· i Enhancing Teachers’ Professional Development through Lesson Study: The Case of Penang Science Teachers Compiled & written by Lee Shok Mee Edited by Teh Kim Hong & Khor Sim

i

Enhancing Teachers’ Professional Development through Lesson Study:

The Case of Penang Science Teachers

Compiled & written byLee Shok Mee

Edited byTeh Kim Hong & Khor Sim Suan

Project team & contributorsLee Shok Mee (SEAMEO RECSAM)Shiela G. Oyao (SEAMEO RECSAM)Koay Suan See (SEAMEO RECSAM)Dominador D. Mangao (SEAMEO RECSAM)Marmon A. Pagunsan (SEAMEO RECSAM)Hideo Nakano (JICA Senior Volunteer)Yeoh Poh Choo (IPG Penang Campus)Parvinder Singh a/l Amar Singh (IPG Penang Campus)

Southeast Asian Ministers of Education OrganisationRegional Centre for Education in Science and MathematicsJalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia

Tel: +604-6522700 Fax: +604-6522737

Email: [email protected] Website: http://www.recsam.edu.my

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Copyright © 2020 SEAMEO RECSAM

Enhancing Teachers’ Professional Developmentthrough Lesson Study:

The Case of Penang Science Teachers

For more information about this book contact:

The DirectorSEAMEO RECSAM

Jalan Sultan Azlan Shah11700 Gelugor

Penang, Malaysia

Tel: +604-6522700Fax: +604-6522737

Email: [email protected]: http://www.recsam.edu.my

Publication by:Publication Unit

SEAMEO RECSAMPenang, Malaysia

All rights reserved, except for educational purposes with no commercial interests. No part of this publication may be reproduced, transmitted in any form or by any means, electronic or mechanical including photocopying, recorded or by any information storage or retrieval system, without prior permission from the Director, SEAMEO RECSAM.

ISBN: 978-967-930-045-1

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FOREWORDSEAMEO RECSAM initiated Science Lesson Study Project in 2011 with five selected primary and secondary schools in Penang. The academic staff of SEAMEO RECSAM worked collaboratively with a group of lecturers from Penang Teachers’ Education Institute in carrying out the project. The aim was to introduce the lesson study process to science teachers in order to showcase the process as a strategy for enhancing teacher professional development.The project also examined how science teachers could

work collaboratively and learn from their own teaching to improve classroom instructional practice in teaching science, and thereby helping their students to learn science better.

The projects had been successful to establish a fl exible platform to bring the teachers together to discuss about improvement in pedagogical and professional development. In fact, the research fi ndings and outcomes of the Science Lesson Study Project had contributed signifi cantly to inform pedagogy in conducting various Regular and In-country Courses undertaken by SEAMEO RECSAM, ever since the implementation of 9th Five-Year Development Plan from 2010 o nwards, whenever the topics were either directly or indirectly relating to lesson study.

This report intends to share experiences of the research team in implementing this research study, describing how teachers’ engagement in lesson study affect their instructional practice, knowledge of science and motivating better student learning, and what conditions support the successful adoption as well as adaption of lesson study process in schools. The insights gained and lessons learnt from the project are being highlighted for the benefi ts of teachers’ professional development.

Dr. Suhaidah TahirCentre Director

SEAMEO RECSAM

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CONTENTSChapter Page

Foreword iii1 Setting a Research Framework on Lesson Study 12 Building Understanding of Lesson Study 203 Writing Lesson Plans 304 Making Lesson Observations 595 Learning From Lesson Study 154

Appendix1 Posters: Presented at WALS International Conference

2012163

2 Papers present in a symposium during CoSMEd 2013

165

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Enhancing Teachers’ Professional Development through Lesson Study:The Case of Penang Science Teachers

Chapter 1

Setting a Research Framework on Lesson Study

PREAMBLEClassroom teaching and learning is a dynamic integrated process. Needless to say, good teaching practices would lead to better learning and assimilation. Despite the fact that today’s world is fl ooded with numerous self-taught and non-formal school instructional programmes, school improvement efforts continue to look at providing opportunities for teachers to experiencehigh-quality professional development in order to achieve greater success in their instruction and lead to improved student learning. However, a good number of professional development practices have been criticised by educators for they fail to bring about the desired reform. For instance, Dass & Yager (2009) pointed out that professional development programmes for teachers have paradigms that are characterised as short-term, discrete and contrary to the current research on teacher learning. Other educators argued that the cascading style of in-service training for professional development seems to be limited in its capability to achieve teacher growth. Such is the case too in Malaysia,Sharifah Maimunah (n.d.) succinctly articulates that under this cascade paradigm, key personnel are trained intensively and of longer duration, however, when they transfer their knowledge and skills at lower levels it tends to be shorter; thus, generating some drawbacks such as high chances of knowledge dilution that could lead to poor understanding and misinterpretation.

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As such, a growing body of educational research suggests that effective professional development is classroom-embedded, collaborative and ongoing, content-specifi c, coherent with teachers’ knowledge and beliefs and with school and state reforms, and to be of suffi cient duration (Darling-Hammond & McLaughlin, 1995; Zepeda, 2008; Desimone, 2009). While collaborative teams such as teacher study groups and peer groups may work together to improve their teaching practice, professional learning should also involve frequent or long-term participation of knowledgeable others (Wang-Iverson & Yoshida, 2005, p.16 & Chapter 9), who may provide new outsiders’ perspectives of teaching and learning. What types of professional development coherently embody these critical components?

One alternative is Lesson Study, as many researchers, notably Stigler & Hiebert (1999), Stepanek (2001), Perry, Lewis, & Akiba (2002), Wang-Iverson & Yoshida (2005), Isoda, Stephens, Ohara, & Miyakawa, (2007), Hart, Alston, & Murata (2011), and NASEM (2011), suggest. Known as jugyou kenkyuu(授業研究) in Japan, lesson study is a collaboration-based, on-going and teacher-led CPD (continuing professional development) approach in uplifting classroom teaching practices. Essentially, in this approach teachers work together conversing with their colleagues about teaching and learning as they design lesson, watch other’s teach, and refl ect on the process. These intellectual and practical involvements of teachers constitute the core of teachers’ professional growth. Many educators and researchers believe that lesson study is the driving force behind Japan’s high success in educating their students in science and mathematics. This claim is supported by the data from TIMSS, the Trends in International Mathematics and Science Study (Wikipedia, 2012) and PISA, Programme for International Student Assessment (Wikipedia, 2012), both of which substantiated that since the last two decades, Japan has consistently ranked among the higher-achieving countries.

By all indications, the lesson study process has begun to capture more and more attention of the educational community throughout the world as a practical and convenient strategy for enhancing teacher professional development.To date, Lesson Study implemented in North America (U.S.A. & Canada), Thailand, Philippines, Indonesia, Cambodia, Laos, Egypt, Kenya, Ghana, South Africa, Honduras (Isoda, Stephens, Ohara & Miyakawa, 2007), Australia, China, Hong Kong, Taiwan, and more recently in Singapore, Fiji and Malaysia. In the case of Malaysia, the implementation of lesson study, particularly in science was clearly nonexistent before this study. Hence, SEAMEO RECSAM, being at the forefront of advancing teacher professionalism, specifi cally in science and mathematics education, embarked on this lesson study project in 2011 in collaboration with fi ve selected local primary and secondary schools in Penang.

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The project was designed to use these model schools showcasing the lesson study approach to gain valuable insight of what would require of teachers’ professional growth, which in turn, could lead to improved teaching and student learning.

BRIEF HISTORICAL DEVELOPMENT OF LESSON STUDYLesson study originated in Japan during the Meiji period in the late 19th century (Isoda, 2007, p.8). It has been widely used for over a century (Murata, 2011, p.3) in the Land of Rising Sun. Today, lesson study is implemented in almost all or 99.5% of the elementary schools in Japan (Chichibu & Kihara, 2013). Without doubt, it forms an integrated part of Japanese educational system, recognised as an important collaboration-based teacher professional development approach. Through lesson study, Japanese teachers have developed a system that leads to the steady improvement of teachers and quality of teaching. However, this approach of

…having other teachers come into one’s classroom and observe one’s teaching, and later to discuss, and possibly critique, what they observed(Isoda, Stephens, Ohara & Miyakawa, 2007, p. xv)

teacher professional development remained relatively unknown to countries outside Japan, until in the 1980s when there was a comparative study of the teaching methods on problem solving between Japan and USA. (Jerry Becker-USA; Tatsuro Miwa-Japan). It began to trigger off interest on lesson study beyond Japanese shores, especially associated with mathematics teaching method in Japanese schools in 1990s due to the infl uence of several American educational researchers and writers, notably Stigler & Hiebert, (1999), Lewis & Tsuchida, (1998) and Fernandez & Yoshida, (2004). In other words, lesson study only began to attract international attention in the past decade, for example,it was one of the foci for the 9th Conference of ICME, the International Congress on Mathematics Education, (Murata, 2011, p.1). Presently, lesson study is seen as a global trend in teacher professional learning (White & Lim, 2007) that has gained worldwide acceptance for teacher professional development.

THEORETICAL FRAMEWORK OF LESSON STUDYIn early 1960s, lesson study was seen as the ‘study of science of educational method’ and that ‘the central subject of lesson study was the formation of educational content and the making of teaching materials (Usui, in NASEM, 2011, p.7). Today, in Japan specifi cally, lesson study is ‘the core process of professional learning that Japanese teachers use to continually improve the quality of educational experiences they provide to their students (Yoshida,

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in Wang-Iverson & Yoshida, 2005, p.3). This statement is equally true for teachers anywhere in the world who practice lesson study. Baba (2007) has very aptly and explicitly stated that lesson study ‘refers to a process in which teachers progressively strive to improve their teaching methods by working with other teachers to examine and critique one another’s teaching techniques’(in Isoda, Stephens, Ohara & Miyakawa, 2007, p.2). On the other hand, Toyoda (2011) refers jugyou kenkyuu (lesson study) as a form of classroom research that analyses and studies the teacher’s classroom work with the aim to improve the quality of teaching. Teachers from the same school or other schools will observe and analyse each others’ class teaching. Thereafter, a joint conference is held to refl ect over the information presented on the blackboard, how questions are asked, how children are called upon, scope of the content of class work and materials used. The research lesson refers to this entire process (in NASEM, 2011, p.15). Whatever it is, the key point about lesson study is that the teachers in the team must observe the teaching of another colleague or be observed by their peers. Peer observation or observation among colleagues on each other’s teaching is the standard practice of lesson study.

Hence, it is essential that lesson study should involve “groups of teachers meeting regularly over long periods of time (ranging from several months to a year) to work on the design, implementation, testing, and improvement of one or several “research lessons” (Stigler & Hiebert, 1999). Research lessons are actual classroom lessons that are (a) observed by teachers, (b) collaboratively planned, (c) designed for a particular vision or goal of education, (d) recorded for analysis, and (e) discussed through a colloquium by the teacher-demonstrator, other members of the lesson study team, participants, and outside advisor or expert (Lewis, 2000). Simply put, by thinking of the lesson as a ‘research lesson’, teachers can set concrete research theme or goals that they want to achieve through actualization of the lesson. A research theme is established by identifying the gap between students’ current state of learning and understanding and the teachers’ aspirations for their students, usually based on teachers’ experiences with their classes concerned. Research theme can be used as a focus for improvement to conduct their lesson study activities. Hence, the research theme can be translated into empirical data to measure the effectiveness of the research lesson(Wang-Iverson & Yoshida, 2005, p.5.). Having concrete goals help teachers to be clear of what they are studying in the research lesson with their students and, at the same time enable them to determine if the research lesson achieved the goals (Wang-Iverson & Yoshida, 2005, p.7).

A good number of researches on Japanese science and mathematics education (see for examples, Lewis, 2002; Stigler & Hiebert, 1999) indicate that Japanese teachers’ participation in lesson study enable them to successfully shift

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their teaching style from “teaching as telling” to “teaching for understanding” and see themselves as contributing to the knowledge base about teaching as well as to their own professional growth. Furthermore, it is a common belief among Japanese teachers that the most effective place to improve teaching is in the context of a classroom lesson (Stigler & Hiebert, 1999).

The process of improving lessons in Japan is done through collaborative approach rather than placing the sole responsibility to the individual classroom teacher. Through lesson study, Japanese teachers collaboratively improve their instructional practices by the following eight major steps which include (1) defi ning the problem, (2) planning the lesson, (3) teaching the lesson, (4) evaluating the lesson and refl ecting on its effect, (5) revising the lesson, (6) teaching the revised lesson, (7) evaluating and refl ecting again, and (8) sharing the results (Stigler & Hiebert, 1999).

Source: Stigler & Hiebert, 1999Figure 1.1 Flowchart of pedagogical training.

These steps enable teachers to collaboratively refl ect on student learning and plan the classroom experience that could lead teachers to become refl ective practitioners that use what they have learned from research-based lessons to design, revise, and teach future lessons. On the one hand, this process demands considerable time and commitment, but on the other hand serves as

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a catalyst that encourages teachers to become leaders in their own professional development. This autonomy is important in developing and understanding the professionalism of teachers. This project on classroom research study is therefore fundamentally modeled on Japanese lesson study to enable participating teachers to gain initial insights of using lesson study to improve classroom teaching and learning in science.

BACKGROUND OF THE PROJECTThe Science Lesson Study Project spearheaded by SEAMEO RECSAM aimed to introduce the lesson study process to school science teachers and other stakeholders and establish model schools that would showcase the lesson study process as a strategy for enhancing teacher professional development. As such, a brief concept paper, appended in Table 1 below, was presented to a research committee to seek support and funding to initiate the project.Table 1Outline of the project activities

No. Activities Time Frame Output1 Planning, submitting research

proposal and seeking approval of the project from the Research Committee

November -December 2010

Approval obtained with internal research grant of (RM xxx)

2 Visiting 6 target schools (3 primary and 3 secondary) in Penang island and talking to the respective principals and groups of science teachers

January 2011 Indicating interest to participate in the project

3 Application to EPRD (Education Planning and Research Division) Ministry of Education, Malaysia to carry out the project

February Approval obtained.Ref.: KP(BPPDP) 603/5/JLD.1(269)

4 Seeking permission from Penang State Education Department to implement the project in the target schools

March Approval obtained.Ref.:JPNPP(PER)100-9/4Jld.3(37), in Appendix 3

5 Finalising members of the research team as ‘knowledgeable others’(see Table 2)

March - April Committed to participation

6 Offi cially inviting schools to participate & collaborate in the project

April Agreement to participate & formation of school lesson study teams

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No. Activities Time Frame Output7 A one-day “start-up” training

workshop for teachers and RECSAM staff

May Know-how of the nitty-gritty of lesson study(see brochure)

8 Lesson study in progress May – September

Initial lesson plansLesson videosRevised lesson plans

9 Writing of the project report and editing of the video

Octoberand beyond

Draft / occasion papers for presentations in conference(s) and publication

10 Seminar on the outcomes of lessonstudy OR alternatively, paperpresentation during CoSMEd

Depending on previewing situations

Presenting partial or all outcomes of the study in conferences and for publication

11 Editing the fi nal report for publication

Whenever ready

Final report in print

12 Publishing a guide book on lesson study

Future plan Publication of the book

The Science Lesson Study Project was initiated by SEAMEO RECSAM to carry out a pilot project of assisting schools to promote professional growth and improve teaching and learning of primary and lower secondary science. RECSAM Research Team (RRT) was established to serve as partner as well as ‘knowledgeable other’ in implementing a minimum of a complete cycle of lesson study (see Lee, 2010). The team members comprised RECSAM’s academic staff (science), and two science lecturers from a neighbouring Teacher Education Institute, Penang Campus as appended in Table 2.Table 2RECSAM Research Team (RRT) Members

No. RRT members Position Institute1 Mr. Lee Shok Mee

(Malaysian)Science Education Specialist-TPD, (Coordinator)

SEAMEO RECSAM

2 Dr. Shiela Oyao(Filipino)

Science Education Specialist-R&D,

SEAMEO RECSAM

3 Dr. Koay Suan See(Malaysian)

Science Education Specialist-TPD

SEAMEO RECSAM

4 Mr. Dominador D. Mangao(Filipino)


SEAMEO RECSAM

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No. RRT members Position Institute5 Mr. Marmon A. Pagunsan

(Filipino)Science Education Specialist-TPD

SEAMEO RECSAM

6 Mr. Hideo Nakano(Japanese)


JICA Senior Volunteer

7 Dr. Yeoh Poh Choo(Malaysian)

Science Educator IPG Penang Campus

8 Dr. Parvinder Singh a/l Amar Singh(Malaysian)

Science Educator IPG Penang Campus

The research project was intended to be carried out in six schools, three primary (however one of them withdrew due to staff shortage) and three secondary, on the Penang Island. Preliminary visits to these schools and meeting up with the principals were undertaken by the RECSAM’s researchers to discuss about the possibility of their schools as the venue for the lesson study project. The meeting was fruitful with the principals and they showed keen interest for their teachers to participate in the lesson study project to enhance teachers’ professional development and improve student learning. With the positive outcome from the discussion, each of the schools concerned wasted no time to set up Lesson Study Group (LSG) comprising 3-5 science teachers, but not more than eight. One member among each of the LSGs was elected to act as a coordinator and contact person regarding the lesson study project. Table 3 shows the LSG members of each of the fi ve participating schools.Table 3List of science teachers participated as Lesson Study Group (LSG) in each of the six schools

No. Schools Lesson Study Groups / TeachersA SMK Tanjong Bunga 1 Ms. Loo Say Leng (Coordinator)

2 Ms. Vithiya a/p Natchana3 Ms. Tan Hong Looi

B SMK Tunku Puan Habsah 1 Mr. Kang (Coordinator)2 Mr. Mohan Kumarasamy3 Ms. Yeap Siew Har

C SMK Air Itam 1 Ms. See Hooi San (Coordinator)2 Ms. Chulailat a/p Deng3 Mr. Chew Fung Kit

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No. Schools Lesson Study Groups / TeachersD SK Convent Green Lane 1 Mr. Jagajothi Selvarasah (Coordinator)

2 Ms. Deepa Chandramohan3 Ms. Zarina Bt Aboo Bakkar

E SJK(C) Kwang Hwa 1 Ms. Lim Yoon Khim (Coordinator)2 Ms. Loh Phaik Lean3 Mr. Cheng Chye King4 Ms. Leow Lay Hong5 Ms. Chan Chiew Siong

METHODOLOGYResearch DesignThis research project adopted the qualitative design as the most appropriate research approach considering that the nature of the research was nonexperimental and, that the intent of the research was to gain an in-depth understanding of teachers’ learning during their participation in the lesson study process. It was envisaged that this qualitative approach would produce mostly narrative data such as through direct observation, verbal description, refl ections and opinions gathering (Mertler & Charles, 2005). As a whole, the research study attempted to focus on the following aspects:• collegial collaboration in lesson planning, lesson writing and teaching of

the lesson in class;• to gain deeper understanding of or assess the content and concepts that

teachers intend to teach;• how teachers work towards a shared understanding of the ways students

learn;• how lesson study can help to bring out the unique strengths of the

individual members of the team; and• how teachers are able to use lesson study to overcome teacher isolation and

the stress of being ‘observed’ during teaching (Takahashi, in Wang-Iverson & Yoshida, 2005, p.31).

Prior to the implementation of the project, RRT was in consultation with LSGs to determine the theme and goals of the research lesson. It was agreed that all the LSGs would adopt a common theme for conducting enquiry-based science lessons. The theme for the research lesson was set as:

“Strengthening science process skills focusing in making inferences”.

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The goal of the lesson was expressed in term of its objective statements or explicitly stated in the learning outcomes of the lesson. Both objectives and learning outcomes of a topic are clearly stipulated in the primary and secondary science curricula and syllabi (e.g. Ministry of Education Malaysia, 2002, 2003 & 2006). Notably, there are three language streams in the Malaysian primary schools, namely national schools, national type of Chinese and Tamil schools. The content of the science curricula and syllabi are exactly the same in the three media of schools, albeit the languages used are different. At the time that this research project was implemented, English1 was the medium of instruction for teaching science in the national schools. The Chinese and Tamil schools used their respective languages in teaching science but there was provision for them to use a (smaller) portion of the allocated time to teaching in English. All secondary schools used English in teaching science. Hence RRT members, though comprising of multi-national (Malaysian, Filipino and Japanese) science educators, they had no problem to observe the lessons delivered in English.

Statement of the Problem The purpose of this study was to fi nd out in what ways science teachers could learn from their own teaching to improve classroom instructional practice in teaching science and thereby help their students learn science better.

Specifi cally, this study would address the following research questions:

(1) How did teachers’ engagement in lesson study affect their instructional practice, knowledge of science and student learning?

(2) How did teachers’ beliefs and attitudes about teaching and learning change after participating in the lesson study process?

(3) How did teachers perceive lesson study as a professional development process?

(4) What conditions supported the successful adoption or adaption of lesson study process in schools?

ProcedureThis professional development intervention using the lesson study process commenced with a gathering of the school principals and teachers to launch the research project. In conjunction with it, a one-day “start-up” training workshop 1 At the time that this report was written, Malaysian national primary and secondary schools were undergoing transformation of reverting the teaching of science and mathematics in English to Bahasa Malaysia. While the Chinese and Tamil primary schools continue to use their mother tongue to teach science, they need not to use part of the allocated time to teach science and mathematics in English anymore. Meanwhile, as a temporary measure in the transition period, national primary and all secondary schools may choose to teach science and mathematics in English or Bahasa Malaysia, depending on the availability of the teaching staff in the respective schools.

