task 1 and 2

Task 1


I was taught Physics’ subject for form four classes. The most interesting topic that I think it was very interesting was Force and Motions (Relationship between Pressure and Surface Area). In this topic, students learned how to relate the pressure and surface area by doing a meaningful activity like build the parachute. In this activity also, they can use their ideas involving concepts that they was learned before to build the parachute. The parachute must be fallen from a high place to know whether it functions very well or not. All students were enjoyed and they were very interested doing this activity.
I think the lesson was done very well because the objective of the lesson was achieved and at the same time all students was gave a very good ideas and good commitments in this activity. They were successfully to create their own ideas to relate the concept that they had learned before about relationship between pressure and surface area. In this lesson, they observed by their own selves how the concepts were working.
So, from my experience I can conclude that the lessons with meaningful activities will give a good effect to the students.

Task 2

Of course I have so many challenges in my lessons. In Physics’ subject, most of the students cannot see the concepts involved with their own eyes. So, they cannot understand the lesson. In this case, teachers must have the good skills how to explain to the students to understand the concepts. All students must use their imagination to learn Physics. To solve the problems, I always ask students to apply the concepts by doing simple activities relate to their life. The interactive modules also help my lesson in my class. By using this module, especially the simulation, it will give my students more understanding. All the students were enjoyed and they were very interested to learn and understand the concepts.

nani

task 2

Challenging in teaching biology ... a lot, Biology is an easy subject and yet many not score A .. Why ? Boys dislike reading, thinking and long lecture. Physilogical processes( e.g : electrochemical events in nervous system) and Biochemical processes ( e.g : photosynthesis ) are long processes with many steps, it takes place in the cells, many enzymes and chemicals/ions involved. So, of course the explanation are long and many steps. Beside biology, I must also good in certain area of chemistry and physics. In the class with those boys or girls, everytime, I have to plan very well and be creative enough, in order to make them awake during class, follow the class, participate and can answer the conceptual questions at the end of the class. A long processes should be break into shorter processes, to make it looks easier. students awake and enjoy much, if teacher elaborates step by step on the board, using the best simplified diagrams or mind map, pause many times asking questions ( base on my personal experience). At the end of the topic, combine all the compartments together and show the overview. Then only show the animation using biology interactive coursewares, before giving them worksheets. Teacher must answer the essay question together with them, practice the systematic way of answering and emphasis on the usage of keywords in answers.

I love teaching biology so much, always want my students understand well in every issues and score better grades. Of course I share the knowledge and skill with another bio teachers in school, and once, I've shared with all bio teachers in KL during PPSMI courses in 2003.

nani VI

task 1

F6 biology issues are very wide and deep; Example : Identifying biology structures such as organelles in living cells. There are 14 organelles (listed in the syllabus); as an experience teacher, it is not wise to go through all 14 organelles and spoonfeed those A-level/pre-u students. Based on self-access and project-base-learning approaches, I always ask the students to get into a small groups and each group is responsible to complete a special task, one group entitle to one organelle. Teacher introduces, give the main aspects and the basic concept of organelle only. Then, give clear instruction/ guidelines and provide standard template for everybody. Enough time is given to prepare the hand-out and power point presentation. The task/discussion is controlled within the scopes; indirectly they learned to search and select the information. With proper advice, guidance and planning; surely these activity they enjoyed much - they themselves actively participate, well prepared and share the knowledge among classmates. Finally, much time saved, all students have the diagrams / characteristics / functions of all that 14 organelles. Again, indirectly, I inculcate the interest and encourage scientific communication in the class. Of course, there is a room of improvement, I start with giving 'organelles quizze' before move to the next subtopic.

Hasnani

Task 1