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.