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for participating teachers was facilitated by RECSAM staff and an external resource person from IPG Penang Campus. In the workshop, participants were oriented to the project’s activities and briefed on the overview of the nitty-gritty of lesson study (see Chapter 2).

For implementing lesson study in a beginning school, the research team adopted Lee’s PT4R Model (2010) to conduct a full cycle of lesson study.The model consists of 6 steps as shown in Figure 1.2:

(1) The group members must fi rst of all meet to discuss and draft out a detailed lesson plan.

(2) A teacher would then use the lesson plan to teach a targeted class under full view of fellow-members observing and taking notes of the lesson.

Figure 1.2 PT4R Model to conduct Lesson Study. (P=step 1, T=step 2, R=Steps 3, 4, 5, & 6)

Source: Lee (2010), p.71

(3) Thereafter, the group would meet to examine any shortcomings and refl ections in reviewing the lesson conducted.

(4) Based on the collective review, the lesson plan is re-written.(5) The improved lesson plan is then used to teach in another class.

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(6) The group would meet again, refl ect and review the lesson and record all relevant points for future reference in planning a similar lesson.

The cycle can proceed further, but usually a minimum of two cycles are suffi ced to initiate improvement of a lesson.

In this lesson study project, since there were two parties, LSG and RRT, involved in the partnership and collaboration, it was more realistic that PT4R model be combined with Yashida’s model of lesson study cycle as illustrated in Wang-Iverson & Yoshida (2005, p.4) to produce a new model of modus operandi for this project as shown in Figure 1.3.

Adapted from Wang-Iverson & Yoshida (2005) & Lee (2010)Figure 1.3 Modus operandi of the collaborative nature of Science

Lesson Study Project.

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Figure 1.3 shows that the lesson study project is a joint enterprise and partnership between LSG and RRT. In other words it worked on collaborative consultation between school science teachers and science educators of teacher education institutes, which comprise an international in-service teacher education provider and a local pre-service teacher education institute. Both lesson study groups assume different and distinct roles. The LSGs decide on a topic to teach, design a lesson plan of the topic and implement the actualization of the lessons in their classes. The lesson plan must have been refi ned with input from teachers in the LSG and RRT members. RRT is tasked to act as ‘knowledgeable other’ and at the same time to carry out the research study by observing and recording how the lessons are presented, how students learn and to provide feedbacks to the teachers. Eventually RRT has to prepare the research report and to disseminate information not just to the schools concerned but also with the aim to motivate and encourage other schools to use lesson study for professional development. Table 1.4 describes the various steps in the overall process in conducting this lesson study project in Penang.Table 1.4Process of Carrying Out Lesson Study

Step Event ProcessEXPLORATORY (Preparatory Stage)

• Preliminary collaborative consultation

• Identifying research theme

• RECSAM staff holding separate discussion with the target schools

• Forming LSGs and RRT• RRT discussing with LSGs to

formulate research themePLAN (Lesson Planning)

• Setting group norms, protocols, and lesson study goal

• Formulating group norms and protocols

• Discussing school’s long term and short term goals and students’ ideal and current profi le

• Deciding on a specifi c lesson based on the short term goals of this pilot lesson study (in terms of objectives and learning outcomes)

• Writing draft lesson plan

• LSG members collaboratively planning the lesson

• Producing draft lesson plan• Emailing the draft lesson plan

to RRT for soliciting feedback and suggestion

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Step Event Process• Finalising lesson plan • LSG discussing feedback and

suggestions of RRT members on the draft lesson plan

• LSG producing fi nal lesson plan

• Preparing observation protocols and tools

• LSG deciding on who to teach the lesson and roles of other members during the lesson presentation

• Getting ready teaching aids and materials

• RRT discussing and presenting the observation protocols

• Devising observation tools• Defi ning respective role of

each RRT member during actualisation of the lesson

TEACH • Actualising the lesson • LSG and RRT members carrying out respective roles

• Observing, taking notes and recording

• Filling observation forms, etc.• Videotaping (by technical

staff)REVIEW • Refl ecting and

reviewing the lesson• Meeting immediately after the

lesson between LSG and RRT members to review the fl ow of the lesson, and observation protocols and tools

• Debriefi ng, critique and refl ections

• RRT producing written report to LSG

REWRITE • Rewriting the lesson plan

• LSG members collectively revising and rewriting the lesson plan

• RRT members revising and improving on lesson observation forms and recordings if necessary

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Step Event ProcessRETEACH • Re-teaching the lesson

in another class• Again, LSG and RRT

members carrying out respective designated roles

• Observing, taking notes, recording and paying specifi c attention to any area of concern if necessary

• Filling observation forms, etc.• Videotaping and capturing

specifi c scene if necessary (by technical staff)

RECORD • Filing and distributing fi nal lesson plan

• Reconvening of LSG and RRT members for sharing of refl ections on the observed lesson

• Debriefi ng , critique and refl ections

• RRT forwarding written report to LSG

• LSG producing fi nal lesson plan

• LSG members writing refl ections, experiences and opinions on lesson study

• RRT writing lesson study report

At the time that this lesson study project was launched in Penang, most teachers, except a small group of teachers who had participated in mathematics lesson study projects organised by SEAMEO RECSAM and Universiti Sains Malaysia (Cheah, 2012) were not aware of lesson study. So lesson study culture was not prevalent among teachers and certainly lack of experienced lesson study practitioners. In other words, most schools in Penang had very little or no experience at all about the lesson study process. It was to be expected that the present participating schools would encounter several challenges as they went through the steps of the lesson study. To ensure smooth collaborative work of these teachers, group norms and protocols on group expectations, resolving differences in ideas, and specifi c responsibilities for each group member were generally discussed during the ‘start-up’ workshop. The LSGs were made to understand that they had to collaboratively discuss about their school’s goals and their ideals and current situation of their students, identify a challenging

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topic, or use a next topic in schedule to design a lesson using the lesson plan format (see Chapter 3); however teachers can revise it. Each of the draft lesson plans was emailed to all group members and RRT for reviewing the lesson and making suggestions to produce a refi ned lesson plan. The planned lesson was then taught to the class by one member of the LSG with assistance from the other group members, as helpers or co-teachers. The RRT members intensely followed the lesson with keen observation. Immediately after the lesson, LSG and RRT members convened to discuss on what worked and what didn’t during the instruction as well as making recommendations on how to improve the lesson. After the revision of the lesson plan, the same or different teacher from the LSG retaught the same lesson, albeit with refi nement, in another class. With further analysis down the line, writing refl ection and a lesson study report would complete the process.

Data Collection and AnalysisData sources would include audiotapes, videotapes, and text documents. Teachers’ refl ections after completion of the lesson study process were deemed to be an important source of evidence in regard to lesson study. Most discussions, interviews, group meetings and actual teaching of the planned lesson had been audio or / and videotaped. Other members of the LSG and RRT members had taken pictures of the teaching process and student activities, and at the same time recorded their observations. Field notes that included notes taken during group meetings, lesson observations, and teachers’ journal refl ections, and students’ work samples were collected for discussion and analysis. The rights of the participants, both the teachers and students, would be protected by treating them anonymously in the discussions of the results. Table 1.5 shows the summary of the data that had been collected for analysis to answer the research questions.Table 1.5Research Questions, Data Sources, and Analysis

Research Questions Data Sources Analysis1. How do teachers’ engagement

in lesson study affect their instruction, knowledge of science and student learning?

Observation toolsAudiotapes of planning sessionStudent observations and work samples

Constant comparative method

2. How do teachers’ beliefs and attitudes about teaching and learning change after participating in the lesson study process?

QuestionnairesPre and post interviewsJournal refl ectionsAudiotapes of planning and refl ection sessions

Constant comparative method

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Research Questions Data Sources Analysis3. How do teachers perceive

lesson study as a professional development process?

InterviewAudiotapes of conversations

Categorization of responses

4. What conditions support the successful adaption of lesson study process in schools?

Audiotapes of conversationsQuestionnaires

Categorization of responses

Expected OutcomeAfter the completion of the lesson study process, the researcher would produce a report and a monograph showcasing the lesson plans as exemplars of the lesson study process as implemented in the fi ve participating schools purportedly to help Malaysian teachers to improve instructional practices, knowledge of science, and student learning. The research report would detail the organisation and implementation of the lesson study process, while the monograph would serve as a handbook to conduct lesson study, and also to highlight some recommendations on how lesson study as a form of professional development can be successfully implemented in Malaysian classrooms. The participating teachers of LSGs and educators of RRT could also produce academic papers for conference presentations or publications.

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ReferencesChichibu, S., & Kihara, T. (2013). How Japanese schools build a professional

learning community by lesson study. International Journal for Lesson and Learning Studies, 2(1), 12-25.

Darling-Hammond, L. & McLaughlin, M. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 77 (7), 597-603. Retrieved on December 20, 2010 from http://www.questia.com/googleScholar.qst;jsessionid=2C49927B317D3223F2ED8CC4E1B9A6EB.inst2_1b?docId=5000286584

Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38 (3), 181-199. doi: 10.3102/0013189X08331140

Hart, L.C., Alston, A. & Murata, A. (Eds). (2011). Lesson study research and practice in mathematics education learning together. New York: Springer

Hashimoto, Y. (1987). Classroom practice of problem solving in Japanese elementary schools. In J. Becker & T. Miwa (Eds.), Proceedings of U.S.– Japan seminar on mathematical problem solving (pp. 113-119). Board of Trustees of Southern Illinois University.

Isoda, M., Stephens, M., Ohara, Y. & Miyakawa, T. (Eds.). (2007). Japanese lesson study in Mathematics. Its impact, diversity and potential for educational improvement. Singapore: World Publishing Co.

Isoda, M. (2007). A brief history of Mathematics lesson study in Japan. In Isoda, M., Stephens, M., Ohara, Y. & Miyakawa, T. (Eds.). Japanese lesson study in Mathematics. Its impact, diversity and potential for educational improvement.Singapore: World Publishing Co.

Lee, S.M. (2010). Strengthening Collaborative Efforts between CRICED University of Tsukuba and SEAMEO RECSAM for Uplifting Science Education in Developing Countries through South-South Cooperation, in Lee, S.M., Devadason, R.P, & Ng, K.T. A Program Report by Visiting Foreign Research Fellows No. 22 South-South Cooperation of SEAMEO RECSAM, CRICED, University of Tsukuba, Japan.

Lewis, C. (2000). Lesson study: The core of Japanese professional development. Retrieved on December 20, 2010 from http://www.lessonresearch.net/aera2000.pdf

Ministry of Education Malaysia. (2002). Integrated Curriculum for Secondary Schools, Curriculum Specification, Science Form 2. Kuala Lumpur: Curriculum Development Centre, Ministry of Education Malaysia

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Ministry of Education Malaysia. (2003). Integrated Curriculum for Secondary Schools, Science Syllabus. Kuala Lumpur: Curriculum Development Centre, Ministry of Education Malaysia

Ministry of Education Malaysia. (2006). Integrated Curriculum for Primary Schools, Curriculum Specification, Science Year 5. Kuala Lumpur: Curriculum Development Centre, Ministry of Education Malaysia

Mertler, A. & Charles, C.M. (2005). Introduction to Educational Research.5th Edition. U.S.A.: Pearson Education, Inc.

National Association for the Study of Educational Methods. (Ed) (2011). Lesson study in Japan. Japan: Keisuisha.

Perry, R., Lewis, C., & Akiba, M. (2002). Lesson study in the San Mateo-Foster City School District. AERA Session. New Orleans: Mills College. Retrieved on 20 December 2010 from http://www.lessonresearch.net/AERAfi nal.pdf

Sharifah Maimunah (n.d.). Malaysia: Current trends and main concerns as regards science curriculum development and implementation in selected States in Asia. Retrieved from http://www.ibe.unesco.org/curriculum/China/Pdf/IImalaysia.pdf

Stepanek, J. (2001). Lesson study: Teachers’ learning together. Northwest Teacher, 2 (2). Retrieved on 15 December 2010 from http://educationnorthwest.org/webfm_send/351

Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. NY: Free Press.

Wang-Iverson, P. & Yoshida, M. (Eds). (2005). Building our understanding of lesson study. Philadelphia USA: Research for Better schools Inc.

Wikipedia. (2012). Trends in International Mathematics and Science Study (TIMSS). Retrieved on 9 Oct 2012 from http://en.wikipedia.org/wiki/Trends_in_International_Mathematics_and_Science_Study

Wikipedia. (2012). Programme for International Student Assessment (PISA). Retrieved on 9 Oct 2012 from http://en.wikipedia.org/wiki/Programme_

for_International_Student_AssessmentWilson, J. (1987). Classroom practice of problem solving in U.S. classroom. In J.

Becker & T. Miwa (Eds.), Proceedings of U.S.– Japan seminar on mathematical problem solving (pp. 85-93). Board of Trustees of Southern Illinois University.

Zepeda, S. J. (2008). Professional development: What works. NY: Eye on Education, Inc.

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Chapter 2

Building Understanding of Lesson Study

INTRODUCTIONAs a start off to embark on a lesson study project to enhance teachers’ professional development, SEAMEO RECSAM organised a lesson study seminar-workshop for science teachers (see photo above) at the centre on 16 April 2011. Its aim was to orient the participants about expanding good practices in teaching science, inquiry-based learning, basic principles and processes of implementing lesson study, as well as the challenges involved in doing lesson study for improving classroom instruction and helping students learn better. The participants were the science teachers who had committed to take part in this research study together with a group of Indonesian science and mathematics teachers coincidently pursuing a course in SEAMEO RECSAM at that time. An initial understanding on lesson study might stimulate them to carry out lesson study in their own schools when returning to their country. The facilitators were all academic staff of SEAMEO RECSAM, except two from the neighbouring Teacher Education Institute, Penang Campus.

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PROGRAMMETo extend the understanding of how lesson study can promote professional growth as an effective classroom teacher, one has to keep abreast of the current trends and good practices in teaching science in order to help students learn better. Furthermore this seminar-workshop aspired to provide concrete ideas of how to organise lesson study and be forewarned of the challenges in conducting the process. Emphasis was placed on the importance of collegial collaboration and support from the school administration. With these thoughts in mind,a graphic organiser was drafted before a comprehensive half-day programme was planned.

‘Start-up’ Lesson Study

Workshop

Session 1 -Opening -Knowing you -Project overview

Session 4 -Lesson observation -Critique & reflection

Session 2 -Science teaching approaches -Good classroom practices

Session 3 -What and how lesson study -video showcasing

Session 5 -Grouping -Norms & protocols -Themes, goals & objectives

Session6 -General lesson plan -collaborative lesson plan

Figure 2.1 Outline of the preparatory lesson study workshop.

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OPENING SPEECHDr. Azian T.S. Abdullah, the then SEAMEO RECSAM Centre Director welcomed the participants to the seminar-workshop. In her speech, she informed the participants that this project was the second phase of the Lesson Study Project. The fi rst phase focused on elementary Mathematics, involving three primary schools which ended last year. This year the project would focus on science, and she was pleased to announce that six schools, three primary and three secondary schools were committed to participate in the

project. She, however, noted that one participating secondary school was unable to be present because of their school’s having function on the same day. She advised the research team to explore ways to improve the inquiry approach in teaching science. Soon after her speech and a short introduction of the RECSAM staff and participants, a series of talks took place which is highlighted below.

SEMINAR -WORKSHOP2.1: Expanding Good Practices in Teaching Science

Dr. (then, Mr.) Devadason Robert Peter, Deputy Director (R & D Division), set the tone for the project as he discussed on existing practices to improve teacher quality that will in turn lead to student quality.The identifi ed practices include pre-service trainings, off-site in-service trainings and on-site trainings or school-based (e.g., in-house, buddy and action research).He suggested that a novice teacher in a school should be placed under the guidance of a senior or expert teacher to learn the craft of teaching. He pointed out three challenges in teaching: transfer of what was learnt (new

pedagogies and content) to the classroom, interpret what is in the curriculum into the classroom, and propagate multiplier effect. Meanwhile it was suggested that a convenient way to improve teacher quality was to focus on sustainable school-based training, involving refl ection, and collaboration among peers and novice-expert.

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2.2: Inquiry-based ScienceMs. Foo Lay Kuan, Deputy Director (Training Programme Division), presented the inquiry-based instruction,a science teaching approach that is promoted in this Lesson Study Project. She started off by showing a magic can and letting the participants predict what would happen to the can when it was rolled, then observed the phenomenon, and offered explanation to their observation. A video clip featuring the images of inquiry in primary secondary science classrooms was shown. Following which, a rubric of the different levels

of inquiry was presented to help teachers assess whether the instructional activity provided to their students is inquiry-based and, if so, to determine the level of inquiry it supports. Teachers should attempt to provide opportunity for students to experience open-ended inquiry which promotes higher order thinking skills. Emphasis was made on the use of inquiry approach in the teaching of science to the attainment of the objectives of the science curriculum in primary schools in Malaysia. In order to promote a clearer understanding of what inquiry really is, the speaker compared two teaching scenarios on plant and animal cells, one at a higher level of inquiry than the other. She also drew the attention of the audience to a La main à la pâte resource book, Teaching Science in School (2007), that features lesson exemplars for science learning in primary schools and models on open-ended inquiry-based approach. Some investigation templates that would assist students to carry out various inquiry actions were also presented.

2.3: Lesson Study OverviewMr. Lee Shok Mee, Specialist in the Training Programme Division, gave an overview about lesson study.He focused his talk on three main questions:(1) What is lesson study? (2) Why do lesson study? and, (3) How to do lesson study? In the fi rst question, the presenter shared about the origin, definition and key features of lesson study. Lesson study as a form of professional learning is then compared topre-service practicum in terms of main purpose, venue, implementer, type, target issue, and frequency.

The presenter then discussed about the requirement of forming lesson study teams, each of which should entail a small group of teachers, who are prepared to sacrifi ce time and uphold commitment in the venture, and they must secure the support from the principal of each school. Mr. Lee ensured the audience that

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lesson study could be conducted without the need for extra expenditure, hence any school could embark on lesson study to upgrade its standard of teaching. He presented the PT4R model (Lee, 2010) to illustrate the steps or process involve in the lesson study. The four benefi ts of doing lesson study in schools were listed as follows; improving student performance, enhancing teaching skills, uplifting school management skills, and strengthening school-community relationship. On the other hand, several challenges facing lesson study were categorised into management and continuing professional development aspects.The former included views from MOE and JPN, commitment of school managers, sourcing of expertise, and readiness for the paradigm shift while the latter comprised inculcation of positive attitudes towards lesson study, skills for good critiquing, and the availability of the necessary materials and information. Mr. Lee concluded the talk by stressing that lesson study can be one of the effective tools for teachers’ continuing professional development, and if it is adopted into the existing educational system, it would be effective in transforming schools.

The facilitators The participants

Figure 2.2 Workshop facilitators and participants.

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2.4: The Lesson PlanDr. Yeoh Poh Choo, Science Lecturer of Teacher Education Institute, Penang Campus, talked about the lesson plan which is considered as the backbone of lesson study. Three key ideas were stressed: lesson plan as a guide to implement the teaching and learning process, matching the lesson content to the learning objectives / outcomes from the syllabus, and writing the details of the teaching and learning process to ensure smooth delivery of the content. A lesson plan template was presented and she emphasised on its three major

stages: set induction, development, and closure. In the set induction stage, she highlighted how the teachers can introduce the ideas and learning objectives and outcomes of the lesson, get students’ attention and motivate them to learn, and relate lesson objectives and outcomes with students’ interest and previous lesson activities. The development stage was centred on the areas that teachers need to consider such as type of content, new skill, a rule or formula, a concept, fact, or idea, an attitude or value and the selection of appropriate teaching-learning techniques or approaches for the lesson. She then discussed about assessment or evaluation and highlighted the need for teachers to gather some evidences of achievement. She ended her talk by explaining about lesson closure and follow-up lessons or activities.

2.5: Lesson Study in Mathematics: Sharing of Experiences Dr. Cheah Ui Hock, Senior Specialist in the Research and Development Division (R&D), shared his lesson study experiences when he worked with mathematics teachers in four elementary schools, namely SK Bayan Lepas, SK Bayan Baru, SJK(C) Kwang Hwa, and SJK(T) Ramakrishna in 2008 and 2010. Four challenges were identifi ed: time, volunteering for lesson study,time tabling, and teaching ideas. In overcoming these challenges, he suggested the need for teachers to aim for small improvements, long term gains, innovative administrative support, and collegial discussion. These

suggestions were likened to the Pareto Principle which states that “roughly 80% of the effects come from 20% of the causes” and he gave some examples to clearly illustrate this principle. He ended his talk by showing a video and telling two stories to demonstrate how social infl uence and collegiality can be achieved.

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2.6: Lesson Study – Expected Output Dr. Sheila G. Oyao, Specialist in the R&D Division, discussed about some tangible outputs or products (e.g., exemplary lesson plans, research papers, reports for school or magazines) that the school teams could produce from their lesson study work. She also pointed out how the Japanese teachers share their work to other teachers or schools through written reports made available to schools or personal contacts. She presented some avenues where teachers can share their lesson study work that may include monograph, attending conference or symposium or journal publication.

She suggested that the participants could also share information through social media such as Facebook.

PARTICIPANTSA total of 80 participants attended this seminar–workshop. Among whom were two Headmistresses, from SJK(C) Kwang Hwa and SK Convent Green Lane;11 elementary science teachers, from SJK(C) Kwang Hwa, SJK(T) Ramakrishna, and SK Convent Green Lane; and six secondary teachers, from SMK Tanjung Bunga, and SMK Air Itam; and two teacher educators from Teacher Training Institute, Penang Campus; one USM Professor; and 45 Indonesian (Aceh) science and mathematics teachers; and thirteen RECSAM academic staff.

