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MODELLING INSTRUCTION (MI): A PERSPECTIVE FROM THREE SCHOOLS

Anwar SF ( Jurong West Sec) Ning Hwee Tiang (National Junior College) Tan Thiam Chye ( Shuqun Sec). MODELLING INSTRUCTION (MI): A PERSPECTIVE FROM THREE SCHOOLS. PRESENTATION OUTLINE. What is Modelling Instruction (MI)? White-boarding (NJC) Classroom Instruction and Discourse (SQSS)

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MODELLING INSTRUCTION (MI): A PERSPECTIVE FROM THREE SCHOOLS

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  1. Anwar SF (Jurong West Sec) NingHweeTiang (National Junior College) Tan ThiamChye (Shuqun Sec) MODELLING INSTRUCTION (MI):A PERSPECTIVE FROM THREE SCHOOLS

  2. PRESENTATION OUTLINE • What is Modelling Instruction (MI)? • White-boarding (NJC) • Classroom Instruction and Discourse (SQSS) • MI Cycle: SPA Physics Classroom (JWSS)

  3. WHAT IS MODELLING INSTRUCTION (MI)?

  4. MI@NJC What’s Modelling Instruction? • With members at your table, share • whatever you know about MI; • your experience(s) in practising MI, if any; and • expectation(s) of your attendance. • Gather and organise your thoughts on the Post-it-Notes provided.

  5. MODELLING INSTRUCTION A central feature of the Modelling Instruction is the construction and application of conceptual models or scientific representations that help describe, explain and predict physical phenomena. Instruction is organised into modelling cycles and involves both model development and model deployment.

  6. MODELLING INSTRUCTION: MODELLING CYCLES • Modelling Development (Paradigm Lab) • Pre-lab Discussion Lesson typically begins with a demonstration of discrepant event and class discussion. • Lab Investigation Students collaborate in planning and conducting experiments, and display their result on small whiteboards. • Post-lab discussion Students present their white-boarding and evaluate model by comparing data.

  7. MODELLING INSTRUCTION: MODELLING CYCLES • Modelling Deployment Providing students with ample, deliberate practices to apply model through the following: • Worksheets, • Quizzes, • Lab Practicum, • Unit Test

  8. WHITE-BOARDING @NJC: BENEFITS • Make students’ thinking visible (MTV). • Enhance cooperative learning among students. • Enhance student learning and increase participation. • Promote critical thinking. • Develop and instill values (responsibility, accountability, and so on) & skills (communication, problem solving, and so on).

  9. MI@SHUQUN Why Students from Secondary 3NA? • Students do not have any confidence in articulating their thoughts during lessons. • Students are passive in their learning of science.

  10. THE MI CYCLE • The class was divided into groups of 4 and the following were provided to each group: • 3 standard cardboard shapes (a circle, a triangle, a diamond) • an irregular-shaped cardboard • a retort stand • a plumb line • a pin • split cork

  11. THE MI CYCLE • Students were asked to discuss and come up with a procedure to find the centre of gravity for one of the regular cardboards, and they were to verify their procedures using the other cardboards. • A compare-and-contrast was made during the board meeting for the students to compare and comment on their procedures. • The students went on to further improve their procedures to find the centre of gravity for the irregular-shaped object. • At the end of the activity, the class came up with a class consensus which is similar to the standard procedure.

  12. PARADIGM ENERGY LAB • Students were introduced to the different types of energy. • Students made use of containers of beans to discuss and come up with a consensus on the Principle of Conservation of Energy using a falling ball to describe the energy changes that occur at various stages of the ball’s position. • Using the containers of beans, the students came out with a graphical representation of energy changes at two different positions (LOL diagram).

  13. PARADIGM ENERGY LAB • Students went on to make use of the LOL diagrams to describe the energy changes of a roller coaster at various positions on the track. • Students were able to further apply their understanding of the Principle of Conservation of Energy to solve related questions.

  14. MI @JURONG WEST: SPA PHYSICS CLASSROOM • Modelling Instruction is incorporated into Secondary Three School-based Practical Assessment (SPA) Physics Classroom. • The dedicated weekly laboratory periods need to be optimised as this becomes central for students’ model development and should subsequently be sustained with model deployment in the classroom.

  15. PARADIGM LAB: THE SPAGHETTI BRIDGE LAB • The spaghetti bridge lab was introduced at the start of SPA. • It is a straightforward and non-threatening activity, and students can learn to recognise variables and to establish the basic graphical analysis framework.

  16. SPAGHETTI BRIDGE LAB: PRE-LAB DISCUSSION Students were asked to describe the spaghetti bridge set-up and what they could measure about the bridge. Subsequently, they were asked quantities to modify.

  17. SPAGHETTI BRIDGE LAB: POST-LAB • Whiteboarding: Students presented their data and made comparison of collected data to identify possible relationship between number of marbles/slotted masses and number of spaghetti strands. • Lab report (Annex 1) • Online reading assignment: Experimental design and graphical analysis of data

  18. PARADIGM LAB: PENDULUM LAB • The pendulum lab was introduced as the second paradigm lab. • It was designed to address factors affecting the period of a simple pendulum.

  19. PENDULUM LAB: PRE-LAB DISCUSSION Students were asked to describe the set-up and the motion of three pendulums. They were also asked quantities they could measure and modify.

  20. PENDULUM LAB: POST-LAB • Whiteboarding: Students presented their data and made comparison of collected data to identify possible relationships between mass and period, length of pendulum and period, and angle of swing and period. • Lab report (Annex 2)

  21. PARADIGM LAB: GALILEO LAB • The Galileo lab was introduced as the third paradigm lab. • It was introduced to provide students with a concrete experience on the motion of falling object nearby the Earth.

  22. GALILEO LAB: PRE-LAB DISCUSSION Students answered an extracted question from Cambridge GCE ‘O’ level 5054 May–June 2006 P1 Q1 / Cambridge GCE ‘O’ level 5116 Oct–Nov 2010 P1 Q2

  23. GALILEO LAB: DATA COLLECTION • NOVA datalogger with motion sensor installed at two metre height was used to track the motion of falling object. • Students were allowed to vary the objects to drop, i.e., a textbook and a wooden block.

  24. GALILEO LAB: POST-LAB • Whiteboarding: Students presented their data and made comparisons of collected data to identify possible relationships between distance and time, and speed and time. • Lab report

  25. GALILEO LAB: EXTENSION • The Galileo lab was extended to the ‘O’ level Science (Physics) students. • Two variants of guided worksheets(Annex 3 and Annex 4) were designed in collaboration with Jean and Freddy from ICONIC Technovations.

  26. USEFUL REFERENCES • http://modeling.asu.edu • Handbook for Teaching Secondary Physics • http://modelingphysics.org/physics.html

  27. Let’s Talk …

  28. OUR EXPERIENCES… • Appropriate pacing and selection to adapt Modelling Instruction materials into SPA • Changing the culture of classroom—ideas first, then concepts • Networking with local modellers and like-minded teachers to brainstorm ideas

  29. THANK YOU

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