Demonstration

A concrete experience that can be considered as advanced organizer for structuring subsequent information and activities into a meaningful, instructional framework for students.

Function:

1. Initiating thinking

2. Illustrating a concept, principle or point

3. Answering a question

4. Reviewing ideas

5. Introducing and concluding units

Step:

1. Planning a demonstration

- Materials and apparatus

- Ensuring visibility

- Focusing student’s attention

- Trying out the demonstration beforehand

2. Presenting a demonstration

- Introduction

- Presentation

- Conclusion

Advantages:

ü An exciting event

ü Can involve all students in attempting to answer question or in observing an event

ü Use of concrete material

ü Student thinking can be focused directly on the intended learning outcomes

ü Teacher conducts activities that are dangerous

ü Save time

Disadvantages:

ü Visibility always a problem

ü Students often miss the point

ü Difficult to maintain students’ interest

ü Students become uninvolved in the demonstration and misunderstand its purpose

Field Trip

Field trip fall under the category of teaching strategy because of the high potential for hands-on learning for the participants. While many see field trips as a fun day away from school, the fun has a greater purpose. Children are able to see the concepts learned in class work in the real world. Upon returning to the classroom, the experiences on the trip provide additional educational material.

Step:

1. Planning field trip experiences
- Based on the curriculum

- Surveying possible site

- Administrative policy

2. Conducting field trip

- Preparation

- What to do at the sites of field trip

- Activities that related

3. Back to classroom

- Follow-up activities

- Discussion

Advantages:

1. Learning in new environment

2. Having fun

3. Putting knowledge into practice

4. Letting students learn by doing

5. Self-directed learning

Disadvantages:

1. Less control on students

2. Loss of time

3. Preparation taking lots of time

4. Affordability

5. Transportation cost

6. Medical risk

Role play

A method for exploring the issues involved in complex social situations. It may be used for the training of professionals or in a classroom for the understanding of literature, history, and even science. A less technologically elaborate form of simulations.

Step:

1. A situation for role play

2. Role play design

3. Linguistic preparation

4. Assigning the role

5. Follow up

Advantages:

Ø Introduces problem situation dramatically

Ø Provides opportunity for students to assume roles of others and thus appreciate another point of view

Ø Allows for exploration of solutions

Ø Provides opportunity to practice skills

Disadvantages:

Ø Some students may be too self-conscious

Ø Not appropriate for large groups

Ø Some students may feel threatened

Discussion Method (Jigsaw)

WHAT?

Ø Invented by social psychologist Elliot Aronson in 1971.

Ø Students of an average sized class (26 to 33 students) are divided into competency groups of four to six students, each of which is given a list of subtopics to research. Individual members of each group then break off to work with the "experts" from other groups, researching a part of the material being studied, after which they return to their starting group in the role of instructor for their subcategory.

Ø A cooperative learning technique appropriate for students from 3rd to 12th grade.

Ø Encourages listening, engagement, interaction, peer teaching, and cooperation by giving each member of the group an essential part to play in the academic activity.

Steps of implementation:

According to Aronson (2008) there are ten steps considered important in the implementation of the jigsaw classroom:

1. Students are divided into a 5 or 6 person jigsaw group. The group should be diverse in terms of ethnicity, gender, ability, and race.

2. One student should be appointed as the group leader. This person should initially be the most mature student in the group.

3. The day’s lesson is divided into 5–6 segments (one for each member)

4. Each student is assigned one segment to learn. Each student should only have direct access to their own segment.

5. Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it.

6. Temporary experts groups should be formed in which one student from each jigsaw group joins other students assigned to the same segment. Students in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group.

7. Students come back to their jigsaw group.

8. Students present his or her segment to the group. Other members are encouraged to ask question for clarification.

9. The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group leader should handle this task. Teachers can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves.

10. A quiz on the material should be given at the end so students realize that the sessions are not just for fun and games, but that they really count.

Advantages:

Ø Teachers find it easy to learn, enjoy working with it, it can be used in conjunction with other teaching strategies and it can be effective.

Ø Teacher is not the sole provider of knowledge

Ø Efficient way to learn

Ø Students take ownership in the work and achievement

Ø Students are held accountable among their peers

Ø Learning revolves around interaction with peers

Ø Students are active participants in the learning process

Ø Builds interpersonal and interactive skills

Disadvantages:

Ø Dominant student

Ø Slow student in the group

Ø Bright students becoming bored

Ø Dealing with students that have been trained to compete can also cause difficulties.

Lecture Method

WHAT?

Lecture is when an instructor is the central focus of information transfer. An instructor will stand before a class and present information for the students to learn.

How?

• Preparing the lecture

àChecking your own understanding

àPreparing lecture notes

àOrganizing the lecture

• Presenting the lecture

àVarious techniques used to ensure continuous interaction between students and teacher

àEmphasize important ideas with different intonation

àUsing pauses that allow time for students to response to question

àEnunciate words carefully

àAvoid repetition of words

àEye contact with audiences

àInterject humour and signs of curiosity and interest

àKeep the flow of visual aids smooth and free from distraction

Advantages of lecture’s method:

· Lectures are a straightforward way to impart knowledge to students quickly.

· Instructors also have a greater control over what is being taught in the classroom.

· Students who are auditory learners find that lectures appeal to their learning style.

· A lecture is often easier to create than other methods of instruction.

· Lecture is a method familiar to most teachers because it was typically the way they were taught.