27


WORKSHOPDuring the workshop, the teachers were grouped according to their schools and brainstormed on the teaching and learning issues related to their respective schools. They would decide whether to adopt any of these issues that they had experienced that could possibly be the focus or theme for the lesson study work. The school issues identifi ed by the teachers were presented as follows:

1) Elementary Schools

(a) SJK(C ) Kwang HwaThe Headmistress together with the science teachers identifi ed issues in their school such as limited time to do inquiry study, not enough space for doing experiments, and attitudes of the students.

Participating teachers:• Tan Peng Sim –

Headmistress• Lim Yoon Khim• Loh Phaik Lean• Cheng Chye King• Yeow Lay Hong• Chan Chiew Siong

(b) SK Convent Green LaneThe teachers selected the topic in Year 5 on ‘Phases of the Moon’ because they thought it was very diffi cult for students to understand, visualise and verbalise the different phases of the moon as refl ected in the school examination results whereby the students could not answer those questions relating to this topic.

Participating teachers:• Madam Mariani Yusof –

Headmistress• Zurida Mustapha• Jagajothi Selvarasah• Deepa Chandramohan• Zarina bt Aboo Bakkar

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(c) SJK(T) RamakrishnaThe issues raised by the teachers were basically students’ poor understanding in learning areas of science lessons due to their low English proficiency, unmotivated students’ attitudes(e.g., low concentration and poor attention), lack of knowledge (e.g., content and vocabulary), and no proper science laboratory to work on.

Participating teachers:• Hema Malini A / P

Sarmogam• Maria Yee A / P Perumal• Sailaja A / P Ganasan

2) Secondary Schools(a) SMK Tanjong Bunga

The teachers presented some issues in their school and suggested possible solutions of which comprised students’ low concentration in study that can be solved by using videos, hands-on activities, and animations; low learning motivation that can be addressed by giving prizes (e.g., sweets & chocolates), and merit marks; language diffi culty that can be remedied by using bilingual instruction; and 3M problem that could be possibly solved by using more pictures, fl ash cards, videos, and animation.

Participating teachers:• Vithiya A / P Natchana• Tan Hong Looi• Loo Say Leng

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(b) SMK Air ItamThe teachers identifi ed issues which included poor profi ciency of students in English and Bahasa Melayu, diffi culty to start the lesson because students lack the purpose or aim of studying which might be attributed to their family background, teachers have a lot of paper work to do and most lessons require extended time to implement in achieving its objectives.

Participating teachers:• Chu Maw Ping• Chulailat A / P Deng• Chew Fung Kit• See Hooi San

RECSAM & Penang IPG StaffThe academic and Penang IPG staffs who attended the seminar-workshop were Dr. Azian T.S. Abdullah, Mr. Devadason Robert Peter, Ms. Foo Lay Kuan,Dr. Cheah Ui Hock, Dr. Koay Suan See, Dr. Daniel Leong, Dr. Sheila Oyao,Mr. Lee Shok Mee, Mr. Hideo Nakano, Mr. Marmon A. Pagunsan, Dr. Hazura bt Ab Bakar, Dr. Yeoh Poh Choo and Dr. Parvinder Singh a / l Amar Singh.

ReferencesFoo, L.K. (Ed. 2007). Teaching Science in School, La main a la pate resource

materials for the primary classroom. Penang: SEAMEO RECSAMLee, S.M. (2010). Strengthening Collaborative Efforts between CRICED University of

Tsukuba and SEAMEO RECSAM for Uplifting Science Education in Developing Countries through South-South Cooperation, in Lee, S.M., Devadason, R.P, & Ng, K.T. A Program Report by Visiting Foreign Research Fellows No. 22 South-South Cooperation of SEAMEO RECSAM, CRICED, University of Tsukuba, Japan.

Pareto, V. (1906). In INVESTOPEDIA: Pareto Principle. Retrieved on 10 Oct 2012 from http://www.investopedia.com/terms/p/paretoprinciple.asp

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Chapter 3

Writing Lesson Plans

INTRODUCTIONIn lesson study, lesson planning and writing are two basic components in helping teachers to grow professionally. The members of a lesson study team must work collaboratively to produce a research lesson (so called because it is used to study the lesson) that will be used as the guidelines to teach and for observing the lesson by team members. The lesson plan is likened to the ‘script’ used in the classroom teaching and learning. The effectiveness of the lesson depends on the ‘script’ (Stigler & Hiebert, 2009) and the ‘script’ must be improved after every lesson for further improvement in instruction. Working together in planning and writing the lesson plan enables the team members to take advantage of each other’s unique strengths to produce a better lesson than a teacher working in isolation.

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LESSON PLAN FORMATThe RRT introduced the following three lesson plan formats for the LSG to use for writing science lesson plans.

1) Basic Science Lesson PlanA lesson plan should be based on a small portion of a curriculum of a subject. It should contain the basic elements of what and how to carry out classroom instruction and the ways students are expected to learn. Hence, a lesson plan must state clearly the objective(s) of the lesson and what teaching materials would be used to achieve the objective(s) within a specifi c time period. In the teaching and learning process,the lesson activities should consist of introduction, lesson development and conclusion. Introduction should be linked to previous lesson, prior knowledge or current issues. Lesson development may comprise several steps or activities and guiding questions to convey the content of the lesson. A brief description of the approach or technique to be used in each step to attain the expected outcome needed to be included. The conclusion of the lesson may be in the form of summary, assessment or evaluation based on the work done during the lesson, worksheet or home work.

Template of a Basic Science Lesson PlanSchool:Date:Time/duration : xx:xx – xx:xx (…….minutes)Class:Number of students:Subject:Topic:Learning Area :Learning Objectives :Learning Outcomes :Scientifi c Skills:Thinking Skills:Scientifi c attitudes and noble values:Teaching Resources:

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Steps (Duration) Content Teaching & Learning Activities RemarksSet Induction(…..mins)Development (…..mins)Closure(…..mins)

2) Five-Phase Lesson PlanThe format of this lesson plan is based on Needham’s Five Phase Constructive Model which stipulates that a complete lesson should consist of fi ve phases, namely the orientation, the generation of ideas, restructuring of ideas, application of ideas and lastly the refl ection (Needham & Hill, 1987). Brief description of each phase is appended below.Phase 1: Orientation

The main intention is to attract students’ attention and interest on the lesson. The lesson may begin with a short demonstration, posing a question, showing a video or fi lm, or a simple experiment.

Phase 2: Eliciting or generating of ideasTo gauge or be aware of student’s prior knowledge relating to the lesson by posing questions, discussing or brainstorming in small groups to generate concept maps or any forms of presentations.

Phase 3: Restructuring of ideasTo lead the students to explore the existence of alternative ideas, ideas that needed to be modifi ed and improved, or be replaced based on scientifi c concepts, and new knowledge that can be developed. In small group discussion, students may exchange ideas to determine the alternative ideas by critically assessing the present ideas. Through reading, internet exploration and teacher’s input, students would be exposed to confl icting ideas, and they could test the validity of these ideas through experiment or project work. At the end, they would develop new ideas, improve or modify the existing ideas that the students are having.

33


Phase 4: Application of ideasTo apply the newly acquired ideas to a different situation or for attempting to solve certain problems.

Phase 5: Refl ectionIn the fi nal phase, students would try to accommodate the new ideas to scientifi c ideas.

Template of Five-Phase Lesson PlanSchool:Date:Time/duration: xx:xx – xx:xx (…….minutes)Class:No. of students:Subject:Topic:Learning Area:Learning Objectives:Learning Outcomes:Scientifi c Skills:Thinking Skills:Scientifi c attitudes and noble values:Teaching Resources:Teaching Model: Needham 5-Phase

Phases (Duration) Content Teaching & Learning Activities RemarksOrientation(…..mins)Eliciting Ideas(…..mins)Restructuring Ideas(…..mins)Application of Ideas(……mins)Refl ection(…..mins)

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3) A Generalised Format of (Science) Lesson Plan incorporating 5E componentsThe 5E Instructional Model was developed by the Biological Science Curriculum Study (BSCS) in late 1980s. It describes a teaching sequence that can be used for entire programs, specifi c units, and individual lessons. Basically, the model consists of fi ve phases: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate (Bybee et al., 2006).Phase 1: Engage

The purpose of the engagement phase is to attract students’ interest in the lesson, as well as to access the learners’ prior knowledge in relation to the intended new learning task. During this stage, short activities are used to promote curiosity and motivation in organising students’ thinking towards the learning outcomes. This preparatory phase provides an opportunity for students to make connections between past and present learning experiences, setting the stage ready for upcoming activities.

Phase 2: ExploreThe purpose for the exploration phase is to get students actively involved in the current learning task to build their own understanding on certain concepts. In this stage, students are given the opportunity to be directly engaged in the development, planning and investigating of phenomena and materials. The students may work in small groups in carrying out activities through inquiry-based instruction, and thereby acquiring ‘new’ science concepts. The teacher acts as a facilitator, providing materials and guiding the students’ focus to generate new ideas or conceptual change.

Phase 3: ExplainThe explanation phase is to provide students with an opportunity to communicate and demonstrate their conceptual understanding of their fi ndings and interpretation. At this stage, learners are given the opportunity to refl ect on their learning and explain their understanding of the concept. Teachers may also use the opportunity to directly introduce a concept, process, or skill. An explanation from the teacher or the curriculum guide may propel the students towards a deeper understanding and thinking.

35


Phase 4: Extend / ElaborateThe extension phase is to allow students to apply their new knowledge and continue to explore other phenomena. At this stage, students expand on the concepts and their implications on what they have learned, and make connections to other related concepts. They then apply their understandings of the concept by conducting additional activities; thus increasing their understanding about the world around them.

Phase 5: EvaluateThe evaluation phase EVALUATE is an on-going diagnostic process that allows the teacher to determine if the learners have attained understanding of the ideas, concepts and principles in science. Assessment can occur at all points along the continuum of the instructional process. Some of the tools that teacher usually used are questioning, observation, worksheets, portfolios, student interviews, project and inquiry or problem-based learning products, debates and role playing. In fact, in this phase, both students and teachers can determine how much learning and understanding have taken place and the effectiveness of the teaching.

36


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n is

;(3

) lis

t pro

duct

s of

com

bust

ion;

and

(4) i

nfer

that

big

ger c

onta

iner

(ena

bles

can

dle

to b

urn

for l

onge

r tim

e) c

onta

ins

mor

e ox

ygen

Stud

ents

’ bac

kgro

und

know

ledg

eSt

uden

ts a

re a

war

e th

at:

(1)

Air

is a

mix

ture

of O

2 , C

O2 ,

N2 ,

iner

t gas

es &

oth

er c

ompo

nent

s;(2

) 1/

5 o

f air

con

tain

s ox

ygen

;(3

) C

ombu

stio

n re

quir

es o

xyge

n; a

nd th

at th

ey h

ave

acqu

ired

the

prac

tical

ski

ll to

te

st fo

r CO

2

39


Scie

ntifi

c an

d th

inki

ng

skill

sO

bser

ving

, mea

suri

ng &

mak

ing

infe

renc

e

Scie

ntifi

c at

titud

es a

nd

nobl

e va

lues

Coo

pera

tion

and

hone

sty

Teac

hing

and

lear

ning

re

sour

ces

(1) R

efer

ence

HSP

Sci

ence

For

m 1

, Sc

ienc

e Te

xtbo

ok F

orm

1

,Wor

ld o

f Sci

ence

For

m 1

(2) E

quip

men

t/ap

para

tus

Beak

er (2

50 m

l & 5

00 m

l), b

asin

, ga

s ja

r , g

as ja

r st

and

and

spoo

n(3

) Mat

eria

lsC

harc

oal,

cand

le, l

ime

wat

er, b

icar

bona

te

indi

cato

r, an

hydr

ous/

dry

coba

lt ch

lori

de p

aper

, m

atch

es a

nd ta

p w

ater

Teac

hing

app

roac

h (in

tend

ed)

Inqu

iry

and

cons

truc

tivis

m

40


Less

on

deve

lopm

ent

Con

tent

/ co

ncep

tTe

achi

ng a

nd L

earn

ing

proc

ess

(Tea

cher

act

ion

& S

tude

nt a

ctiv

ity)

Rem

ark

/ not

e

Stag

e 1

INTR

OD

UC

TIO

N(E

ngag

emen

t)(T

ime:

10

min

.)

To k

now

that

re

spir

atio

n ne

eds

oxyg

en a

nd

rele

ases

car

bon

diox

ide

Phot

osyn

thes

is

requ

ires

car

bon

diox

ide

and

rele

ases

oxy

gen

Iden

tifyi

ng th

e pr

oduc

ts o

f co

mbu

stio

n (b

y ch

emic

al te

sts

and

thro

ugh

mak

ing

infe

renc

es)

Set I

nduc

tion

– te

ache

r sho

ws

a gr

een

plan

t and

elic

its a

nsw

ers

from

stu

dent

s.

Teac

her a

sks

stud

ents

(in

smal

l gro

ups)

to b

urn

a pi

ece

of c

harc

oal i

n a

gas

jar fi

lled

with

a li

ttle

lime

wat

er /

bic

arbo

nate

indi

cato

r.

Stud

ents

are

ask

ed to

feel

the

gas

jar.

Teac

her:

Wha

t do

you

feel

?St

uden

ts: H

ot (t

arge

t res

pons

e)Te

ache

r: W

here

did

the

heat

com

e fr

om?

Stud

ents

: Fro

m c

ombu

stio

n (o

f cha

rcoa

l in

air)

Teac

her:

Wha

t can

you

say

/ in

fer f

rom

this

exp

erim

ent o

f com

bust

ion?

Stud

ents

: Com

bust

ion

prod

uces

hea

t (ta

rget

resp

onse

from

mak

ing

infe

renc

e)

Stud

ents

are

als

o as

ked

to o

bser

ve th

e in

ner w

all o

f the

gas

jar.

Teac

her:

Wha

t do

you

see?

Stud

ents

: Vap

our /

sm

all d

ropl

ets

of w

ater

.Te

ache

r: H

ow d

o yo

u co

nfi r

m y

our a

nsw

er?

Stud

ents

: Tes

t it w

ith a

nhyd

rous

/ d

ry c

obal

t chl

orid

e pa

per.

Teac

her:

Exp

lain

you

r ans

wer

.St

uden

ts: I

f the

cob

alt c

hlor

ide

pape

r tur

ns fr

om b

lue

(dry

) to

pink

(wet

), th

en w

ater

is p

rese

nt.

(Alte

rnat

ivel

y, th

e st

uden

ts m

ay c

arry

out

the

test

and

eng

age

in th

e ve

rbal

inqu

iry

at

the

sam

e tim

e)Te

ache

r: W

here

did

the

wat

er v

apou

r com

e fr

om?

Stud

ents

: Com

bust

ion.

Teac

her:

Wha

t can

you

say

/ in

fer f

rom

the

burn

ing

of c

harc

oal?

Stud

ents

: Com

bust

ion

prod

uces

wat

er.

Teac

her a

sks

a st

uden

t to

shak

e th

e ga

s ja

r gen

tly.

Teac

her:

Wha

t hap

pene

d to

the

lime

wat

er /

bic

arbo

nate

indi

cato

r?St

uden

ts: L

ime

wat

er tu

rned

milk

y /

bica

rbon

ate

indi

cato

r bec

ame

yello

w.

Teac

her:

Wha

t can

you

say

/ in

fer f

rom

this

test

?St

uden

ts: T

here

was

CO

2 in

the

gas

jar.

Teac

her:

Whe

re d

id C

O2 co

me

from

?St

uden

ts: C

ombu

stio

n.Te

ache

r: W

hat i

nfer

ence

can

you

mak

e fr

om th

is a

ctiv

ity?

Stud

ents

: Com

bust

ion

of c

harc

oal p

rodu

ces

CO

2.

Teac

her a

sks

stud

ents

to li

st d

own

the

prod

ucts

of c

ombu

stio

n of

cha

rcoa

l.

Obs

erva

tions

an

d m

akin

g in

fere

nces

41


Less

on

deve

lopm

ent

Con

tent

/ co

ncep

tTe

achi

ng a

nd L

earn

ing

proc

ess

(Tea

cher

act

ion

& S

tude

nt a

ctiv

ity)

Rem

ark

/ not

e

Stag

e 2

(Exp

lora

tion)

(Tim

e: 3

0 m

in.)

O2 i

s ne

eded

for

com

bust

ion

Bigg

er c

onta

iner

co

ntai

ns m

ore

O2

1.

Burn

ing

cand

les

‘in a

nd o

ut’ o

f gas

jar a

s sh

own

in F

ig. 1

.

P Q

Fig.

1Te

ache

r: W

hat h

appe

ned

to c

andl

e P

and

Q?

Stud

ents

: Fla

me

of c

andl

e P

extin

guis

hed

/ w

ent o

ff af

ter a

whi

le. C

andl

e Q

con

tinue

d to

bur

n.Te

ache

r: W

hy d

o yo

u th

ink

it ha

ppen

ed li

ke th

at?

/ w

hat c

an y

ou in

fer f

rom

this

obs

erva

tion?

Stud

ents

: Oxy

gen

in Ja

r P h

ad a

ll be

en b

urnt

. (C

andl

e Q

had

con

tinuo

us s

uppl

y of

oxy

gen

from

th

e at

mos

pher

e)

2.

Teac

her d

emon

stra

tes

/ stu

dent

s pe

rfor

m b

urni

ng o

f can

dles

in 2

50 m

l and

500

ml b

eake

rs

sim

ulta

neou

sly.

Teac

her:

Wha

t hap

pene

d?St

uden

ts: C

andl

e bu

rnt l

onge

r in

the

500

ml b

eake

r.Te

ache

r: W

hy d

id th

e ca

ndle

bur

n lo

nger

in th

e 50

0 m

l bea

ker?

Stud

ents

: It m

ust h

ave

cont

aine

d m

ore

oxyg

en. (

mak

ing

infe

renc

e)Te

ache

r: W

hy d

o yo

u sa

y so

? (r

einf

orce

men

t)St

uden

ts: C

ombu

stio

n ne

eds

oxyg

en. (

reas

onin

g)

Obs

erva

tion

Mea

sure

men

tC

ompa

riso

nIn

fere

nce

Not

e: m

ay a

lso

say

that

can

dle

extin

guis

hed

fast

er in

the

smal

ler b

eake

r

42


Less

on

deve

lopm

ent

Con

tent

/ co

ncep

tTe

achi

ng a

nd L

earn

ing

proc

ess

(Tea

cher

act

ion

& S

tude

nt a

ctiv

ity)

Rem

ark

/ not

e

Stag

e 3

(Exp

lana

tion)

(Tim

e: 1

0 m

in.)

1/5

of a

ir is

O2

Bigg

er c

onta

iner

co

ntai

n m

ore

air /

ox

ygen

1.

Teac

her a

sks

the

stud

ents

to o

bser

ve th

e ea

rlie

r exp

erim

ent a

gain

, as

show

n in

Fig

2.

Fi

g. 2

Teac

her:

Wha

t do

you

see

[poi

ntin

g to

the

gas

jar i

n Fi

g. 2

]?St

uden

ts: W

ater

rose

.Te

ache

r: H

ow m

uch?

…H

ow c

an y

ou fi

nd o

ut?

Stud

ents

: (M

easu

re w

ith a

rule

r)…

Abo

ut 1

/5 o

f the

gas

jar.

Teac

her:

Wha

t can

you

say

/ in

fer a

bout

that

?St

uden

ts: 1

/5 o

f the

air

had

bee

n us

ed u

p in

the

com

bust

ion.

Teac

her:

Wha

t com

pone

nt o

f the

air

had

bee

n bu

rnt?

Stud

ents

: Oxy

gen

Teac

her:

Are

you

cer

tain

? (r

einf

orce

men

t)St

uden

ts: Y

es…

beca

use

com

bust

ion

need

s ox

ygen

.

2.

Teac

her a

sks

stud

ents

to p

redi

ct if

they

bur

n a

cand

le in

a 1

- litr

e be

aker

, wha

t wou

ld h

appe

n w

hen

com

pare

to u

sing

250

ml a

nd 5

00 m

l bea

kers

.

Teac

her:

Wha

t will

you

pre

dict

?St

uden

ts (A

): It

will

bur

n lo

nger

.St

uden

ts (B

): It

will

bur

n tw

ice

long

er in

tim

e th

an in

the

500

ml b

eake

r…or

4 ti

mes

long

er in

th

e 25

0 m

l bea

ker…

Teac

her:

Wel

l, w

e ca

n in

vest

igat

e fu

rthe

r whe

n tim

e pe

rmits

…

Mak

ing

furt

her

infe

renc

es

43


Less

on

deve

lopm

ent

Con

tent

/ co

ncep

tTe

achi

ng a

nd L

earn

ing

proc

ess

(Tea

cher

act

ion

& S

tude

nt a

ctiv

ity)

Rem

ark

/ not

e

Stag

e 4

(Ext

entio

n /

Elab

orat

ion

/A

pplic

atio

n)(o

ptio

nal)

(Tim

e: 5

min

.)

Wha

t are

pro

duce

d w

hen

kero

sene

is

burn

ed?

1.

Teac

her r

epea

ts th

e fi r

st e

xper

imen

t by

usin

g ke

rose

ne (b

urni

ng in

the

gas

jar)

Teac

her:

Wha

t do

you

obse

rve?

Stud

ents

: …[a

s in

sta

ge 1

(exc

ept m

ore

soot

y)]

Teac

her:

Wha

t inf

eren

ces

can

you

mak

e?St

uden

ts: …

(sim

ilar i

n st

age

1)Te

ache

r: W

hat c

oncl

usio

ns c

an w

e m

ake

from

this

less

on?

