PROFFESIONAL SHARING SESSIONS

1. PROFFESIONAL SHARING SESSIONS

2. WHAT IS GOOD TEACHING? Good Teaching can be understood as a journey of • Who the learner is?; (b) Where the learner is going?; (c) How the learner gets there; (d) Where the learner is in the journey Dynamic interplay of four inter-related domains of Learner and Learning (L), Curriculum and Content (C), Assessment (A) and Pedagogy(P), in short LCAP Pedagogy Assessment How the learner gets there Where the learner is? Learner (and Learning) Who the learner is and how he learns Curriculum & Content Where the learner is going?

3. VISIBLE TEACHING AND LEARNING

4. Powerful, passionate, accomplished teachers

5. POWERFUL, PASSIONATE, ACCOMPLISHED TEACHERS • focus on student’s cognitive engagement with the content of what it is that is being taught

6. POWERFUL, PASSIONATE, ACCOMPLISHED TEACHERS • focus on developing a way of thinking and reasoning that emphasizes problem-solving and teaching strategies relating to the content that they wish students to learn;

7. POWERFUL, PASSIONATE, ACCOMPLISHED TEACHERS • focus on imparting new knowledge and understanding, and then monitor students gain fluency and appreciation in this new knowledge;

8. POWERFUL, PASSIONATE, ACCOMPLISHED TEACHERS • Focus on providing feedback in an appropriate and timely manner to help students to attain the worthwhile goals of the lesson;

9. POWERFUL, PASSIONATE, ACCOMPLISHED TEACHERS • Seek feedback about their effect on the progress and proficiency of all their students

10. POWERFUL, PASSIONATE, ACCOMPLISHED TEACHERS • have deep understanding about how we learn

11. POWERFUL, PASSIONATE, ACCOMPLISHED TEACHERS • Student’s learning goals is often non-linear, and needs care, support and feedback about their errors and misdirection from teachers

12. MODELLING APPROACH • is the construction and application of conceptual models or scientific representations that help describe, explain, and predict physical phenomena. • Instruction is organized into Modelling cycles and involves both model development (which encompasses the exploration and term introduction phases) and model deployment (which corresponds to the concept application phase).

13. MODELLING APPROACHFIRST STAGE (MODEL DEVELOPMENT) • Typically begins with a demonstration and class discussion. This establishes a common understanding of the question to be investigated. • Students then collaborate in planning and conducting experiments, followed by presenting and justifying their conclusions, based on the formulation of a model for the phenomena in question and an evaluation of the model by comparison with data. • Technical terms and representational tools are introduced by the teacher as they are needed to sharpen models, facilitate Modelling activities, and improve the quality of discourse.

14. MODELLING APPROACHSECOND STAGE (MODEL DEPLOYMENT) • Students apply their newly-discovered model to new situations to refine and deepen their understanding. • Students work on challenging worksheet problems in small groups, and then present and defend their results to the class. • This stage also includes quizzes, tests, and lab practicums.

15. MODELLING APPROACH2 KEY FEATURES • Moves the teacher from the role of an authoritative figure to that of a coach or facilitator who helps students to construct own understanding. • Use of whiteboarding. A whiteboard is a dry erase board of any small, but convenient, size upon which students can write or draw in order to present concepts, charts, maps, tables, graphs, diagrams, or equations. Whiteboarding is a teaching practice under which students working individually or in groups use whiteboards to describe and explain the results of observations they have made and/or thinking processes they have utilized.

16. REFLECTION: MODEL DEVELOPMENTACTIVITY 1:DISCREPANT DEMONSTRATION Predict and explain what happens to the flame when water is added to the beaker? Teacher than slowly pour water into the beaker

17. REFLECTION: MODEL DEVELOPMENTACTIVITY 1:DISCREPANT DEMONSTRATION • State what happens and explain why

18. REFLECTION: MODEL DEVELOPMENTACTIVITY 1:DISCREPANT DEMONSTRATION • THE SETUP

19. REFLECTION: MODEL DEVELOPMENTACTIVITY 2:LUMINOUS AND NON LUMINOUS OBJECT State and explain whether a table is a luminous object. What about the moon?

20. REFLECTION: MODEL DEVELOPMENTACTIVITY 3: LOOK INTO THE MIRROR Where is the image and write 5 characteristics of the image

21. REFLECTION: MODEL DEVELOPMENTACTIVITY 4: SUPERMAN X-RAY VISION Using concepts of light, suggest how Superman sees an object with his X-ray vision. State whether you agree or disagree with Supermanʼs science of seeing a real object and explain why.

22. REFLECTION: MODEL DEVELOPMENTACTIVITY 4: SUPERMAN X-RAY VISION Using concepts of light, suggest how Superman sees an object with his X-ray vision. State whether you agree or disagree with Supermanʼs science of seeing a real object and explain why.

23. REFLECTION: MODEL DEVELOPMENTACTIVITY 4: SUPERMAN X-RAY VISION Using concepts of light, suggest how Superman sees an object with his X-ray vision. State whether you agree or disagree with Supermanʼs science of seeing a real object and explain why.

24. REFLECTION: MODEL DEVELOPMENTACTIVITY 4: SUPERMAN X-RAY VISION Using concepts of light, suggest how Superman sees an object with his X-ray vision. State whether you agree or disagree with Supermanʼs science of seeing a real object and explain why.

25. REFLECTION: MODEL DEVELOPMENTACTIVITY 4: SUPERMAN X-RAY VISION Using concepts of light, suggest how Superman sees an object with his X-ray vision. State whether you agree or disagree with Supermanʼs science of seeing a real object and explain why.

26. REFLECTION: MODEL DEVELOPMENTACTIVITY 5: QUANTITATIVE INVESTIGATION • Determine the relationship between angle “i” and “r”

27. MODELLING APPROACHSECOND STAGE