· Because most college courses are lecture-based, students gain experience in this predominant instructional delivery method.

Disadvantages of lecture’s method:

· Students strong in learning styles other than auditory learning will have a harder time being engaged by lectures.

· Students who are weak in note-taking skills will have trouble understanding what they should remember from lectures.

· Students can find lectures boring causing them to lose interest.

· Students may not feel that they are able to ask questions as they arise during lectures.

· Teachers may not get a real feel for how much students understand because there is not that much opportunity for exchanges during lectures.

LABORATORY WORK

What?
- Most of us will say is experiment
- It engages students in finding out & learning through experiences
- It can be used to promote the learning outcomes like attitudes toward science, scientific attitude, scientific inquiry, conceptual development, and technical skills

Approaches to laboratory work:

1. Science process skill
- the inquiry skills engage in investigation are observing and inferring, measuring, hypothesizing, communicating, and experimenting

2. Deductive or verification
- General to specific
- To confirm concepts, principles, and laws that have been delivered during classroom discussion and reading
- Help to reinforce subject matter content in the class

3. Inductive
- Opposite of deductive
- Specific to general
- To develop concepts, principles, and laws through firsthand experiences before the idea is discussed in the class

4. Technical skill
- Essential for conducts successful laboratory activities and obtain accurate data
- Manipulative skills: development of hand-eye coordination such as focusing a microscope, sketching specimens, measuring angles, and cutting glass
- Knowing the experimental techniques well and orderliness
- psychomotor & mental practice are beneficial in improving accuracy & precision of students’ laboratory measurements

5. Problem solving
- Students are given the opportunities to identify problem, design procedures, collecting information, organize data, and report the findings
- Involve authentic inquiry experiences for students

Teaching / Instruction

Teaching: Activities of educating or instructing; activities that impart knowledge or skill and guiding the students. It is a two ways interaction between teacher and student or student and student.

Teaching approaches:

1. Inquiry discovery approach
- Spectrum / continuum; from structured à guided à open
- characterized by interactive, student-centered activities
- can be carry out through questioning, exploring, discussion & problem solving

2. Contructivism
- students generate their own knowledge/idea based on their prior knowledge and experiences
- giving students the opportunity to discuss, share and express their opinion or idea

3. Contextual learning
- students/learners process the new knowledge and understand or make sense on it in their own way or manner
- prior knowledge and experiences are essential
- relate the teaching to their experiences and daily life

4. Science, technology and society
- Relate to students’ daily experiences
- Investigate issues / problems through discussion

5. Mastery learning
- An approach in teaching & learning whereby focus on students’ ability to master certain concept or idea
-Depends on time for students to master and quality of teaching & learning
-Success in mastery learning depends on persistence, chance for learning, rate of learning, quality of teaching, and ability to understand
- Teacher must plan properly in managing the activities

Thinking Skills

Thinking – a mental process to integrate knowledge, skills & attitude for understanding of

environment.

Thinking skills can be categorized into critical thinking skills & creative thinking skills. A person who thinks critically always evaluates ideas in systematic manner before accepting. A person who thinks creatively has high level of imagination, able to generate innovative & new ideas, and modify ideas and products.

There was also thinking strategies. Thinking strategies are higher order thinking processes that involve various steps and each step involves various critical & creative thinking skills.

Science process skills and thinking skills are interrelated. Science process skills are skills that are required in the process of finding solutions to a problem or making decisions in a systematic manner. It is a mental process that promotes critical, creative, analytical and systematic thinking. Mastering of science process skills and the possession of suitable attitudes and knowledge enable students to think effectively.

Scientific attitudes & Noble values:

There is a need in inculcating the students the scientific attitudes and noble values. The values and attitudes that learn can be used wherever they are. Some of the attitudes and values are:

• Having critical and analytical thinking
• Being flexible & open minded
• Being objective
• Being systematic
• Being cooperative
• Being fair and just
• Dare to try
• Being confident and independent
• Thinking rationally

Lecture for week 4

Scientific skills:

- science process skills

- manipulative skills

Science process skills:

- Enable students to formulate their questions & find out the answer systematically

Description

Observing

- Using our five senses that is sense of hearing, touch, smell, taste &sight to collect information about an objects or phenomena

Classifying

- The objects or events are grouped according to similarities & differences.

Measuring and using numbers

- Making quantitative observations using numbers & tools with standardized units.

- Measuring makes observation more accurate

Inferring

- Conclusions and explanation of events based on past experiences or previously collected data

Predicting

- Stating outcome of a future event based on prior knowledge gained through experiences or collected data

Communicating

- Words / graphic symbols(tables, graphs, figures or models) are

used

- To describe an action, object or event

Using space-time relationship

- Describing changes in parameter with time

- for estimation

- Parameter: location, direction, shape, size, volume, mass & weight

Interpreting data

- Giving rational explanations about an object, event or pattern derived from collected data

Defining operationally

- Concepts are defined by describing what must be done and observed

Controlling variables

- Identify fixed, manipulated, and responding variables in an investigation

- Fixed variable is kept constant

- Manipulated variable is changed to observe its relationship with responding variable

Hypothesizing

- General statement on relationship between manipulated and responding variable is made

- This statement can be tested to determine its validity

Experimenting

- Plan and conduct activities to test certain hypothesis

- The activities include collecting, analyzing, interpreting data and making conclusions

- The conclusion can be based on hypothesis