Stud

ents

: …(fr

ee re

spon

ses)

Teac

her p

robe

s fu

rthe

r (im

prom

ptu)

to re

info

rce

the

conc

epts

of c

ombu

stio

n, i.

e. u

sing

oxy

gen

and

prod

uctio

n of

cer

tain

end

-pro

duct

s.

Obs

erva

tion

and

mak

ing

infe

renc

es

Stag

e 5

ASS

ESSM

ENT

(Eva

luat

ion)

(Tim

e: 5

min

.)

Oxy

gen

is n

eces

sary

fo

r com

bust

ion,

C

O2 , w

ater

and

he

at a

re p

rodu

ced

in c

ombu

stio

n (o

f ke

rose

ne a

nd c

harc

oal)

Teac

her a

sks

ques

tions

abo

ut c

ombu

stio

n an

d en

d pr

oduc

ts o

f com

bust

ions

. (im

prom

ptu

or

repe

atin

g ea

rlie

r que

stio

ns)

Teac

her c

heck

s st

uden

ts’ r

ecor

d bo

oks.

(ran

dom

ly o

r who

le c

lass

)

Pret

est /

post

test

pre

pare

d by

REC

SAM

Mak

ing

conc

lusi

ons

REFL

ECTI

ON

Befo

re te

achi

ng(D

urin

g le

sson

pla

nnin

g st

age:

des

crib

e yo

ur th

ough

ts, i

nsig

hts,

cha

lleng

es

or d

iffi c

ultie

s du

ring

dis

cuss

ion

and

plan

ning

…)

Afte

r tea

chin

g(W

hat y

ou h

ave

expe

rien

ced

and

lear

ned;

how

it h

as a

ffect

ed y

ou…

)

Prep

arin

g le

sson

pla

n ba

sed

on s

tude

nt b

ackg

roun

d kn

owle

dge

Try

to b

e st

uden

t-cen

tred

Not

eno

ugh

appa

ratu

s (b

asin

), on

ly 1

gro

up c

an c

arry

out

the

expe

rim

ent

Bica

rbon

ate

indi

cato

r / li

me

wat

er n

ot s

ensi

tive

enou

gh fo

r the

test

44


Example 2Date : 23 August 2011School : SMK Tg. BungaTheme : Strengthening science process skills focusing in

making inferencesLearning Area : HeatLearning Objective : Understanding heat fl ow and its effects.Learning Outcomes : At the end of the lesson students are able to:-

1. state that heat causes solids, liquids and gases to expand and contract;

2. infer that increase or decrease of the amount of heat causes solids, liquids and gases to expand or contract;

3. explain that heat fl ows in three different ways, i.e. conduction, convection and radiation; and

4. infer that heat fl ows from hot to cold regions.Topic of Lesson : Heat (Form 1)Duration : 80 minutesMethod / Models : Inquiry and DiscoveryBasic Science Process Skills

: 1. Observing2. Predicting3. Generating ideas4. Making inferences

Critical Thinking Skills

: 1. Attributing2. Evaluating

Creative Thinking Skills

: 1. Making inferences

ScientificAttitude & Noble Values

: 1. Having interest and curiosity towards environment

2. Realising that science is a means to understand nature

45


Prior Knowledge : Students have the basic knowledge of energy and heat energy in their primary school. They learned the foundation of Energy in their level II in primary school, which is in Theme II and Learning Area II and V in Energy and Heat & Temperature respectively

Teaching & Learning Resources

: Power point presentation, Worksheet I and II, Visual animation, balloon, hot water, bottle, metal ball, tray, ring, Bunsen burner, thumbtacks, thermometer, ice cubes, beaker, round bottom fl ask, capillary tube and coloured liquid, visualizer

46


Step

/ Ti

me

Con

tent

& L

earn

ing

Out

com

esTe

ache

r’s A

ctiv

itySt

uden

ts’ A

ctiv

ityR

emar

ks

Indu

ctio

n se

t(1

0 m

inut

es)

Two

activ

ities

are

car

ried

out

whi

ch in

volv

e a

dem

onst

ratio

n by

the

teac

her

(Act

ivity

1) a

nd a

sim

ple

activ

ity b

y th

e st

uden

ts (A

ctiv

ity 2

).A

ctiv

ity 1

: Sho

ws

the

effe

ct o

f hea

t on

a co

in.

A d

emon

stra

tion

of a

sim

ple

activ

ity is

don

e un

der a

vis

ualiz

er.

Inst

ruct

ions

for t

he a

ctiv

ity:

A c

onic

al fl

ask

is p

lace

d in

a b

eake

r con

tain

ing

hot w

ater

and

the

coin

is

then

put

into

the

mou

th o

f the

con

ical

fl as

k.

The

coin

mov

emen

t is

obse

rved

.

Act

ivity

2: S

how

s th

e he

at fl

ow

A B

unse

n bu

rner

and

a m

etal

rod

are

prov

ided

to s

tude

nts.

Thre

e th

umbt

acks

are

atta

ched

to th

e m

etal

rod

usin

g ca

ndle

wax

.

Thre

e lin

es a

re m

arke

d on

the

met

al ro

d to

obs

erve

hea

t fl o

w.

Stud

ents

are

ask

ed to

hea

t the

met

al ro

d at

one

end

for s

ome

time

and

obse

rve

wha

t hap

pens

to th

e th

umbt

acks

. The

y ar

e th

en a

sked

to fe

el th

e m

etal

rod

(hot

/ c

old)

at t

he th

ree

lines

mar

ked

earl

ier.

Teac

her

dem

onst

rate

s A

ctiv

ity 1

.

Teac

her p

rovi

des

Buns

en b

urne

r an

d m

etal

sp

oon,

and

giv

es

inst

ruct

ion

for

Act

ivity

2.

Teac

her s

how

s so

me

exam

ples

to

giv

e an

idea

to

the

stud

ents

ab

out t

he to

pic

to

be ta

ught

.

Stud

ents

wat

ch th

e de

mon

stra

tion

by

the

teac

her.

Stud

ents

obs

erve

w

hat h

appe

ns.

Stud

ents

col

lect

th

e ap

para

tus,

lis

ten

care

fully

to

the

teac

her’s

in

stru

ctio

ns a

nd

carr

y ou

t the

ac

tivity

.

Stud

ents

try

to g

et

a pi

ctur

e on

the

topi

c to

be

taug

ht.

Scien

tifi c

attit

udes

an

d no

ble v

alue

s:Re

alis

ing

that

sc

ienc

e is

a m

eans

to

und

erst

and

natu

re.

Criti

cal t

hink

ing

skill

s:C

ompa

ring

and

co

ntra

stin

gBa

sic S

cien

ce

Proc

ess S

kills

:Pr

edic

ting

App

roac

h:St

uden

t-cen

tred

Mat

eria

l cen

tere

dTe

achi

ng A

ids:

-coi

n-h

ot w

ater

-con

ical

fl as

k-m

etal

spo

on-B

unse

n bu

rner

Expl

anat

ion

(20

min

utes

)Th

e ob

serv

atio

n fo

r the

act

ivity

is e

xpla

ined

.A

sim

ple

ques

tion

is p

osed

to th

e st

uden

ts.

“Wha

t mak

es th

e coi

n m

ove?

”Ex

pect

ed a

nsw

er:

H

eat f

rom

the w

ater

caus

es a

ir to

expa

nd

Hea

t fro

m th

e wat

er m

akes

the p

artic

les m

ove f

aste

r and

forc

es th

e coi

n to

mov

e.“W

hat c

an b

e felt

/obs

erve

d w

hen

the m

etal

rod

was

hea

ted?

’”

Hot

/ w

arm

G

ets w

arm

slow

ly /

In st

ages

the t

hum

btac

ks d

rop

one b

y on

e.

Teac

her a

sks

two

ques

tions

to e

licit

the

stud

ents

’ un

ders

tand

ing.

The

stud

ents

try

to a

nsw

er th

e te

ache

r’s q

uest

ions

.

Criti

cal t

hink

ing

skill

s:A

naly

sing

Basic

Sci

ence

Pr

oces

s Ski

lls:

Pred

ictin

gA

ppro

ach:

Stud

ent-c

entr

edTe

achi

ng A

ids:

Vis

ual a

nim

atio

n

47


Step

/ Ti

me

Con

tent

& L

earn

ing

Out

com

esTe

ache

r’s A

ctiv

itySt

uden

ts’ A

ctiv

ityR

emar

ks

Expl

orat

ion

Act

ivity

(25

min

utes

)

Stud

ents

are

div

ided

into

3 g

roup

s of

10,

kno

wn

as G

roup

s A

, B a

nd C

.Ea

ch g

roup

is g

iven

3 s

ets

of a

ppar

atus

and

mat

eria

ls fo

r 3 d

iffer

ent

expe

rim

ents

I, II

and

III.

Stud

ents

in e

ach

grou

p w

ill b

e fu

rthe

r div

ided

into

sm

all g

roup

s of

3 o

r 4 a

nd

each

sm

all g

roup

will

be

aske

d to

con

duct

one

exp

erim

ent a

t a ti

me.

Onc

e a

smal

l gro

up h

as d

one

the

Expe

rim

ent I

, the

gro

up w

ill e

xcha

nge

with

th

e ne

xt s

mal

l gro

up in

car

ryin

g ou

t the

Exp

erim

ent I

I. Th

is is

con

tinue

d un

til

each

sm

all g

roup

has

com

plet

ed a

ll th

e th

ree

expe

rim

ents

.Pr

oced

ure

:Ex

peri

men

t I: T

HE

EFFE

CT

OF

HEA

T O

N S

OLI

D

A m

etal

bal

l is

inse

rted

into

the

ring

.

The

met

al b

all i

s he

ated

usi

ng a

Bun

sen

burn

er.

The

met

al b

all c

ould

not

be

take

n ou

t thr

ough

the

met

al ri

ng.

Obs

erva

tion

is re

cord

ed in

the

wor

kshe

et g

iven

.

The

met

al b

all i

s co

oled

and

onc

e ag

ain

it co

uld

be ta

ken

out t

hrou

gh th

e ri

ng.

Expe

rim

ent I

I: TH

E EF

FEC

T O

F H

EAT

ON

LIQ

UID

The

bulb

of a

ther

mom

eter

is h

eld

betw

een

the

palm

s.

The

tem

pera

ture

is re

cord

ed a

fter 5

min

utes

.

The

bulb

of t

herm

omet

er is

pla

ced

in a

bea

ker c

onta

inin

g ic

e cu

bes.

The

tem

pera

ture

is re

cord

ed a

fter 5

min

utes

.

Expe

rim

ent I

II: T

HE

EFFE

CT

OF

HEA

T O

N G

ASE

S

A ro

und

botto

m fl

ask

with

a c

apill

ary

tube

con

tain

ing

colo

ured

liqu

id

drop

let i

s pl

aced

in a

bas

in c

onta

inin

g ic

e cu

bes.

The

posi

tion

of c

olou

red

liqui

d dr

ople

t is

obse

rved

.

The

expe

rim

ent i

s re

peat

ed b

y re

plac

ing

the

basi

n of

ice

cube

s w

ith h

ot

wat

er.

Teac

her d

ivid

es

stud

ents

into

3

big

grou

ps.

Teac

her p

rovi

des

the

appa

ratu

s an

d m

ater

ials

ne

eded

for t

he

activ

ities

.

Teac

her e

xpla

ins

the

proc

edur

e fo

r ea

ch e

xper

imen

t.

Teac

her

dist

ribu

tes

a se

t of

wor

kshe

et

cont

aini

ng

proc

edur

e to

refe

r and

ob

serv

atio

n ta

ble

to re

cord

the

obse

rvat

ions

.

Teac

her a

lso

give

s ea

ch g

roup

a

man

ila c

ard

whi

ch h

as a

n em

pty

tabl

e fo

r ob

serv

atio

ns.

Teac

her a

llow

s st

uden

ts to

sta

rt

the

expe

rim

ent.

Teac

her g

uide

s th

e st

uden

ts.

Teac

her o

bser

ves

how

the

stud

ents

co

nduc

t an

expe

rim

ent.

Teac

her h

elps

the

stud

ents

whe

n as

sist

ance

is

need

ed.

Stud

ents

get

into

th

e gr

oups

as

inst

ruct

ed b

y th

e te

ache

r.

Stud

ents

col

lect

s th

e m

ater

ials

and

ap

para

tus

from

the

teac

her.

Stud

ents

pay

at

tent

ion

to

the

proc

edur

e ex

plai

ned

by th

e te

ache

r.

Stud

ents

con

duct

th

e ex

peri

men

t w

ith th

e gu

idan

ce

and

obse

rvat

ion

from

the

teac

her.

Stud

ents

reco

rd th

e ob

serv

atio

ns in

the

wor

kshe

et.

Stud

ents

then

fi ll

up th

e ta

ble

with

th

e ob

serv

atio

ns

for a

ll th

e th

ree

expe

rim

ents

.

Stud

ents

ask

for

help

from

teac

her

if ne

eded

.

Scien

tifi c

attit

udes

an

d no

ble v

alue

s:Be

ing

coop

erat

ive

Real

izin

g th

at

scie

nce

is a

mea

ns

to u

nder

stan

d na

ture

.Cr

itica

l thi

nkin

g sk

ills:

Ana

lysi

ngCr

eativ

e Thi

nkin

g Sk

ills

Pred

ictin

gBa

sic S

cien

ce

Proc

ess S

kills

:O

bser

ving

Mak

ing

hypo

thes

isA

ppro

ach:

Stud

ent &

Mat

eria

l ce

nter

edTe

achi

ng A

ids:

All

appa

ratu

s an

d m

ater

ials

nee

ded

for e

xper

imen

t.W

orks

heet

1.

48


Step

/ Ti

me

Con

tent

& L

earn

ing

Out

com

esTe

ache

r’s A

ctiv

itySt

uden

ts’ A

ctiv

ityR

emar

ks

Hea

t Flo

w A

ctiv

ityA

n ex

plan

atio

n of

con

duct

ion,

con

vect

ion

and

radi

atio

n is

giv

en to

stu

dent

s.St

uden

ts a

re in

trod

uced

to te

rms

like

cond

uctio

n, c

onve

ctio

n an

d ra

diat

ion

base

d on

the

anim

atio

n fr

om th

e in

tern

et.

Teac

her e

xpla

ins

the

conc

ept o

f co

nduc

tion,

co

nvec

tion

and

radi

atio

n ba

sed

on th

e an

imat

ions

.

Stud

ents

wat

ch

the

anim

atio

n pl

ayed

and

list

en

to th

e te

ache

r’s

expl

anat

ion.

Eval

uatio

n(2

0 m

inut

es)

A s

impl

e te

st is

con

duct

ed b

y di

stri

butin

g a

wor

kshe

et to

eac

h st

uden

t. [W

orks

heet

II]

The

wor

kshe

et c

onsi

sts

of 1

0 qu

estio

ns fr

om e

ach

expe

rim

ent d

one.

The

ques

tions

and

sug

gest

ed a

nsw

ers

are

as fo

llow

s:Ex

peri

men

t I: T

HE

EFFE

CT

OF

HEA

T O

N S

OLI

D

Wha

t hap

pens

to th

e si

ze o

f the

met

al b

all w

hen

it w

as h

eate

d?It

incr

ease

d.

Wha

t hap

pens

to th

e si

ze o

f the

met

al b

all w

hen

it w

as c

oole

d?It

decr

ease

d.

Wha

t is

the

infe

renc

e th

at c

an b

e m

ade

of th

e ob

serv

atio

n of

the

met

al b

all

afte

r it w

as h

eate

d an

d co

oled

?H

eatin

g ex

pand

s the

bal

l & co

olin

g co

ntra

cted

the b

all.

Expe

rim

ent I

I: TH

E EF

FEC

T O

F H

EAT

ON

LIQ

UID

Wha

t hap

pens

to th

e le

vel o

f mer

cury

in th

e th

erm

omet

er w

hen

it w

as:

a.

Hel

d be

twee

n th

e pa

lms:

the m

ercu

ry le

vel r

ose

b.

Plac

ed b

etw

een

the

ice

cube

s: th

e mer

cury

leve

l fell

Wha

t is

the

infe

renc

e th

at c

an b

e m

ade

to th

e m

ercu

ry in

the

ther

mom

eter

w

hen

it w

as h

eate

d w

ith b

ody

heat

?It

expa

nded

qui

ckly

whe

n he

ated

Wha

t is

the

infe

renc

e th

at c

an b

e m

ade

to th

e m

ercu

ry in

the

ther

mom

eter

w

hen

it w

as c

oole

d?It

cont

ract

ed q

uick

ly w

hen

cool

ed

Teac

her

dist

ribu

tes

wor

kshe

et II

to

the

stud

ents

.

Teac

her a

sks

the

stud

ents

to

ans

wer

the

ques

tions

in th

e w

orks

heet

.

Stud

ents

ans

wer

th

e qu

estio

ns in

the

wor

kshe

et g

iven

.

Scien

tifi c

attit

udes

an

d no

ble v

alue

s:Th

inki

ng ra

tiona

llyCr

itica

l thi

nkin

g sk

ills:

Eval

uatin

gCr

eativ

e Thi

nkin

g Sk

ills:

Mak

ing

infe

renc

esBa

sic S

cien

ce

Proc

ess S

kills

:In

terp

retin

g da

taA

ppro

ach:

-Mat

eria

l cen

tere

d- S

tude

nts

cent

ered

Teac

hing

Aid

s:W

orks

heet

II

49


Step

/ Ti

me

Con

tent

& L

earn

ing

Out

com

esTe

ache

r’s A

ctiv

itySt

uden

ts’ A

ctiv

ityR

emar

ks

Expe

rim

ent I

II: T

HE

EFFE

CT

OF

HEA

T O

N G

ASE

S

Wha

t hap

pene

d to

the

air i

n th

e ro

und

botto

m fl

ask

whe

n it

was

put

into

th

e ic

e cu

bes?

The c

olou

red

liqui

d lev

el dr

ops.

Wha

t hap

pene

d to

the

air i

n th

e ro

und

botto

m fl

ask

whe

n it

was

put

into

ho

t wat

er?

The c

olou

red

liqui

d lev

el ris

es.

Wha

t inf

eren

ce c

an b

e m

ade

from

the

obse

rvat

ion?

Hea

t exp

ands

the a

ir in

the fl

ask

whi

le co

ol a

ir co

ntra

cts i

t.H

eat fl

ow

Wha

t inf

eren

ce c

an b

e m

ade

from

the

obse

rvat

ion

in th

e he

at fl

ow a

ctiv

ity?

Hea

t fl o

ws i

n so

lids,

liqui

ds a

nd g

ases

Con

clus

ion

(5 m

inut

es)

An

empt

y m

ind

map

is d

istr

ibut

ed to

stu

dent

s.

Show

n on

app

endi

x 1

Teac

her

dist

ribu

tes

a m

ind

map

.

Teac

her

sum

mar

ises

th

e le

sson

by

rein

forc

ing

the

theo

ry ta

ught

.

Stud

ents

rais

e th

eir

hand

s to

ans

wer

th

e te

ache

r’s

ques

tions

.

Stud

ents

pay

at

tent

ion

to th

e te

ache

r’s s

umm

ary

of th

e le

sson

.

Scien

tifi c

attit

udes

an

d no

ble v

alue

s:Re

aliz

ing

that

sc

ienc

e is

a m

eans

to

und

erst

and

natu

reA

ppro

ach:

- Stu

dent

s &

te

ache

r cen

tere

d

50


Example 3Date : 23 August 2011School : SMK Air ItamClass : 2S2Duration : 60 minutesTime : 3.45 pm to 4.45 pmNumber of Students : 28Subject : ScienceTheme : Strengthening science process skills focusing in

making inferencesTopic : Simple machinesSubtopic : LeverLearning Objectives : At the end of the lessons, students should be able

to:1. Identify load, effort and fulcrum in the lever

system2. Classify lever system into 3 classes3. Make inferences from the relationship between

load, effort and fulcrum4. Appreciating the innovative efforts in the

design of machine to simplify workLearning outcome : 1. Solve problems related to levers

2. Design or improvise a device that use the principle of a lever

Scientifi c skills : Observing, Classifying, Measuring and using numbers, Predicting, C o m m u n i c a t i n g a n d interpreting data

51


Scientifi c attitudes and noble values

: Students should develop scientifi c attitudes and noble value which include1. Appreciating the contribution of science and

technology2. Being honest and accurate in recording and

validating data3. Being cooperative

Students’prior knowledge

: 1. Students have learnt six basic simple machines in primary school.

2. Students know lever is a simple machine.

52


Step

s of

teac

hing

met

hod:

Step

s / D

urat

ion

Con

tent

Teac

hing

& L

earn

ing

Act

iviti

esR

emar

ks

Set I

nduc

tion

(5 m

inut

es)

a.

Six

sim

ple

mac

hine

sb.

U

sing

a le

ver

a.

Revi

ew w

hat s

impl

e m

achi

nes

are

and

ask

the

stud

ents

why

thes

e ar

e co

nsid

ered

mac

hine

s.b.

D

iscu

ss th

eir s

imila

ritie

s an

d di

ffere

nces

.c.

M

entio

n to

the

clas

s th

at a

pla

ygro

und

sees

aw c

an b

e an

exa

mpl

e of

a fu

lcru

m a

nd le

ver.

d.

Intr

oduc

e th

e co

ncep

t of l

ever

s. A

sk th

e st

uden

ts to

nam

e ot

her s

impl

e m

achi

nes

that

can

be

clas

sifi e

d as

leve

rs.

e.

Ask

stu

dent

s to

des

crib

e ho

w th

ey h

ave

seen

leve

rs a

nd fu

lcru

ms

used

.

1.

