The topic that they were discussed was about the use of magnet. Before there was any explanation given by the teacher, students were required to read the passages silently. A few minutes later, teacher was given an induction to the students by an explanation about the use of magnet, for example: the use of magnet in refrigerator, handbag and pencil box. Teacher also used the pictures from the cardboard which was stored at top of the cupboard behind the classroom.
Since there was not so much sources from the cardboard, teacher told students to go to the multimedia lab just right beside from the classroom. But the teacher found that the audio CD was not content any topic about the use of magnet. Then the teacher changed the topic to the materials that magnets attract.
It was started by a dialogue and then continued with an exercise that required the students to classify the materials that will attract and will not attract by the magnet. After finished the exercise, teacher discussed the exercise with the students. After that, they were moved forward to discuss about why some materials will attract by the magnet while others were not, for example there were paper clip, iron screw, metal spoon, pin that made of iron and others were toothpick, straw etc.
Moved to the next topic, the class were discussed about which types of magnet is the strongest? There had bar magnet, u-shaped magnet, ring magnet and horseshoe magnet. In this topic, students were been taught the science process skills which was controlling variables. Students were asked to give an opinion whether it was fair to conclude which types of magnet is the strongest by comparing with different magnets on different objects.
Teacher discussed with the students that variable kept constant, variable responding and variable manipulated. By the end of the class, students were required to copy the notes from the projector.
From my observation, I found that the teacher try to induce the students through the questions asked by her from convergent questions to divergent questions. It was started to identify the types of materials, to differentiate the materials, make a prediction on every materials and make a conclusion from the activity. And these questions were involving cognitive levels of knowledge, understanding, application, analysis and evaluation.
But at the same time, it was not enhance the students thinking skill due to the class was conducted by the audio CD and the explanation of teacher only. But there will be an experiment on Thursday for this topic.
So far, this is my conclusion of the observation in the class and maybe there will be more complete after I join their experiment on this coming Thursday.
Teacher discussed with the students that variable kept constant, variable responding and variable manipulated. By the end of the class, students were required to copy the notes from the projector.
From my observation, I found that the teacher try to induce the students through the questions asked by her from convergent questions to divergent questions. It was started to identify the types of materials, to differentiate the materials, make a prediction on every materials and make a conclusion from the activity. And these questions were involving cognitive levels of knowledge, understanding, application, analysis and evaluation.
But at the same time, it was not enhance the students thinking skill due to the class was conducted by the audio CD and the explanation of teacher only. But there will be an experiment on Thursday for this topic.
So far, this is my conclusion of the observation in the class and maybe there will be more complete after I join their experiment on this coming Thursday.
Good observation. I'd like you to elaborate more on your reflective thoughts about the Q&A as a whole. T
ReplyDeleteake a step back for a moment, and think about good practitioners of any profession that you have come across. What makes them good at what they do? First they have a certain amount of skill – techniques, knacks gained through experience. They have knowledge gained through their training: they discuss practice issues with colleagues, they keep up to date in their practice by reading, and apply evidence from their reading to their practice. And yes, they have the ability to reflect – to think about what they have just done, the person they are working with, and what went well, and what went less well in their interactions or activities.
Reflection is important because looking back in order to think about what we have just done, helps us to make changes in our interactions with people, and to get better at what we do. Try to look at Gibbs Reflective http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html
Nice to read 'why you'r short?'