to the five food groups. Collage Creation : Have students create their collages by gluing the food pictures onto a large piece of paper, and categorizing them by food group. Presentation : Each student presents their collage to the class, explaining the foods they chose for each food group. Discussion and Reflection : Lead a discussion on the importance of including a variety of foods from each food group in a balanced meal. Assessment (Teacher Evaluation): Evaluate students based on their collage presentations, creativity, and understanding of the food groups. Project Description: Students will create a collage that represents the five main food groups in a balanced meal. This project helps young learners visually understand the importance of incorporating various foods into their diets. Steps: 1. 2. 3. 4. 5. 6. STEPS TO IMPLEMENT A SIMPLE PROJECT AS A TEACHING MODEL This strategy is an approach used by educators to engage students in active learning and practical application of knowledge or skills through the completion of straightforward, hands-on projects. These projects are often used to reinforce key concepts, foster critical thinking, and promote active learning. EXAMPLE : 05 04 03 02 01 Explain the project's purpose, objectives, and how it connects to the curriculum or learning goals. Provide context and set clear expectations for what students will be doing and what they are expected to learn. Begin by introducing the project to your students. Guide students in planning the project by breaking it down into manageable tasks. Discuss the project timeline and allocate responsibilities if it's a group project. Clarify any questions students may have about the project requirements and expectations. Project Planning and Task Assignment Allow students to actively engage in the project tasks. Monitor their progress, provide guidance as needed, and ensure they stay on track. Encourage collaboration, critical thinking, and problemsolving as students work on their projects. Project Execution Provide students with an opportunity to present or share their project work with the class. This could include oral presentations, visual displays, or demonstrations. Encourage students to explain their project process, outcomes, and what they learned from the experience. Presentation and Sharing Project Title: "Food Group Collage” What is “SIMPLE PROJECT”? RAJA, ZAYANA, NIEA
Enhancing Memory and Recall Teaching Language and Vocabulary Promoting Creativity and Critical Thinking Teaching Math and Rhythm Improving Focus and Productivity ntegration of music The integration of music in teaching refers to the deliberate use of music as a tool or resource in the educational process to enhance learning and achieve specific teaching objectives. DEFINITION ADVANTAGES DISADVANTAGES EXAMPLE SEJARAH : Lagu Jalur Gemilang dan Tanggal 31 SAINS : Lagu “Atas Suria, Ada Planet” https://open.spotify.com/episode/6mPCqsTL7jwzIQZrVpN0oA?si=c84844588dc14387 art and movement Distraction Noise levels Accessibility concerns Time constraints NAZREY I AZHARI I AHMAS
INTEGRATION OF ART BENEFITS OF ART IN SCIENCE EDUCATION Nature Sketching and Observation Help scientists to represent abstract ideas in a tangible form. Science lessons stick better in kids' memories when arts are integrated into the curriculum Allows students to attempt artistic science projects that enhance their imagination, higher-order thinking skills, creativity and knowledge on both arts and science The main goal of arts in science education is to give students the opportunity to express their thoughts and feelings in the context of their different cultures and also to understand science through the lens of their creative activity in arts. HOW TO IMPLY? Science-inspired Storytelling Art and Science Exhibitions Art Integration in Science Experiments Collaborative Art Projects NAZREY I AZHARI I AHMAS
Enhanced Engagement Improved Understanding Holistic Learning Take time Classroom management Advantages: Disadvantages: Safety Accessibility Flexibility 1. 2. 3. Introduction INTEGRATION OF MOVEMENT Intentional incorporation of physical movement and kinesthetic activities into the teaching and learning of scientific concepts Advantages and Disadvantages ofMovement Integration in ScienceEducationCriteria Before Apply Movement in Science Education: Example of Movement In Science Education: Hands-on experiments Outdoor exploration Dancing 1. 2. 3. N A Z R E Y I A Z H A RI I A H M A S
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