Teac

her

show

s th

e pi

ctur

es b

y us

ing

MS

pow

er p

oint

pr

esen

tatio

n(T

each

by

Ms.

See

Hoo

i Sa

n)

Dev

elop

men

tSt

ep 1

(15

min

utes

)

The

thre

e cl

asse

s of

le

vers

a.

Firs

t cla

ss le

ver h

as

the

fulc

rum

pla

ced

betw

een

the

effo

rt

and

load

.b.

Se

cond

cla

ss

leve

r has

the

load

be

twee

n th

e ef

fort

an

d th

e fu

lcru

m.

c.

Thir

d cl

ass

leve

r ha

s th

e ef

fort

be

twee

n th

e lo

ad

and

the

fulc

rum

.Ex

peri

men

t (D

esig

n or

im

prov

ise

a de

vice

that

us

es th

e pr

inci

ple

of

a le

ver)

Mat

eria

ls:

Met

re ru

leW

eigh

tsRe

tort

Sta

ndC

lam

pSt

ring

a.

Cla

ssify

ing

the

clas

ses

of le

vers

: saf

ety

scis

sors

, bot

tle o

pene

r, ha

mm

er, fi

shi

ng ro

d,

scre

wdr

iver

, plie

r, br

oom

to in

trod

uce

the

thre

e cl

asse

s of

leve

rs (b

ased

on

loca

tion

of fu

lcru

m).

b.

Then

, con

duct

an

activ

ity b

y sh

owin

g so

me

pict

ures

of l

ever

s to

the

stud

ents

. Now

usi

ng th

ese

pict

ures

to d

eter

min

e th

e lo

catio

n of

load

, effo

rt a

nd fu

lcru

m fo

r eac

h ty

pe o

f lev

er.

a.

Stud

ents

will

be

aske

d to

dev

elop

a g

ener

al ru

le e

xpla

inin

g th

eir e

xper

imen

tatio

n w

ith le

vers

. Th

is in

vest

igat

ion

wor

ks w

ell w

ith 6

stu

dent

s pe

r gro

up.

b.

Stri

ng a

nd s

tand

ard

wei

ghts

cou

ld b

e us

ed to

bui

ld a

leve

r for

test

ing

thei

r ide

as. O

ne s

tude

nt

ties

a st

ring

in th

e m

iddl

e of

a ru

ler t

o ba

lanc

e th

e ru

ler w

hen

they

hol

d th

e st

ring

up.

Mak

e st

ring

loop

s an

d tie

them

clo

sed

at th

e 50

cm

mar

k. A

ttach

the

rule

r to

the

reto

rt s

tand

. Bal

ance

it

with

som

e pl

astic

ine

if ne

cess

ary.

Pla

ce a

20

g w

eigh

t on

arm

A o

f the

rule

r. Ba

lanc

e th

e ru

ler

by p

laci

ng a

sim

ilar w

eigh

t on

arm

B o

f the

rule

r.c.

M

easu

re a

nd re

cord

the

dist

ance

of t

he tw

o w

eigh

ts fr

om th

e fu

lcru

m. T

hen,

repe

at to

mea

sure

th

e di

stan

ce o

f the

two

wei

ghts

from

the

fulc

um b

y fo

llow

ing

the

wei

ght g

iven

in th

e ta

ble.

d.

Allo

w ti

me

for t

he s

tude

nts

to re

visi

t the

ir g

ener

al ru

le in

the

note

boo

k af

ter e

ach

set o

f ac

tiviti

es.

e.

Afte

r the

fi rs

t act

ivity

they

nee

d to

mak

e a

gene

ral r

ule

that

exp

lain

s ho

w le

vers

wor

k.f.

Afte

r all

the

activ

ities

hav

e be

en c

arri

ed o

ut, s

tude

nts

deve

lop

a cl

ass

rule

for l

ever

s.

1.

Teac

her

show

s th

e pi

ctur

es b

y us

ing

MS

pow

er p

oint

pr

esen

tatio

n(T

augh

t by

Ms

See

H.S

.)

(Tau

ght b

y M

s.

Chu

laila

t)

53


Step

s / D

urat

ion

Con

tent

Teac

hing

& L

earn

ing

Act

iviti

esR

emar

ks

Step

2(3

0 m

inut

es)

The

prin

cipl

e of

leve

rs-

the

effo

rt m

ultip

lied

by it

s di

stan

ce fr

om

the

fulc

rum

is e

qual

to

the

load

mul

tiplie

d by

its

dis

tanc

e fr

om th

e fu

lcru

mTh

e pr

inci

ple

of le

ver

Mat

eria

ls: P

er G

roup

Met

re ru

leW

eigh

tsPr

ism

a.

Teac

her e

xpla

ins

the

prin

cipl

e of

leve

rs to

stu

dent

s by

usi

ng s

ome

exam

ples

afte

r the

act

ivity

.b.

St

uden

ts n

eed

to s

olve

the

prob

lem

by

usin

g th

e pr

inci

ple

of le

vers

.St

uden

ts c

arry

out

ano

ther

act

ivity

to o

bser

ve w

hat h

appe

ns w

hen

the

dist

ance

is c

hang

ed b

etw

een

the

fulc

rum

and

the

effo

rt.

Proc

edur

e:1.

Pl

ace

the

pris

m a

t the

38

cm m

ark

and

a lo

ad o

f 100

g (5

x 2

0g).

2.

Slow

ly m

ove

a 20

g w

eigh

t up

the

met

re ru

le u

ntil

it ju

st o

verc

ome

the

100g

load

.3.

Re

cord

the

dist

ance

bet

wee

n th

e 10

0g lo

ad a

nd th

e pr

ism

.4.

Re

peat

ste

ps 1

– 3

for l

oads

of 1

20 g

and

140

g.

5.

Reco

rd th

e di

stan

ces

betw

een

the

load

and

the

pris

m fo

r eac

h ca

se in

the

tabl

e be

low

.

(Will

be

taug

ht b

y M

s. S

ee H

.S.

(Will

be

taug

ht b

y M

r. C

hew

F.K

.)

Clo

sure

(10

min

ute)

Futh

er in

form

atio

n,

ques

tion

and

conc

lusi

on

a.

Do

the

revi

sion

, and

giv

e th

e st

uden

ts c

hanc

e to

ask

que

stio

ns re

late

to to

day’

s to

pic.

b.

Mak

e co

nclu

sion

.(W

ill b

e ta

ught

by

Ms.

See

H.S

.)

54


Example 4School SJKC KWANG HWA SUNGAI NIBONG

Date 18.8.2011 (FRIDAY)

Class 5M

Class size 44 / 42

Time period 2 periods

Duration of lesson 60 minutes, 8.30-10.30 am

Subject SCIENCE

Learning area STRENGTH AND STABILITY

Topic TECHNOLOGY

Theme (for this lesson study) Strengthening science process skills focusing in making inferences

Key concept (focus) The factors that affect the strength of a structure

Rationale To be able to make simple assessment on the stability and strength of any structure based on its shape and material used.

Learning objective Identify the factors that affect the strength and stability of a structure

Learning outcomes At the end of this lesson, pupils will be able to :1. state that the material used affect the strength of a structure;2. assess the shape of a structure that affect its stability; and3. predict the strength and stability of structures based on some examples.

Students’ background knowledge

Pupils already learned the shape of objects that are stable

Scientifi c and thinking skills Predicting, observing, comparing and contrasting, making inferences, generating ideas and making conclusions.

Scientifi c attitudes and noble value

Having an interest and curiosity towards the environment, having critical and analytical thinking

Teaching and learning resources

(1) Reference: HSP Science Year 5

(2) Equipment / apparatus: -

(3) Materials: books, egg carton, scissors, lidi stick, plastic stick, macaroni, Manila card, coins

Teaching approach (intended)

Inquiry Approach

55


Phas

eC

onte

ntA

ctiv

ities

Rem

arks

Ori

enta

tion

(5 m

inut

es)

The

stor

y of

“Th

e ol

d m

an a

nd h

is s

ons”

1.

Teac

her t

ells

the

stor

y “T

he o

ld m

an a

nd h

is s

ons”

.2.

Te

ache

r dra

ws

pupi

l’s a

ttent

ion

to th

e st

reng

th o

f mat

eria

l.3.

Pu

pils

obs

erve

the

surr

ound

ing

and

stat

e th

e m

ater

ial t

hey

can

see.

4.

Pupi

ls s

tate

the

stre

ngth

of e

ach

mat

eria

l the

y ha

ve o

bser

ved.

5.

Teac

her c

omm

ents

on

thei

r ans

wer

s.

Elic

iting

Idea

s(5

min

utes

)Ty

pes

of m

ater

ials

that

af

fect

the

stre

ngth

of a

st

ruct

ure

1.

Teac

her s

how

s so

me

mat

eria

ls w

hich

will

be

give

n to

them

.2.

Pu

pils

dis

cuss

in g

roup

to p

lan

a fa

ir te

st a

nd d

raw

a s

ketc

h of

the

set u

p on

a p

aper

.3.

Te

ache

r may

giv

e so

me

clue

s to

gui

de p

upils

on

the

set-u

p.4.

Pu

pils

sta

te th

e va

riab

les

in th

e fa

ir te

st.

5.

Pupi

ls p

redi

ct th

e ou

tcom

e of

the

fair

test

on

the

mat

eria

ls b

efor

e th

ey c

arry

out

the

test

.

Res

truc

turi

ngId

eas

min

utes

)

Stro

ng m

ater

ial w

hich

ca

n su

ppor

t a h

eavy

m

ass

is li

di s

tick

I C

arry

out

a fa

ir te

st in

gro

ups

to d

eter

min

e st

rong

mat

eria

l whi

ch c

an s

uppo

rt a

hea

vy

mas

s an

d th

e st

ruct

ure

whi

ch c

an h

old

a he

avy

mas

s.1.

Te

ache

r ask

s th

e pu

pils

to fo

rm g

roup

s of

fi ve

. Eac

h pu

pils

will

be

give

n an

act

ivity

gu

ide.

2.

Teac

her p

rovi

des

the

bask

et a

nd c

oins

to e

ach

grou

p.( a

n eg

g ca

rton

was

cut

off

to

mak

e a

coin

bas

ket,

the

wir

e w

as p

oked

thro

ugh

the

top

of th

e co

in b

aske

t as

show

n in

the

pict

ure)

3.

Pupi

ls a

re a

sked

to c

arry

out

the

fair

test

acc

ordi

ng to

the

step

s gi

ven.

i) St

ack

two

pile

s of

boo

ks to

hol

d th

e ba

sket

.ii)

Han

g th

e co

in b

aske

t on

a pl

astic

stic

k.iii

) Add

coi

ns o

ne a

t a ti

me

into

the

bask

et.

Poss

ible

pic

ture

s or

expe

cted

out

com

es

56


Phas

eC

onte

ntA

ctiv

ities

Rem

arks

The

stru

ctur

e w

hich

ca

n ho

ld a

hea

vy m

ass

is li

di s

tick

Fact

ors

that

affe

ct th

e st

reng

th o

f a b

uild

ing

- the

type

of m

ater

ial

used

Way

s to

impr

ove

the

stre

ngth

of a

str

uctu

re:

-fold

the

pape

r in

to p

leat

ed s

heet

-the

curv

e de

sign

-pile

s to

pro

vide

sup

port

-the

shap

e w

hich

mad

e up

the

str

uctu

re

iv)

Reco

rd th

e nu

mbe

r of c

oins

in th

e ba

sket

unt

il th

e pl

astic

stic

k be

nds.

v)

Rep

eat s

teps

(i) t

o (iv

) usi

ng a

lidi

stic

k an

d m

acar

oni.

vi)

viii)

Pup

ils o

bser

ve a

nd re

cord

thei

r res

ults

in a

tabl

e gi

ven.

mat

eria

lsTh

e nu

mbe

r of

coi

ns i

t ca

n ho

ld

plas

tic s

tick

lidi s

tick

Mac

aron

i

Dis

cuss

ion

of re

sults

1.

Pupi

ls a

re a

sked

to re

port

thei

r res

ults

.2.

Te

ache

r com

pare

s th

e re

sults

am

ong

the

grou

ps.

3.

Pupi

ls a

re a

sked

to g

ive

a re

ason

from

the

resu

lt.4.

Te

ache

r may

gui

de s

tude

nts

by a

skin

g qu

estio

ns s

uch

as:

“Whi

ch m

ater

ial c

an h

old

mor

e co

ins?

Why

?”5.

Pu

pils

dis

cuss

in g

roup

s to

dra

w a

con

clus

ion.

6.

Teac

her a

sks

pupi

ls a

bout

any

oth

er fa

ctor

s w

hich

can

affe

ct th

e st

reng

th o

f a b

uild

ing.

II

Build

ing

a st

rong

bri

dge

1.

Pupi

ls a

re g

iven

a p

iece

of M

anila

car

d an

d ar

e as

ked

to b

uild

a b

ridg

e w

hich

can

ho

ld a

mar

ker p

en.

2.

Teac

her m

ay g

ives

som

e hi

nts

to e

ncou

rage

bra

inst

orm

ing.

3.

Teac

her d

emon

stra

tes

how

to fo

ld th

e pa

per i

nto

plea

ted

shee

t.4.

Te

ache

r lea

ds a

nd g

uide

s pu

pils

to c

arry

out

the

activ

ity.

5.

Teac

her a

sks

pupi

ls a

bout

any

oth

er w

ays

to im

prov

e th

e st

reng

th o

f a s

truc

ture

.6.

Te

ache

r gui

des

pupi

ls to

mod

ifi ed

the

brid

ge b

y us

ing

som

e ge

omet

rica

l sol

ids

as th

e pi

le to

sup

port

the

brid

ge.

7. Pu

pils

’ des

ign

will

be

test

ed to

fi nd

out

the

heav

iest

mas

s th

e br

idge

can

hol

d.8.

Te

ache

r com

men

ts o

n ea

ch b

ridg

e th

ey h

ave

built

and

dis

cuss

the

way

to e

nhan

ce th

e st

reng

th o

f the

bri

dge.

57


Phas

eC

onte

ntA

ctiv

ities

Rem

arks

9.

Teac

her s

how

s so

me

mor

e ex

ampl

es b

y us

ing

Pow

erpo

int P

rese

ntat

ion.

Pupi

ls

obse

rve

a si

mul

atio

n on

how

to im

prov

e th

e st

reng

th o

f a s

truc

ture

.10

. Eac

h gr

oup

will

be

give

n a

fram

ewor

k of

a c

ube

and

a bi

pyra

mid

.11

. Pup

ils p

ush

from

the

side

and

obs

erve

the

shap

e of

the

fram

ewor

k.12

. Pup

ils m

ake

conc

lusi

on.

“Tria

ngle

is m

ore s

tabl

e tha

n re

ctan

gle/

squa

re”

geom

etri

cal s

olid

s

Pow

erpo

int P

rese

ntat

ion

(str

uctu

re w

ith c

urve

de

sign

)(b

uild

ing

with

dom

e sh

ape)

App

lyin

g Id

eas

(15

min

utes

)

Safe

ty fe

atur

es o

f bu

ildin

gs.

Des

ign

of th

e st

rong

est

and

mos

t sta

ble

brid

ge.

1.

Teac

her p

rovi

des

pupi

ls w

ith s

ampl

e of

mat

eria

ls to

illu

stra

te th

e st

reng

th o

f eac

h ty

pe

of m

ater

ials

.2.

Te

ache

r dis

cuss

es it

s sp

ecifi

c us

es b

y us

ing

Pow

erpo

int p

rese

ntat

ion.

Pup

ils a

ppre

ciat

e th

e fa

ct th

at th

e ob

ject

and

str

uctu

re b

uilt

are

for t

he s

afet

y.

Proj

ect:

My

Stro

ng B

ridg

e1.

Pu

pils

are

div

ided

into

gro

ups

of 5

.Pu

pils

are

giv

en a

task

to d

esig

n th

e st

rong

est a

nd m

ost s

tabl

e br

idge

usi

ng th

eir o

wn

crea

tivity

. The

y m

ay a

lso

build

a fu

turi

stic

des

ign.

The

des

ign

is d

raw

n on

thei

r sci

ence

jo

urna

l.

Pow

erpo

int P

rese

ntat

ion

(mat

eria

ls w

hich

are

su

itabl

e fo

r con

stru

ctio

n)

Refl

ect

ion

(5 m

inut

es)

The

fact

ors

that

affe

ct

the

stre

ngth

of a

bu

ildin

g: -T

he ty

pe o

f mat

eria

l us

ed- t

he w

ay th

ey a

re

plac

ed

1.

The

teac

her a

sks

the

pupi

ls a

bout

the

topi

c th

ey h

ave

lear

nt.

2.

Teac

her m

akes

a c

oncl

usio

n of

the

topi

c.“T

he ty

pe o

f mat

eria

l use

d, th

e way

they

are

pla

ced,

the d

esig

n an

d th

e sha

pe a

ffect

the s

tren

gth

of th

e brid

ge.”

58


Exam

ple

5SC

HO

OL

SK C

ON

VEN

T G

REEN

LA

NE,

PU

LAU

PIN

AN

GD

ATE

29 S

epte

mbe

r 201

1

CLA

SS5

SERI

AW

AN

CLA

SS S

IZE

44 (g

irls

)

TIM

E PE

RIO

D10

.20

a.m

. - 1

1.20

p.m

.D

URA

TIO

N O

F LE

SSO

N1

hour

SUBJ

ECT

Scie

nce

LEA

RNIN

G A

REA

Stre

ngth

and

sta

bilit

y.

TOPI

CSt

abili

ty

THEM

ETo

dra

w s

tude

nts’

inte

rest

to d

isco

ver a

nd c

ompr

ehen

d th

e to

pic

stab

ility

usi

ng in

quir

y m

etho

d.

Key

Con

cept

Sam

e he

ight

with

diff

eren

t siz

es o

f bas

e ar

ea.

Ratio

nale

The

size

of t

he b

ase

area

affe

cts

the

stab

ility

of a

str

uctu

re.

Lear

ning

obj

ectiv

es1.

2 U

nder

stan

ding

the

stre

ngth

and

sta

bilit

y of

a s

truc

ture

.

Lear

ning

out

com

es1.

Ex

plai

n ho

w b

ase

area

affe

cts

stab

ility

.2.

D

esig

n a

mod

el th

at is

str

ong

and

stab

le.

Stud

ents

, bac

kgro

und

know

ledg

eSt

uden

ts h

ave

som

e kn

owle

dge

that

bui

ldin

gs a

re b

uilt

in d

iffer

ent s

hape

s in

this

cou

ntry

. How

ever

, the

y ha

ve v

ery

little

kn

owle

dge

on th

is to

pic

as it

will

be

thei

r fi r

st le

sson

.

Scie

ntifi

c an

d th

inki

ng s

kills

Obs

ervi

ng, P

redi

ctin

g, E

xper

imen

ting,

Mak

ing

Infe

renc

es

Scie

ntifi

c at

titud

es a

nd n

oble

val

ues

App

reci

ate

the

cont

ribu

tion

of s

cien

ce a

nd te

chno

logy

.

Teac

hing

and

lear

ning

reso

urce

sRe

fere

nces

: Int

erne

t

Teac

hing

app

roac

h in

tend

edIn

quir

y m

etho

d: S

truc

ture

d

59


LESS

ON

D

EVEL

OPM

ENT

CO

NTE

NT

/ C

ON

CEP

TTE

AC

HIN

G A

ND

LEA

RNIN

GRE

MA

RK

Stag

e 1

Intr

oduc

tion

(5 m

in)

Act

ivity

will

be

done

in

the fi e

ld.

Teac

hers

sta

rt th

e le

sson

with

a m

orni

ng e

xerc

ise.

The

exe

rcis

es w

ill fo

cus

on th

e ba

lanc

ing

of th

e hu

man

bod

y.Te

ache

r pre

pare

s fo

r the

ne

xt s

tage

.

Stag

e 2

Expl

orat

ion

(20

min

)

Wor

kshe

et (P

redi

ctio

n Te

st)

(Sim

ple

5 qu

estio

ns)

Refe

r App

endi

x 1

Expe

rim

ent:

Mat

eria

ls :

1.

30 e

mpt

y bo

xes

2.

Cel

loph

ane

Tape

3.

Mea

suri

ng R

uler

Build

ing

a ta

ll to

wer

and

m

akin

g su

re th

at th

e st

ruct

ure

is s

tabl

e an

d do

es

not c

olla

pse

easi

ly w

hen

it is

tilte

d.

Teac

her c

arri

es o

ut a

pre

dict

ion

test

by

allo

win

g st

uden

ts to

ans

wer

free

ly w

ithou

t an

y gu

idan

ce fr

om th

e te

ache

rs.

Stud

ents

are

alr

eady

in th

eir g

roup

s of

6s.

The

gro

ups

are

prov

ided

with

a ta

sk c

ard

with

sim

ple

inst

ruct

ions

. Tea

cher

s ca

n pr

ovid

e as

sist

ance

if th

e st

uden

ts c

anno

t co

mpr

ehen

d th

eir t

ask.

How

ever

, the

teac

her w

ill o

nly

assi

st in

exp

lain

ing

the

task

an

d w

ill n

ot p

rovi

de a

ny o

ther

type

of a

ssis

tanc

e to

the

kids

.

Teac

hers

will

onl

y be

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WorksheetSTRENGTH AND STABILITYName:________________________ Class:_____________1. The diagram below shows a model that is built by a pupil, using coins.

(a) What is the basic shape of the model? __________________________________________________________________

(b) What makes the model stable? _________________________________________________________________

(c) Another model is built by the pupil, as shown in the diagram below.

What can you say about the stability of this model? _________________________________________________________________

(d) Give one reason for your opinion in (c). _________________________________________________________________

(e) What conclusion can you draw from this investigation? _________________________________________________________________

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ReferencesBybee, R.W., Taylor, J.A.,Gardner, A., Scotter, P.V., Powell, J.C., Westbook, A.

& Landes, N. (2006 ). The BSCS instructional models: origins, effectiveness, and applications. USA: Colorado Springs, CO 80918

Needham, R. & Hill, P. (1987). Children’s Learning in Science Project. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds.

Stigler, J.W. & Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. pp.134 New York: Free Press.

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Chapter 4

Making Lesson Observations

INTRODUCTIONAn important feature of lesson study is the peer observation on the teaching of a team member and the follow-up discussion during the debriefi ng session. The focus of the observation and discussion is to study the impact of the lesson on students’ learning, their interactions with other students, thinking, understanding and acquisition of the lesson. In order to have a clearer picture on the various aspects, the RRT members were assigned with specifi c tasks in making the observation. Table 4.1 below appends the specifi c role of each the RRT members.

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Table 4.1Specifi c Role of Each of the RRT Member in Lesson Observation

Specifi c role for each team memberNo. Name Role1. Dr. Koay Suan See (KSS) Time keeper, lesson fl ow and content2. Dr. Yeoh Poh Choo (YPC) Approaches, techniques and

student-centred3. Mr. Dominador D Mangao (DDM) Students’ participation4. Mr. Hideo Nakano (HNO) Students’ interaction and learning

process5. Dr. Parvinder Singh (PVS) Focusing on one / 2 (a randomly

selected) student / s6. Mr. Marmon A Pagusan (MAP) Teacher’s questioning and answering7. Dr. Sheila G Oyao (SGO) Classroom / black board management &

collegial cooperation / understanding8. Mr. Lee Shok Mee (LSM) Students’ questioning and answering,

and instances of making inferences

OBSERVATIONS AND SUGGESTIONS4.1 Science Year 5: KH School First LessonTheme : Strengthening science process skills focusing in making inferencesDate : 12 August 2011School : SJKC Kwang HwaClass : 5M (44 students)Time : 8.30 am – 9.30 amTeachers : Ms Chow H. J. & Mr Cheng C. K.

Learning Objective:Identify the factors that affect the strength and stability of a structure

Learning outcome:At the end of this lesson, pupils will be able to:• state that the material used affect the strength of a structure;• assess the shape of a structure that affect its stability; and• make inferences of the strength and stability of structures based on some

examples.

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4.1.1 Timing, Lesson Flow and Content (KSS)1. It was indeed a very interesting lesson conducted with enquiry-discovery

approach. Nonetheless, the aspect of time management need to be improved as a 1 hour lesson has dragged to almost 1½ hours.The phase of the lesson on restructuring idea which was planned to be 30 minutes ended up taking 41 minutes while the planned 15 minutes for ideas took up 20 minutes.

2. The lesson fl ow was good and went on as planned. Both teachers showed the ability to inspire the pupils to think and gave them the opportunity to come out with ideas on how to carry out the fair tests:a. How to set up a simple experiment using 2 stacks of 2 dictionaries each,

a straw / a lidi (midrib of a narrow coconut leaf) stick, a coin basket,2 triangle paper clips made into one and some 50 cent coins.Teacher guided pupils by asking a few questions, eg:How to make use of the books (dictionaries)?How to put the stick?

b. How to build a bridge that can support a marker pen using only a piece of A4 white paper.

c. How to build the strongest bridge they can think of using a piece of manila card, cellophane tape and a pair of scissors.

3. After each activity, teacher made the effort to encourage pupils to make inference, in line with the theme of this Science Lesson Study.

4. Noticing the different number of pleats that different groups of pupils had made, teacher demonstrated a simple experiment and carried out a class discussion on the relationship between number of pleats and the number of marker pens the bridge can support. This was an impromptu activity not recorded in the lesson plan.

5. The content of the lesson was introduced to the pupils in a coherent manner. At the end of the lesson, pupils could achieve the learning outcomes stated in the lesson plan.

6. On Activity 3 to build My Strong Bridge, after one group made a few cylindrical pillars to hold the remainder of the manila card and stacked books on top, the other groups followed. They have deviated from the original aim of constructing a bridge which should not have so many pillars beneath. Pupils were unable to think and discuss much due to constrain of time. There was also no time for the teachers to comment on the outcome

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or to conduct discussion (as stated in steps 5 & 6 of the phase on applying ideas in the lesson plan). Pupils also did not have the chance to visit the other groups to see their creations and to compare with their own.

7. As an extension to Activity 3, teacher showed 3 drawings on the board with different shapes of structure beneath the bridge and asked the pupils which one could be the strongest.

i. arch structure ii. square structure iii. triangle structureTeacher told the class the arch structure was the strongest without any explanation (maybe due to time constrain again.)

Suggested areas to improve on1. Save time on distributing materials for experiment by putting all items into

a basin or box. One basin / box will be given to each group.2. Instead of carrying out Activity 3, the result of Activity 2 could be modifi ed

and enhanced to make the strongest bridge.3. Activity 3 could be made into a small project as an enrichment activity.

Pupils are given a week’s time to come out with the strongest bridge based on what they have learnt. During the following lesson, each group can be invited to show their creation and to give a brief explanation on why a certain shape of the structure is chosen. A discussion could then be carried out to choose the strongest bridge.

4.1.2 Approaches, Techniques and Student-Centred Lesson (ypc)a. Approaches and techniques used

The main approaches and techniques used were as follows:Needham 5-phase constructivist model:• Orientation: Story telling• Eliciting ideas: Demonstration• Restructuring ideas: Fair test and hands-on activity• Application of ideas: Hands-on activity• Refl ection: Discussion to conclude the lesson

1. Orientation:The story telling session was well presented. Teacher A was able to tell the story using a poster and real materials as well as actions to express the message of the story.

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2. Eliciting ideas:The teacher posed inquiry questions to elicit students’ ideas. The teacher also encouraged the students to brainstorm the ways to test the strength of lidi stick. The prediction of the outcome of the fair test before the fair test was suitable to elicit students prior knowledge related to the new knowledge to be learned.

3. Restructuring ideas:In this phase, students carried out a fair test to test the strength of different types of material. Teacher B distributed experiment task sheet to each group. Coins of the same type were used as weights. Egg carton was improvised to make basket to hold coins. The materials used were very creative without being expensive. However there were two manipulated variables tested at the same time, they were different shapes and types of material used as stick to hold the basket of coins. The different shapes of material used should be kept as constant variable. So, the teacher needs to fi nd two different types of material with the same shape.The discussion of experimental results was well done. Teacher A encouraged the representative from each group to record the fair test results on a table drawn on a whiteboard. The teacher posed questions to test the understanding of the students regarding the results presented.After the fair test, Teacher B demonstrated an activity using a piece of A4 sized paper placed on two distanced blocks which cannot hold a marker pen. This demonstration was to trigger students’ idea to design a paper bridge which can hold one or more marker pens. The teacher also distributed worksheet for students to answer questions related to stability. The teacher also attracted the students’ attention to compare the number of pleats of the paper and the number of marker pens the pleated paper bridge can hold. These are good teaching techniques to encourage the students to use scientifi c skills and thinking skills in learning.After the above activity, Teacher A discussed and explained why the triangle shape is more stable compared to rectangular shape and followed by guiding the students to make conclusion of the fair test and hands-on activity.

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4. Application of ideas:In this phase, the students were asked to design the strongest and most stable bridge. At this phase, the time of the lesson was already over one hour lesson. The students were given limited time to carry out the activity. The teacher also did not have the time to discuss the outcome of the activity. So, it will be better to plan other suitable activity for application of ideas and the designing activity planned in the lesson to be carried out as project.

5. Refl ection:Teacher A concluded the lesson by guiding the students to recap the key points of the lesson.

b. The level of student centred activityThe lesson used constructivist approach which emphasised on active learning activities. There were explanation of concepts in between different sessions of hands-on activities. The process of the lesson was more towards student centred learning. The level of inquiry is a mixture of structured inquiry (teacher posed questions and design activity) and guided inquiry (teacher posed questions and students design activity).1. Overall students’ participation

Generally, students were well concentrating on the teacher’s explanations and demonstrations. While teachers were talking, no student was whispering. Spontaneous questions were few but while students had activities they were discussing in their groups very well. Activities beyond handouts were also challenged. (e.g. Adding heavy load on improvised bridge columns). Students were polite and cooperative to teachers.

2. Determine strong materials through a fair testAbout half of the students were tackling the activity but others were just looking and waiting for the sets ups were ready. After they repeated the experiment, gradually all the students joined in the activity.

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Students in Science Laboratory

Teacher told a story “which material the old man should have used”

Checking strength of rods (sticks) which were made

of different materials using an egg carton coin

basket

Figure 4.1 Student participation in the lesson.

3. While summarizing the result“The lidi stick was stronger than plastic straws”, the teacher said. No opposite ideas expressed by the students. Were students too obedient to express their opinions? This could not be generalized to make the conclusion from only one pair of experiments.

4. Building a strong bridgeAlmost all the students tackled the activity. They spoke freely to exchange ideas. But in some groups only restricted students were folding sheets of paper to make bridges. After they found how the bridges work, they were trying redesigning and checking the strength and stability of the bridges.

Students were watching the teacher’s

demonstration

Their fi rst bridge did not work

A4 bond paper turned into a strong bridge

Figure 4.2 Students attempting to build the strong bridge.

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5. My strong bridgeStudents were working freely to make their own paper columns. While they are checking the strength of the columns, they looked excited. Some of the columns were strong enough to support many thick dictionaries.

They were making cylinder shape paper

columns

Placing a sheet of paper on the top of the cylinders

Piling up heavy boxes on three paper cylinders

Figure 4.3 Testing the strength of the bridge.

6. After the main contents of the lessonStudents looked satisfi ed with the lesson. But observers were not sure if they had understood the relation between strength and shape.

7. Other observations and comments• When students checked the different of materials to be used, they

should had chosen the different materials of bout same shape and size.

• Needed more handout sheets. (one sheet for one student). Some group read the handout together but some students did not show them to their group mates.

• Teachers could show both a good demonstration sample and a poor demonstration sample to make students understand the knack to build the fi rst set-up.

• When the teacher asked the condition of the fi rst fair test, some students voluntarily answered instantly. They were very positive about the lesson.

• Teachers could make children think about the difference between group 1 and group 3 bridges. (The stability of the triangular shape and the number of the triangles were important to a make strong bridge. The more triangles the simple bridge has the smaller load comes on to each triangle. etc)

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Books

A4 paper

Table

Object X

Figure 4.4 When you draw like above, what is the Object X?

• Is it a cylinder or a hexahedron?

Figure 4.5 Is the Object X empty or fi lled with something?

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4.1.2 Focusing on One or Two Students (PVS)Students Name: A- Koay W. H., and B- Lai W. X.Brief Interview conducted during the lesson:

Question Student A Student BDo you like Science subject? Why?

Yes….fun Yes…interesting..can do experiment..

Do you understand what the teacher is teaching?

…how to make a bridge... …..building a structure of a bridge..

Observations made on students’ participation during the lesson;

Time Student A Student B8.40 - 8.50 Listened to the teacher

telling a story of an old man.

Listened to the teacher telling a story of an old man.

8.50 - 9.00 Looked at the teacher conducting a fair test. Moved in-front of the class to take the materials. Looked at the teacher. Put the “lidi” into the loop that was attached to a small bag. Looked at the experiment guide and paying attention to the teacher.

Sat at his place and waited for his friends to bring the material. Put the “lidi” that was attached to a loop of a small bag between the two books that were on the table. Looked at the experiment guide and paying attention to the teacher. Put the coin into the small bag and observed what happened to the “lidi”.

9.00 - 9.10 Put the coin into the small bag and observed what happened to the “lidi”. Increased the height of books by adding more books. Measured the distance between the piles of books. Changed the “lidi” with a straw. Places the straw into the loop that is attached to a small bag. Put the coins into the small bag and observed what happend to the straw. Wrote in the worksheet.

Continued placing the coins into the small bag and observed what happened to the “lidi”. All the coins were placed into the small bag, the “lidi” did not break! Called the teacher to explain. The teacher told them that the distance between the two piles of books was less than 15 cm, and also increased the height for the pile books by adding more books. Changes the “lidi” with a straw. Placed the straw into the loop that was attached to a small bag. Put the coins into the small bag and observed what happened to the straw. Wrote in the worksheet.

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Time Student A Student B9.10 - 9.20 Went in-front of the class

and wrote the results on the white board. Paying attention to the teacher’s explanation. Went in-front of the class to see what the teacher was doing. Folded the A4 paper provided by the teacher into pleated shape.

Staying back at his place and removed the books. Paying attention to the teacher’s explanation. Folded the A4 paper into half. Went in-front of the class to see what the teacher was doing. Folded the A4 paper provided by the teacher into pleated shape. Placed the pleated paper between the two piles of books. Placed the marker pen and the scissors on the plated paper (bridge).

9.20 - 9.30 Looked at his friends. Looked at his teacher demonstrating which “bridge” by the groups could withstand more weight.

Looked at his teacher demonstrating which “bridge” by the groups could withstand more weight.

9.30 - 9.40 Listened to the teacher’s explanation and questions. Drew a bridge on a piece of paper. Looked at the LCD screen. Listened to teacher’s explanation. Started to design a bridge in a group and test it for its strength.

Listened to the teacher’s explanation and questions. Folded the A4 paper and played with it. Opened the textbook. Listened to the teacher explanation and looked at the LCD screen. Started to design a bridge in a group and test it for its strength.

9.40 - 9.50 Testing the bridge designed for its strength

Testing the bridge designed for its strength

9.50 - 10.00 Listened to the teacher’s explanation.

Listened to the teacher’s explanation.

Comments:• Experiment guide was only distributed to the whole group, not

distributed individually to each students, this made students face a lack of understanding of what to do next. Only a handful of students knew what to do!

• The ruler used to measure the length between the two piles of books was only 15 cm long, a 30 cm ruler should had been used to measure the length between the two piles of books.

• Bridges made by the students should be labelled to make it easier for the teacher to refer when singled them out as an example.

_____________________________________________________________________

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4.1.3 Classroom Management and Collegial Cooperation (SGO)a. Classroom Management

Five categories of observations or refl ections on the classroom management of the science class are:

1) Social Climate• In the interview, the teacher shared her nervous feeling during

the class instruction and some pupils might have feel the same way. However, the teacher had successfully hid her nervousness by smiling to the pupils coupled with her gentle voice had created a positive atmosphere which made the students feeling at ease or comfortable considering the presence of several observers in the class.

• Students were provided with opportunities to communicate with each other. Though students’ communication during group activity was in Chinese, I could sense that it was in a positive manner by looking at their happy faces while talking.

• During the activity, some pupils expressed their joy by laughing and clapping for they successfully did the activity while others expressed their surprised. The teachers never reprimanded the students for the noise they have created and I was impressed by it for they allowed the pupils to be free in expressing their feelings during their learning. This is another evidence for a positive social climate.

• Respect was shown by the teachers to their students and among the students themselves as evidenced by the absence of negative statements.

• Overall, the teachers had created a friendly, positive, and supportive social climate.

2) Physical Arrangement• Before the class, I thought that the classroom space was too small

for 40 children and that there would be congestion. But I was very impressed by how the teachers managed the space that allowed the pupils to do the activities comfortably and got the materials quickly and easily. For instance, calling the students seated near the aisle to get the materials was a very impressive technique to avoid congestion or traffi c.

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• During the story telling, the teacher called the pupils seated at the last rows to come at the centre near her for them to see the picture and hear the story clearly. The children moved quietly, orderly and seated on the fl oor comfortably.

• The ventilation and lighting were adequate, hence students were physically comfortable.

• The materials were easily accessible to the students.• Children could move freely without congestion or traffi c within

the working areas.

3) Organisation• Materials were prepared ahead of time and were distributed

effi ciently.• Directions for activities were clear.• When technical difficulty was encountered, the teachers

immediately used the board to describe the building structure. As such, there was a plan in case unexpected event take place and this is impressive.

• Transitions between activities were conducted smoothly, effi ciently and without confusion.

• There was no down time.

4) Behavioural Considerations• Teachers used verbal and nonverbal responses, such as saying

“stop”, “excuse me, please listen”, “no talking”, “ssshhhh”, placing the fi nger at the middle of the lips, and increasing teachers’ proximity to some groups, to get students’ attention or to quiet down the students. This is commendable.

• Negative statements or reprimanding inattentive students were not noticed. Doing these strategies usually ruin the positive climate.

• Students felt comfortable yet disciplined.

5) Instructional Strategies• Small group was effective.• Instructional tools and methods were varied.

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• Presentation of group activity result was well done (e.g. letting one member of the group write the result on the board). This technique is very impressive for pupils to see patterns which would guide them in making inference / conclusion.

• Off-task behaviour was not observed.• Materials for instruction were of interest to the children.

b. The Use of BlackboardThe teachers made use of the blackboard four times (or more). They didn’t erase what they have written or drawn on the board. This is commendable. Pupils can gain a lot of information by simply looking at the blackboard during and after the lesson. In Japan, Japanese teachers use the blackboard to keep a record of the lesson, to help students remember what they need to do and think about, to help students see the connection between parts of the lesson and the fl ow or progression of the lesson, to compare, contrast or discuss pupils’ ideas, to help organise student thinking and discover new ideas, and to foster organised student note-taking skills by modelling good organization (Yoshida, 2005). The pictures below show the organisation of the blackboard in some schools that I visited in Chiba.

Figure 4.5 Use of blackboard in Japan.

Japanese teacher: “My senior teacher told me ‘you should not erase what you write on the blackboard and you should not write on the board if you are going to erase it’”.

Problem

Hypothesis

Procedure

Concept learned/understood

Summary

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Suggestions:• Physical Arrangement: During the story telling, some children seated on the

fl oor. One of the cons raised by one member of the lesson study team was the issue on hygiene since everyone is wearing shoes so other children may feel uncomfortable seating on the fl oor. One remedy could be letting the children bring their chairs. Another way is to make the picture a bit bigger and post it on the board or scan the picture and project it on the screen. Or teachers can think of other better ways than these.

• If teachers consider blackboard as a teaching tool, they may include in their planning on how to use it effectively.

• For co-teaching (team teaching): Since this is seldom done, it would be good if both the teachers greeted the pupils at the very start to set the tone of the class by letting the pupils become aware that they have 2 teachers in their science class on that day.

4.1.4 Students’ Questioning and Answering, and Instances of Making Inferences (LSM)Students’ questioning• Often talked and asked among themselves but no one asked a question to

the teacher.• Neither were students being encouraged to ask questions.

Making inferencesa. Breaking the sticks (set induction)

• A bundle of splinters was broken as easily as one splinter.• Just missed an opportunity to ‘infer’ about ‘unity is strength’ if the

bundle of splinters was diffi culty to be broken.• Good point that the pupils were asked to suggest a better way to

demonstrate this ‘event’.

b. Activity to compare strength of two materials (egg-basket used)• Almost all groups achieved the ‘desired’ results.• Correct inferences were made by the groups concerned.• However, do note that for ‘fair test’, the materials used should be of

same size, shape and so on.

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c. Activity to compare stability / strength of structure / shape of a material• Every groups had been able to demonstrated folded paper stronger

than plane paper for support• Students had been creative in designing other forms to increase the

strength of structures (of using papers), e.g. hollow tubes, semicircle, increasing number of ‘foundation’ stands etc

• Need to emphasize on making inference in each case

4.2 Science Year 5: KH School Second LessonTheme : Strengthening science process skills focusing in making inferencesDate : 19 August 2011School : SJKC Kwang HwaClass : 5M (44 students, 21 Boys 22 Girls )Time : 8.30 am – 9.30 amTeacher : Ms. Chow, Ms. Lim and Mr. Cheng (team teaching)

Learning Objectives:Identify the factors that affect the strength and stability of a structure

Learning outcome:At the end of this lesson, pupils will be able to:• state that the material used affect the strength of a structure;• assess the shape of a structure that affect its stability; and• make inferences of the strength and stability of structures based on some

examples._____________________________________________________________________

4.2.1 Time keeping, Lesson fl ow and Content…..(KSS)• The lesson has been fi ne-tuned and better. However, time management still

need to be looked into as the lesson took almost 1½ hours again. Teachers and students were too engrossed with the activities. The phase of the lesson on restructuring idea which was planned to be 30 minutes ended up taking almost an hour.

78


• The fl ow of the lesson was again good. Orientation of lesson using the video clip on “Angry Bird & The Mighty Eagle” was suitable for set induction on the topic to be taught. Teacher also replayed the video clip after telling the pupils to focus on the houses which were made of straw, wood and concrete and their shapes. This had enabled the students to focus on the important parts of the clip. However, the content section of the lesson plan needs to be changed accordingly (It is still written as the story of the old man and his sons).

• The instruction on the fair test to determine the strongest material which can support a heavy mass was not specifi c enough and had led to some confusion among the pupils. In Step 4 it was stated “record the number of coins in the basket until the plastic stick bends.” The point when the stick bends maybe hard to determine. Besides this, the spaghetti stick may not bend at all before it breaks.

• It was good to let the representative of each group to record their results on the board but teacher spent rather little time on discussing about the results.

• Activity II for Restructuring Ideas actually overlapped with the project work on ‘My Strong Bridge’.

Overall observationsIn this Lesson Study, the second lesson had been a modifi cation on the fi rst one based on feedback from observers. Most of the comments made based on the fi rst teaching were looked into and modifi cations made on the lesson plan as well as the activities. The modifi cations noticed include• Putting all materials for experiments in a box before delivering to the

groups.• Plastic sticks and spaghetti sticks were used instead of drinking straw

(hollow).• Better use of blackboard.• Teacher has made available enough straw models of cube and bipyramid

to let pupils test the strength of triangles.• Teachers carried out some discussions while the pupils were carrying out

the activities. This is something good about team teaching.

Suggestions to improve on• Better time management.• More emphasis on discussion on experimental results.

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4.2.2 Approaches and Techniques Used (YPC)The main approaches and techniques used were as follows:Needham 5-phase constructivist model:

Orientation : Story telling and video show Eliciting ideas : Students design a fair test and predict the

outcome Restructuring ideas : Fair test and hands-on activity Application of ideas : Discussion using MS PowerPoint and teaching

aids Refl ection : Teacher guided the students to recap the key

concepts of the lesson

a. Second round teaching: Revised lesson planOrientationTeacher A was able to guide the students to relate what they observed from the video show with the key concepts of the lesson and noble values.

Eliciting ideasThe distribution of materials for the fair test was more organised. In groups, students were given time to discuss and design a fair test. The students were also required to predict the outcome of the fair test. However, the teacher did not gather information from the students the outcome of their design. After that Teacher B distributed experiment task sheet with procedures for them to carry out the fair test.

In the table given in the task sheet, the students only need to record the observation from the fair test. I would like to suggest that the column to record ‘number of coins to hold’ to be divided into two columns (prediction column and observation column). The students can record their prediction in the table and then later in the observation column when they carried out the fair test. The teacher can discuss with the students the comparison between their prediction and observation.

Restructuring ideas:The fair test procedures in the task sheet need to be revised as it contained some errors (straw, satay stick, macaroni, etc.). The distance between the two stacks of books need to be stated in the procedure. The table for recording the fair test results need to be modifi ed to include the record of

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students’ prediction as they were told to predict the outcome of fair test in the Eliciting Ideas phase. The questions given in the task sheet also need to be revised. The comparison was among the three types of materials. So, the word ‘more’ in the question number 2 needs to change to ‘most’ and the same comment for the statement ‘What do I conclude....’

The students were required to record the number of coins in the basket at the time the stick bends. The bending point were not consistent when the students carried out the fair test to test the strength of different types of materials. Due to this error, the result showed that plastic stick can hold the least number of coins compared to lidi stick and spaghetti. The results will be more accurate if the teacher guided the students to set a standard bending point for comparing the strength of different types of materials.

The fair test results from the nine groups were different. Group 1, 2, 5, 6, 7 and 9 found that spaghetti stick is stronger than plastic stick while group 3, 4 and 8 found that plastic stick is stronger than spaghetti stick. Based on the results obtained by the majority groups, Teacher B guided the students to conclude that plastic stick can hold the least number of coins.

The teacher needs to discuss with the students about the two sets of contrasting results obtained from the fair test. By discussing the common and unusual results, the students will be able to refl ect on what they have done during the fair test.

Limited time was given for the students to design a stable bridge. The teacher also did not have the time to discuss the model bridge built by the students.

Application of ideasTeacher C presented the input on the strength of the structure using MS PowerPoint presentation with suitable pictures. The students were also given the triangle and rectangular structure made from straw to explore the strength of different shapes of structure. The explanation was well delivered.

However, the explanation was given briefl y regarding the take home project: My strong bridge. The students may not understand what to do and when is the deadline of the project. It will be better if the teacher can distribute task sheet for this take home project so that the students can work in groups outside the classroom.

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Refl ectionTeacher C concluded the lesson by guiding the students to recap the key points of the lesson by using MS PowerPoint presentation. The summary of the lesson was presented using a concept map.

b. The level of student centred activityThe lesson used constructivist approach which emphasised on active learning activities. Most of the activities carried out were time consuming. There is a need to revise, reduce or modify the activities so that more indepth discussion with the students can be carried out within the time frame.

There were explanation of concepts in between different sessions of hands-on activities. The process of the lesson was more towards student centred learning. The level of inquiry is a mixture of structured inquiry (teacher posed questions and design activity) and guided inquiry (teacher posed questions and students design activity).

4.2.3 Over-All Students’ Participation (HNO)a. General student control and students’ participation:

The lesson was almost perfectly planned, organised and conducted in ideal order. Students were able to work spontaneously and estimate what they should do next. Most of them were able to start activities without very concrete teacher’s instructions.

b. Students’ concentration on lesson:From the beginning to the end, students were able to follow teacher’s instructions and carried out activities as expected.

c. Attitude and politeness:Students were positive, very polite and well disciplined.

d. Organisation and cooperation in activities:Students often exchanged ideas in carrying out the activities. Each individual group was well organised and no one seen to be dominant.

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Discussing how to make the fair test set-up

Setting up the experiment cooperatively

Checking the strength of a piece of spaghetti

Figure 4.6 Carrying out small group activities.

e. Creativity: Students showed their creativity especially when they answered teachers’ verbal questions. Many students answered spontaneously and were able to organise their thought theoretically.

f. Analysis of the experiments:They relied too much on handouts and worksheets to reach fi nal conclusions of their experiments, but without much fl exible thinking.

g. Presentation of results and conclusions:Each group was asked to present their results by fi lling a table on the board. A teacher then led them to analyse and make conclusion based on the result.

Leaders reported their results

Experimental results A teacher guiding them to make the conclusion

Figure 4.7 Presenting results and making fi nal conclusion.

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h. Safety & clean awareness:After each activity they tidied up materials and tools neatly and kept the lab benches clean.

Suggestions:• In order not to waste time, we can draw the result table on a big sheet of

paper ahead of the lesson. Then we can paste it on the board.• After analysing the result of strong material determination, the teacher

moved on to the conclusion without having time to wait for student’s opinions or questions. I though some students could contribute.

4.2.4 Focusing on Two Students (PVS)Students: A- Wi Wei and B- Khai ShenBrief Interview conducted during the lesson:


Yes….it is interesting Yes...science is fun.

Do you understand what you are doing?

…testing the number of coins in the basket...

...experiment on stable of materials...if material is broken it is not stable...


Time Student A Student B08.30 - 08.40 Listened to the teacher telling

a story verbally. Looked at the video clip played by the teacher on the LCD screen. Listened to the teacher’s questions again. Looked at the video clip again. Listened to the teacher’s explanation. Response to the teacher’s questions as a ‘whole class’. Looked at the materials shown by the teacher.

Listened to the teacher telling a story verbally. Looked at the video clip played by the teacher on the LCD screen. Listened to the teacher’s questions again. Looked at the video clip again. Listened to the teacher’s explanation. Response to the teacher’s questions as a ‘whole class’. Looked at the materials shown by the teacher.

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Time Student A Student B08.40 - 08.50 Took the materials distributed to

conduct the experiment from the plastic container. Discussed with her friends. Placed the basket using paper clips to a lidi stick and places it between the two piles of dictionary. Placed the coins into the basket hung between the two piles of books. Kept on increasing the number of coins. (Worksheet provided by the teacher.)

Discussed with her friends. Placed the lidi stick, plastic stick and macaroni stick in a criss-cross section attach to the basket provided. Lifted up the basket with the materials that had been arranged in a criss-cross position. Read the worksheet that was being distributed by the teacher.

08.50 - 09.00 Listened to the teacher explaining the content of the worksheet. Wrote the observation into the worksheet. Continued to conduct the experiment using different materials as a bridge taken from the basket.

Listened to the teacher explaining the content of the worksheet. Measured the distance between the two piles of dictionary arranged using a ruler. Placed the macaroni stick attach to the basket between the two piles of books. Placed coins into the basket and observed what happened. Changed the macaroni stick with lidi stick and repeated the steps. Recording the observation into the worksheet.

09.00 - 09.10 Looked at the teacher explaining to his group members (teacher helping to set up the apparatus). Wrote in the worksheet provided. Carried out the experiment by placing coins into the basket which is attached to the lidi stick that was hung as a bridge between two piles of books. Wrote the results in the worksheet. Discussed with her friends.

Wrote in the worksheet provided. Looked at his friend writing the results on the white board.

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Time Student A Student B09.10 - 09.20 Listened to the teacher explaining

the results on the white board. Wrote the answers in the worksheet. Looked at the teacher explaining.Listened to the teacher explaining the procedures to conduct the next experiment. Arranged the pile of books into two separate sections. Observed her friends folding the A4 paper into plated shape. Placed the marker pen on to the plated paper that was placed between the two piles of books.

Listened to the teacher explaining the results on the white board. Wrote the answers in the worksheet. Looked at the teacher explaining. Went in front of the class and wrote the answer for the question “what is kept the same”. Observed his friends folding the A4 paper into plated shape.

09.20 - 09.30 Placed more marker pens on to the plated paper. Observed what happened to the plated paper. Observed her friends placing pencil box on to the paper bridge that had been designed by her friends using manila card.

Measured the distance between the two piles of books. Placed the plated paper between the two piles of books. Placed the marker pen on to the plated paper and observed what happened. Folded the manila card into plated shape. Placed the dictionary on the plated shape manila card (bridge) which was placed between the two piles of books and observed what happened.

09.30 - 09.40 Listened to the teacher explaining about strength and structure using the LCD screen. Listened to the teacher’s explanation regarding{• Bridge and design.• Shape of the structures.• How to improve the strength of

a structure.

Listened to the teacher explaining about strength and structure using the LCD screen. Listened to the teacher’s explanation regarding:• Bridge and design.• Shape of the structures.• How to improve the strength

of a structure.

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Time Student A Student B09.40 - 09.50 Tested the strength for the shape

of rectangle and triangle in a group.Listened to the teacher’s questions.Listened to the teacher’s explanation about the importance of material in determining the strength of the bridge. Looked at the LCD screen for pictures of bridges and structures.

Tested the strength for the shape of rectangle and triangle in a group. Listened to the teacher’s questions. Answered the teacher’s question by saying “triangle shape”. Listened to the teacher’s explanation about the importance of material in determining the strength of the bridge. Looked at the LCD screen for pictures of bridges and structures.

09.50 - 09.55 Listened to her friend making a summary of the lesson. Listened to the teacher making conclusion about the lesson. Listened to the teacher summarizing what was needed to make a strong bridge by using the LCD screen.

Listened to her friend making a summary of the lesson. Listened to the teacher making conclusion about the lesson. Listened to the teacher summarizing what was needed to make a strong bridge by using the LCD screen.

Comments:• Overall this was a better lesson in engaging pupils’ towards making

inferences compared to the first lesson conducted. There are some improvements that can be made to consolidate pupils’ idea towards making inferences.

• The teacher should had challenge the students by setting up the bench mark for the weight that can be withstand by bridge designed by the students.

• There should be interval between the two experiments to allow space for the students to speak-up. This would allow the students to discuss their results with the teacher and make it easy for them to make inferences.

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4.3 Science Year 5: CGL First Lesson

Theme : Strengthening science process skills focusing in making inferencesDate : 14 September 2011School : SK Convent Green LaneClass : 5 Seri Pelangi (18 students)Time : 11.00 am – 12. 00 noonTeachers : Ms. Zarina, Ms. Deepa & Ms. Jothi

Learning Objectives:1.2 Understanding the strength and stability of a structure

Learning outcome:At the end of the lesson students are able to:• Explain how base area affects stability (LO1)• Design a model that is strong and stable (LO2)_____________________________________________________________________

4.3.1 Approaches and Techniques Used (YPC)The main approaches and techniques used were• Experiments and hands-on activities in groups• Discussion of experimental results• 5E approach but need to refi ne

a. The lesson plan1) Set Induction

The lesson started with the students doing a worksheet (identify students’ prior knowledge or prediction). It would have been better if the lesson began with a short activity to motivate students emotionally or cognitively towards the topic of the lesson before students doing the worksheet.

2) DevelopmentAccording to the lesson plan, 5E approach was used but the activities for each phase of the 5E need to be refi ned according to the purpose of each phase.

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The students carried out an experiment in groups to build a stable structure. Testing was done to fi nd out the most stable structure and followed by students making conclusion about the relationship between stability and base area. This activity achieved the LO1 (learning outcome). After the students have learned how base area affects stability, it would be good if the next activity is to design a model that is strong and stable in order to achieve LO2. This will enhance the students’ understanding of the operational defi nition of stability.In the process of building a stable structure, each group of students needed to follow certain common rules. So, it would be better if those rules were written on the white board as reminders. The experiment was mainly on base area and stability so the word ‘strength’ may not be suitable to be mentioned in the lesson plan or worksheets.The learning objective ‘understanding the strength and stability of a structure’ will be taught in two separate lessons. So, the learning objective and learning outcomes of this lesson that focused only on stability need to be modifi ed accordingly.

3) ClosureAccording to the lesson plan, the closure was to wrap up the lesson and a worksheet would be given as homework. However, in the actual lesson, there was an activity at the end of the lesson. So, the order of the activity needs to be rearranged.

b. The level of student centred activityThe process of the lesson was a mixture of teacher centred and student centred. The level of inquiry was more on the confi rmation inquiry where the students confi rmed a principle through an activity when the results are known in advance. The process of briefi ng (before activity), action (activity) and debriefi ng (after activity) for a hands-on activity is important to help students to grasp the essence of the activity.

4.3.2 Overall Students’ Participation (HNO)a. General student control and students’ participation:

The lesson was generally well designed, organised and conducted to suit students’ background. Students were able to work spontaneously and enjoyed activities.

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b. Students’ concentration on lesson:From the beginning to the end, students kept on concentrating on teacher’s instructions and answering questions simultaneously. At the end of the lesson some students appeared exhausted.

c. Attitude and politeness:Most of the students were positive working on the activities but a few of them were observing other students’ activities calmly. About half of them raised their hands instantly and frequently to answer the teacher’s verbal questions. Students were very polite and greeted attentive. After the lesson they started housekeeping swiftly.

Discussing how to build the towers using paper

cups

Planning the building process

Building the towers with paper cups

Figure 4.8 The process of building towers with paper cups.

d. Organisation and cooperation in activities:Since they did not have enough time to discuss the design of the target (the paper cup tower), most of them could not cooperate well at the beginning of the activity then gradually they started exchanging ideas and were able to work together. But, generally they looked shy and did not try combining cups in assorted ways.

4.3.3 Questioning and Answering, and Instances of Making Inferences (LSM)a. Teachers’ questioning

• Most of the times, directed to the whole class (chorus responses received)

• Occasionally, might be good to direct at specifi c pupils, or inviting more responses

• Teachers often asked question and did not attempt to answer their own questions.

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b. Students’ questioning• Often talked and asked among themselves to reassure themselves in

performing task.• No attempt made to ask teachers directly, not to clear any doubts.

c. Making inferences1) Building stable tower

• Students trying on their own in building the towers• Not sure of the ways that they should do- instruction rather brief• After constructed the towers, not sure of the ways to test stability.• However, inference on building stable towers was excellently

concluded.2) Using coins to ‘construct” building

• Provided good visual examples to shown stability of building.• However, pupils again were ‘assuming’ the stability rather than

by testing.• Activity reinforced the earlier concept.• Well attempted by all students.

3) General observations• Making inferences was not the main focus• Rather conceptual understanding on ‘stability of buildings’ was

the main objective of the lesson

4.3.4 Focusing on Two Students (PVS)Students: A- Clanisse and B- Sai LaxmiBrief Interview conducted during the lesson:


Yes…. Interesting… Yes…fun…

Can you explain what you are doing?

…making tower... ….rebuild a tower to make it stable...

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Time Student A Student B11.00 - 11.10 Listened to the teachers

instructions on conducting the “pre-test”. Read the “pre-test” instruction as a whole class. Answered the questions in the “pre-test”. Listened to the teacher explaining about the materials used and what to do next. Distributed the paper cups to her friends.

Listened to the teachers instructions on conducting the “pre-test”. Read the “pre-test” instruction as a whole class. Answered the questions in the “pre-test”. Listened to the teacher explaining about the materials used and what to do next. Looked at her friends arranging the paper cups. Cut the cellophane tape using a pair of scissor.

11.10 - 11.20 Arranged the paper cups to build a tower. Cut the cellophane tape. Placed the cellophane tape to the paper cups, to join them together. The “tower” fell down, rearranged the paper cups again. Cut the cellophane tape using a pair of scissors. Joined the paper cups with the cellophane tape.

Arranged the paper cups to build a tower. Measured the length of the “tower” using a metre ruler. Talked to her friends. Held the metre ruler and observes what her friends were doing.

11.20 - 11.30 Used a pair of scissor to cut the cellophane tape. Used the cellophane tape to join the paper cups together. Listened to the teacher’s explanation. Looked at the teacher “blowing” the towers.

Arranged the paper cups to form a straight standing tower. Sat back on her table. Looked at the teacher “blowing” the towers.

11.30 - 11.40 Listened to the teacher explaining about “base area”. Answered the questions in the “post-test”. Read the instructions written in the worksheet. Answered the questions in the worksheet without arranging the coins.

Listened to the teacher explaining about “base area”. Answered the questions in the “post-test”. Read the instructions written in the worksheet. Answered the questions in the worksheet without arranging the coins.

11.40 - 11.50 Attempted the questions in the worksheet. Discussed the answers with her friends. Waited for further instructions.

Attempted the questions in the worksheet. Discussed the answers with her friends. Waited for further instructions.

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Time Student A Student B11.50 - 12.00 Listened to her friends giving the

answers to the teacher according to the questions in the worksheet. Listened to the teacher explaining the answers.

Listened to her friends giving the answers to the teacher according to the questions in the worksheet. Listened to the teacher explaining the answers. Answered the teacher’s question by saying “ Bigger the base area, more stable is the tower”.

Comments:• There was active participant from all the students trying to build a tower

using the paper cups. Everyone was very curious, excited and having fun building the tower.

• The materials used were not proper especially the cellophane tape, the width of the cellophane tape was 1cm. It is suggested that the width should be more then 1cm, i.e. 2 cm or more so that it will be easier and faster for the students to join the paper cups.

• To build a tower using paper cups is not suitable as the shape of the paper cup is not cylindrical! Pupils were having diffi culty setting up the base and gluing it due to the shape of the paper cup. It is suggested that a cylindrical shape object should be used to build the tower, i.e. small paper box drink packet (such as Dutch Lady drink), aluminium drinking cans or manila card fold in cylindrical shape.

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4.4 Science Year 5 : CGL Second LessonTheme : Strengthening science process skills focusing in making inferencesDate : 29 September 2011School : SK Convent Green LaneClass : 5 Seri Awan (42 students)Time : 10.20 am – 11.20 amTeachers : Teacher Zarina, Teacher Jothi and Teacher Deepa

Learning Objectives:Understanding the strength and stability of a structure

Learning Outcome:At the end of the lesson students are able to:• Explain how base area affects stability• Design a model that is strong and stable

4.4.1 Time keeper, Lesson fl ow and Content (KSS)a. This lesson took an extra 12 minutes, with an extra of 2 - 3 minutes at

different stages.b. Again, it was an interesting lesson. The fl ow of content was well done and

there was smooth transition between teachers.c. There has been much improvement observed in this lesson as compared

to the earlier one:• The introduction stage was carried out in the school fi eld where

students were asked to compare if it was easier for them to balance their bodies when they were standing on one leg or two legs, with their arm stretched to the sides and their bodies bent forward. However, it could be made more relevant to the lesson if teacher could bring this experience into the lesson as students discussed about the effect of base area on stability.

• For the experiment, empty 250 ml drink boxes were used to substitute paper cups. This has made it easier for the students to build the structure as the drink boxes have vertical surfaces.

• Although teacher did not tell students to draw a plan before they started building the structure, some groups did have their own discussions and came to a decision before they started work.

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• Each group was provided with a piece of cardboard to place the structure they have built. A student from another group was asked to tilt the cardboard to see how easy the structure fell. The group members were then asked why their structure fell or not fell. In this lesson, there was more time for discussion after experiment.

• Students were given a chance to reconstruct their structure. The allocated time of 5 minutes could be a little too short but it could be observed that students were very excited and quickly worked on a bigger base for their structure.

Suggestions to improve the lesson• Students were told to start the activity to build a structure using all empty

drink boxes and the other materials given immediately after they fi nished doing the prediction test. Teachers can help students to know what aspect to focus on by leading them to come up with a problem statement.

• Besides the size of base area, the height of the structure also affects its stability. In this experiment, the height of the structure should be made constant so that students can see clearly the effect of base area on stability.

• When testing the stability of the structures built, it would be a more ‘fair test’ if all structures were to be lined up on a piece of plank and the plank be tilted bit by bit. The structure that falls fi rst would be the least stable and the one which falls last the most stable.

4.2.4 Approaches and Techniques Used (YPC)a. The main approaches and techniques used were

• Experiments and hands-on activities in groups• Discussion of experimental results• 5E model teaching and learning approach

1. The second teaching has shown much improvement where the implementation of the lesson was more structured.

2. Since this lesson focused on the base area as the manipulated variable, the height of the model tower needs to be kept the same. So, the instruction on the task card which required ‘the students to build a model tower using the material provided to the height as tall as possible’ needed to be corrected.

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3. The instruction for students to rebuild the model tower after the discussion on how the base area affects stability was a good idea but the students were not given adequate time to complete the task.

4. There is a need to have more details on the procedures of teaching and learning activities as well as the science content in the lesson plan which used the 5E model.

b. The level of student centred activityThe process of the lesson was towards student centred. The level of inquiry is more on the confi rmation inquiry where the students confi rm a principle through an activity when the results are known in advance.

4.4.3 Overall students’ participation (HNO)a. General student control and students’ participation:

The lesson was well designed, organised and conducted to encourage students’ curiosity. Students were able to work spontaneously and creatively.

How can I stabilize my body?

Planning before the construction

Construction a tower

Figure 4.9 Constructing tower from drink boxes.

b. Students’ concentration on lesson:From the beginning to the end, students kept on concentrating on teacher’s instructions. Some students answered teacher’s verbal questions positively.

c. Attitude and politeness:All the students worked positively on the activities. Before commencing, they were not allowed to touch materials and tools, but were asked to express their ideas of how to carry out the activities. They were able to sustain their curiosity of how to construct a high and stable tower. They kept on improving their models. Students were very polite to each other.

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Testing the stability of the tower

Showing the best and most stable tower

Demonstrating building a tower from coins

Figure 4.10 Showing a fi nished product.

SuggestionStability models can be built by using straws to construct three quadrangular [tetragonal] pyramids. Note that:• Left model has a small base area. Middle and right have same big base area.• Left and middle have same height and right is the tallest, and still stable.

Figure 4.11 Straw models to show stability.

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4.4.4 Focusing on Two studentsStudents Name: A- Chin X. Y. and B- AdibahBrief Interview conducted during the lesson:


Yes… Interesting and can do experiments

Yes…fun…

Can you explain what you are doing?

…making tower to test the stability...

….rebuild a tower to make it stable...

Time Student A Student B10.20 - 10.30 Listened to the teachers

instructions to go to the fi eld. Listened to the teacher giving instructions on how to balance the body standing on one leg. Carried out the body movements as instructed by the teacher. Answered the teachers questions after balancing the body on one leg. Went back to the class. Attending to pre-test.

Listened to the teachers instructions to go to the fi eld. Listened to the teacher giving instructions on how to balance the body standing on one leg. Carried out the body movements as instructed by the teacher. Answered the teachers questions after balancing the body on one leg. Went back to the class. Attending to pre-test.

10.30 - 10.40 Listened to the teacher on what activity to do next. Read the instructions on the test card given by the teacher. Started to arrange the boxes on the card. Discussed with her friends. Used the cellophane tape to stick the boxes together to design the height.

Listened to the teacher on what activity to do next. Read the instructions on the test card given by the teacher. Started to arrange the boxes on the card. Discussed with her friends. Used the cellophane tape to stick the boxes together to design the base.

10.40 - 10.50 Used the cellophane tape to stick the boxes together.

Observed what her friends were doing.

10.50 - 11.00 Moved to another group to test the stability of their “tower”. Tilted the cardboard gradually and observed what happened. Listened to the teachers questions. Answered the teachers question by saying “a bigger base area”.

Sat back at her place and observed what her friends were doing. Listened to the teachers questions and explanations.

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Time Student A Student B11.00 - 11.10 Observed the teacher moving

around to other groups and asking questions regarding the stability of the structures designed by the groups. Listened to the teachers questions and answered in chorus. Listened to her friend making the conclusion of the lesson. Redesigned the structure by increasing the base area.

Observed the teacher moving around to other groups and asking questions regarding the stability of the structures designed by the groups. Listened to the teachers questions and answered in chorus. Listened to her friend making the conclusion of the lesson. Observed her friends redesigning the structure again by increasing the base area.

11.10 - 11.20 Attempted to do the worksheet given. Answered the questions in the worksheet. Discussed with her friends. Answered the teachers question by saying “pyramid”. Listeedn to the teacher asking questions regarding the lesson. Looked at the teacher writing the answers on the white board. Listened to her friend making conclusion. Attempted the post-test given. Discussed the post-test answers.

Attempted to do the worksheet given. Answered the questions in the worksheet. Discussed with her friends. Answered the teachers question by saying “pyramid”. Listened to the teacher asking questions regarding the lesson. Looked at the teacher writing the answers on the white board. Listened to her friend making conclusion. Attempted the post-test given. Discussed the post-test answers.

Comments:1) There was active participation from all the students trying to build a tower

using the drink boxes. Everyone was very curious, excited and having fun building the tower. The students were more keen to build the tower in time rather than thinking on how to build it. They did not do any planning nor any drawing fi rst.

2) There was competition among the group members on whose idea should be used to design the tower. Finally the dominant students conquered the scenario. The other students in the group helped to cut the cellophane tape and be a helping hand in holding the tower. It is suggested that the number of pupils in the group should be reduced so that more pupils can involve themselves in the activity.

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4.5 Science Form 1: TPH First LessonTheme : Strengthening science process skills focusing in making inferencesDate : 5 August 2011Class : 1 Mawar (24 students)Time : 10.30 am – 11. 50 amVenue : School laboratoryTeacher : Mr. Kang

Learning Objective: Understanding oxygen is needed for combustion

Learning Outcomes: Students will be able to• State that oxygen is needed for combustion• Explain what combustion is• List products of combustion• Infer that bigger container contains more oxygen

4.5.1 Timing, Lesson Flow and Content (KSS)1) The lesson was carried out very close to the time planned.2) The lesson fl ow was good and went on as planned. Teacher was fast to

rectify the problems faced by the students during the hands-on sessions:a. Teacher told students not to use the cover attached to the spatula of

the gas jar when the cover kept falling down during the experiment on the burning of charcoal;

b. Teacher asked one student to blow into a beaker containing some bicarbonate indicator when the groups using bicarbonate indicator did not get the colour change as expected;

c. Teacher repeated the experiment on burning the candle in the gas jar to show the rise of water to the 1 part marking when students did not get the expected result; and

d. Teacher dipped a piece of anhydrous cobalt chloride paper into water to show the colour change when there was too little formed in the gas jar and the colour change was less obvious.

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3) The content of the lesson was introduced to the students in a coherent manner. By the end of the lesson, students could infer thata. Combustion needs oxygenb. 20% of air is oxygenc. Products of combustion: heat, water and carbon dioxide

4) Students were asked to predict the length of time of burning supported by the air in a 1 litre beaker although it was not in the lesson plan. This was appropriate as it could inculcate the ability to do prediction, one of the science process skills.

Suggestions for improving the lesson1) Teacher can explain to students why the inference that 20% of air is oxygen

when the water rose to 1/5 of the gas jar. The space occupied by oxygen earlier was taken over by water.

2) Teacher can round up / generalise the lesson that when a substance (charcoal, candle, kerosene) is burnt in oxygen, the end products are heat, water and carbon dioxide. It maybe useful to introduce the equation for combustion as follow to help students understand and remember what has been taught.

Fuel + Oxygen Heat + Water + Carbon dioxide

4.5.2 Approaches, Techniques and Student-Centred Lesson (YPC)The main approaches and techniques used were• Explanation with demonstration by the teacher• Students carried out experiments in groups• Explanation by the teacher• Discussion of experimental results using questioning technique• Students copied notes from the LCD presentation

a. Briefi ng, Demonstration and Experiment• Before the experiment, explanation with demonstration was given

to the students focused on using the apparatus and materials given. During the session, only half of the class went to the front while the other half of the class sitting and waiting.

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• The teacher also gave a short briefi ng to the students about the experiment. During the briefing, the details of the experiment procedures and safety precautions were not clearly stressed.

• The teacher gave instructions regarding the procedures of the experiment to the individual group from time to time when the teacher noticed that certain groups of students were not sure the way to carry out the experiment. At that time, the students were seem to be busy handling the apparatus and not paying attention to the teacher’s instruction.

• During explanation, the eye-contact of the teacher was only on a few students and not the whole class. There was a student sitting at the back of the class raised her hands twice on two separate times to ask question but the teacher did not notice the student. The student was upset about it and uttered unpleasant words.

• The process of briefi ng the students prior the experiment activity needs to be more organised.

b. Discussion of Experimental Results• The teacher used questioning technique to discuss experimental

results with the students. During this session, some of the students were distracted and not paying attention. The teacher needs to get the students ready to listen before he starts discussing or posing questions to the students.

• The teacher posed a question and the teacher proceeded to the next question after he has received an answer from a student. The question and answer session was participated by only a few students. After the student had answered, the teacher did not clearly responded whether the answer was correct and also did not give praises.

• During the questioning session, most of the students did not respond to the teacher’s question but the teacher did not prompt the students by giving clue or restructuring the question. Some students gave a brief answer but the teacher did not probe for more details. At certain times, the teacher answered part of the question.

• There were lacking of questioning skills such as prompting, probing, wait time, distributing and response to student’s answer and also eye-contact with all the students.

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• Upon receiving the answer from the students during the questioning session, the teacher typed the answer directly to the MS Word using computer and displayed the answer through the LCD presentation. Time was given to the students to copy the answer onto their science notebook.

• It would be better if the students were given time to discuss the answer to the questions among the members of the group. Then the representative of the group presents the answer to the whole class for further discussion. After the group presentations, the teacher can guide the students to make conclusions of the experiment.

c. ClosureThe closure of the lesson was focused on the importance and uses of oxygen instead of concluding the key concepts as mentioned in the learning outcomes of the lesson.

d. The level of student centred activityThe process of the lesson was a mixture of teacher centred and student centred. The level of inquiry is more on the confi rmation inquiry where the students confi rm a principle through an activity when the results are known in advance.

e. General feedbackThe teacher’s voice need to be louder and also needs to speak clearer and slower. At certain context of explanation, the teacher did not clearly stress certain important teaching points. The teacher also needs to facilitate the students to relate the relevant previous knowledge with the new knowledge learned in the lesson.

4.5.3 Overall Students’ Participation (DDM)a. Strong points

• Teacher showed mastery of the subject matter• Teacher quickly responded to activities that did not work well

(i.e. conducted a demonstration)• Exposed students to varied activities (5 or more) to show the process

of combustion and its products• Used ICT, PowerPoint, MS Word to summarize observations and

conclusions

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• Utilised cooperative learning with 4 small groups (6 members each and defi ned roles for each member like leader, recorder, reporter, materials keeper, etc.)

• Good time management (able to fi nish all the planned hands-on activities; however less time for discussion)

b. Suggestions for Improvement1) Introduction

Maybe it is good to show some phenomena or daily life events where combustion is occurring (i.e. video clips, slides) as motivation, or to capture students’ interest about the lesson as springboard of the lesson.

2) Exploration• I think it is good to prepare a worksheet similar to that presented in

PowerPoint for students to fi ll in the blanks with their observations and inferences. This will save time in copying.

• I think a summary table is needed to record the 4 groups’ observations so the whole class can compare their work (similarities and differences).

• Give time for students to share their observations. Ask one member from each group to report their observations / answers to the questions in the worksheet. Students may be asked also to make drawings of their set-up and observations.

• This will then be the focus of discussion to draw out scientifi c ideas / concepts until students can draw out or formulate their own conclusions.

3) Elaboration / ApplicationI think time must also be allocated for a discussion in the practical applications of the science content (combustion) to student’s daily life (i.e. Importance of fi re; safety, prevention, etc.)

4) EvaluationCould have provided some sort of assessment activities to assess the attainment of the objectives of the lesson for the day (formative assessments, paper –pencil; or can be an embedded assessment that is the answers of the students in the worksheets, etc.)

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Example:

Experimental set-up

Observations Inference Science ideasBefore After

Burning the charcoalShaking the gas jarBlowing candle in and out of gas jarBurning candle in 500 ml and 250 ml beakerBurning of keroseneAnd so on…

c. General Comments1) To ensure maximum learning of learners in classroom activities,

opportunities must be provided in terms of time and emphasis to enhance the quality of teaching–learning process in the following areas:• Student to Student (within the group) interaction• Students to students (between and among groups) interaction• Students to materials (exploration, manipulation, etc.)• Student to teacher interactionThese things operate in a constructivist learning environment. Constructivist teaching includes provision of hands-on activities and the use of cooperative and / or collaborative learning approaches. However, grouping the class into small groups is not everything in cooperative and collaborative learning. There should be well defi ned roles for each member in the group as they perform the task given to them. Each group member interacts with each other. They will familiarise themselves with the basic science apparatus and equipment and manipulate them as they try to solve the problem or tasks given to them. They will also manipulate ideas from their observations until reaching a group consensus or conclusion.

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Each group works independently from the other group while they perform the task. However, after the task is completed, different groups have to interact with each other by sharing their observations, data or answers. They will generate now a class consensus of the science ideas (understanding) about the learning activities. The teacher’s role is a facilitator of learning. The teacher creates learning opportunities (design performance tasks / problems) and guides students when there are problems along the way. The teacher orchestrates the whole learning activity until understanding is attained. The teacher has to devise some form of assessment tools to gauge students learning / understanding (or against learning objectives set).

2) Just a reminder about the what , how and why of science : what (content); process (science process / method; why (application / how it relates to daily life) to have a holistic.

4.5.4 Focusing on Two Students (PVS)Students: A- Shasi R. and B- Nur HamizaBrief Interview conducted after the lesson:

Question Student A Student BDo you like Science subject?

Yes.. Yes…

What grades did you obtain for your Science Subject in your UPSR examination?

B B

Do you understand what the teacher is doing?

…experiment about the oxygen…

…..not all…understand from the textbook…


Time Student A Student B10.35 - 10.45 Opened the text book. Talked

to her friend. Shared the book with her friend. Talked to her friends. Stood up and joined the group. Held the lid and burned the material used. Observed what happened. Looked at other groups.

Looking at the teacher. Looking at the text book. Listening to the teacher. Told other pupils to get the apparatus. Helped her friend to burn the material used by holding the lid. Observed what was happening. Discussed with friends and observes what happened.

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Time Student A Student B10.45 - 10.55 Looking at the teacher. Asked her

friends to shake the jar. Looked at the teacher. Observed what was happening in the jar. Observed her friends conducting the experiment. Pay attention to what the teacher was saying.

Looked at the outside wall of the jar. Observed the teacher and answers the teachers question by saying “No”. Smelled the jar. Discuss with her friends.

10.55 - 11.05 Looked at the teacher. Talked to her friends. Stood behind and observed what the teacher was doing. Collected the apparatus and gave then to her friends. Copied down what the teacher told them to do. Writing.

Asked her friends to shake the jar. Walked to the front of the class and observed what the teacher was doing. Paying attention to what the teacher was talking. Walked back to her group. Copied down what the teacher told them to do. Writing.

11.05 - 11.15 Copying down notes from the LCD screen. Observed what her friends were doing.

Copying down notes from the LCD screen. Sticking plasticine onto the porcelain bowl. Placed a candle on it. Put the candle into the water basin. Paying attention to the teacher. Observed her friends conducting the experiment. Instructed her friends to measure the height of water displaced.

11.15 - 11.25 Observed the teacher using another light source to light up the candle.

Observed her friends lighting up the material. Covered the lighted candle with the jar. Observed what happened. Playing with the plasticine.

11.25 - 11.35 Paying attention to the teacher. Observed what her friends were doing. Wrote in her exercise book. Listened to her teacher’s explanation.

Playing with the lighted candle. Observed what her friends are doing. Placed the lighted candle onto the asbestos. Covered the lighted candle with the gas jar. Wrote in her exercise book. Listened to her teacher’s explanation.

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Time Student A Student B11.35 - 11.45 Copying from the LCD screen-

writing. Paying attention to the teacher’s explanation.

Copying from the LCD screen-writing. Paying attention to the teacher’s explanation.

11.45 - 11.55 Copying from her friend’s exercise book. Did not volunteer in the experiment (demonstration) done by the teacher. Observed what the teacher was doing. Listened to the teacher’s explanation. Copying from the LCD screen-writing.

Copying from her friend’s exercise book. Did not volunteer in the experiment (demonstration) done by the teacher. Observed what the teacher was doing. Listened to the teacher’s explanation. Copied from the LCD screen-writing.

4.5.5 Teacher’s Questioning and Answering (MAP)a. General observations

• The teacher had a rich content knowledge of the subject matter and there were interactions among students that took place during the activity.

• Some students had the chance to answer questions which were asked by the teacher.

• The use of human beings survival with the oxygen was a very good metaphor in the experiment on the candles which was facilitated through questioning.

• The teachers questioning and students answers which led to further discussion was great towards the end of the lesson that led to the synthesis of the lesson for the day.

b. Suggestions• There were questions from the teacher but the nature of questions

needs to be varied.• In order that the understanding of the students will be on check, a

question can be asked among them especially before the activity starts. Furthermore, students can be asked if they have clarifi cations pertaining to the activity to be performed.

• As much as possible answers to questions must be elicited from students individually so that others will be able to hear the answer of a fellow learner and it might spark a further discussion and interaction.

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• It is also important that the students will be the one to make an inference regarding the activity through the guidance of the teacher by asking questions.

• Answers to the questions should not be limited to the one posted in the book. A further discussion through questioning especially on higher order thinking questions should have been initiated.

4.5.6 Classroom Management & Collegial Cooperation (SGY)a. Classroom Management

1) Social ClimateI was impressed by the teacher who portrayed a friendly, positive attitude to the students by greeting them with a smile at the very start of the class. This simple gesture helped students feel at ease or comfortable considering that there were several observers in their class. The teacher also listened to what students say, paid close attention to what they’re doing and provided assistance to the group that was unsuccessful in doing the task. Also, the students were provided with opportunities to interact as they did hands-on activities and helped each other in following the procedure written in their book. Their interaction was in a positive manner. For instance, in one group that I observed where the charcoal was dropped inadvertently by one member inside the glass jar, the other members did not blame her. Respect among students and between the teacher and students were noticed. Overall, there was a non-threatening learning environment.

2) Physical ArrangementThe ventilation and lighting are adequate, hence students were physically comfortable. Another observation is that at fi rst I thought that the space between long tables would cause congestion when students do the activities by group. But I was very impressed by how the students (e.g., one group that I observed) quietly moved their chairs to the other portion of the long table leaving enough space for the group to comfortably do the activities. Also, lab equipments needed in the activities were easily accessible.

3) OrganisationProcedures for activities were clear. Materials needed were prepared in advance and distributed effi ciently. There was no (or little) down time observed because time was well planned. Transitions between activities were conducted smoothly, effi ciently and without confusion.

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4) Behavioural ConsiderationsSince it was a small, all girls’ class, inappropriate individual behaviour was not observed. There were no negative statements from both the teacher and students. Students felt comfortable yet disciplined.

5) Instructional StrategiesThere was an effective use of small group. Pace and tempo were suitable for learners. Questioning was used and the methods or strategies maintained student interest.

b. The use of blackboardThere was only one time that the blackboard was used. It was when the teacher drew a diagram illustrating the activity previously done to explain that 1/5 of air is oxygen. This is very important to enable students have a clearer understanding of teacher’s explanation because they could see something drawn on the board than solely listening to teacher’s explanation.

Suggestions:• More Positive Social Climate: Giving more positive feedback to students

by appreciating their answers or what they have accomplished.• Physical Arrangement: We could also include in our planning where to

do the demonstration as well as how to project something on the screen to make sure that all the students can see well the demonstration and what was projected on the screen.

• Use of Blackboard: I think that blackboard is still an effective teaching tool because students and teachers can see the fl ow of the activity at the end of the lesson and they can also see the scope of what they have done or learned for that day. Hence, maximum use of blackboard might be considered and include in our planning how to use it effectively.

4.5.7 Questioning and Answering, and Instances of Making Inferences (LSM)a. Students’ questioning

• Often talked and asked among themselves not to the teacher.• One student put up hand at least twice, not noticed by teacher and so

she did not ask.• Holding vertically heating charcoal in spatula, students complained

too hot to hold for long. Students did not ask for ‘solution’, but witty teacher (Mr Mohan) advised them to hold spatula diagonally.

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b. Making inferences1) Burning charcoal in gas jar with a little limewater / bicarbonate

indicator• Students asked to touch the wall of gas jar, found to be hot• Students inferred that heat produced in burning charcoal• Students asked to observe inner wall carefully, found to be dry• After shaking gas jar, limewater turned chalky• Students made inferences that (1) CO2 present in air, and (2)

burning produced CO2

• (bicarbonate indicator did not work well; but teacher blew air into it, it turned yellow)

• Conclusion from the inferences: burning charcoal produced heat and CO2

2) Burning one candle in open space and the other in an inverted gas jar with water• Students observed that candle extinguished in inverted gas jar, but

continued burning in open space• Students inferred that candle extinguished when oxygen was being

used up• Candle continued to burn when there was continuous supply of

air / oxygen• (After a while, students relooked at the inverted gas jar)• Students found that water rose up 1/5 column in the gas jar• Confi rming by inferring that O2 was used in burning- since 1/5 of

air is made up of O2

3) Burning candles in beakers of different sizes• Students observed that candle extinguished faster in smaller beaker

(250 ml) than the large one (500ml)• Students inferred that smaller beaker had less oxygen than in

bigger beaker; or vice versa

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4.6 Science Form 1 :TPH Second LessonClass : 1 MelatiVenue : School laboratoryDate : 18 August 2011Time : 8.50 am – 10.10 amNo. of students : 13 present (total in class = 23)Teacher : Mr. Mohan & assisted by Mr Kang

4.6.1 Timing, Lesson Flow and Content (KSS)1) Generally, it was a well-delivered lesson. Teacher was able to suit the lesson

to this class of weaker students, get them to focus on what was taught and be actively involved throughout.

2) Introduction took about 30 minutes instead of 10 minutes as in the lesson plan. However, it was useful to the students as the introduction gave them a clear idea about the lesson.

3) During introduction,• Teacher showed the class a fern plant (green plant) to demonstrate the

relationship between the processes of photosynthesis and respiration and ultimately brought to the importance of green plants to other living organisms and inculcates the value of loving nature and not to chop down plants.

• Teacher used a simple and easy way to understand to show these weaker students that about 20% of air is oxygen:

100% 20% 20% 20% 20% 20%

Figure 4.12 Composition percentage of oxygen in air.

• Teacher led the class to come to the products of combustion, i.e. heat (feel hot when go near), water vapour and carbon dioxide.

• Teacher also told the class the difference between combustion and burning.

4) Although the introduction has taken up more time, the lesson could end in time.

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5) Teaching and learning activities were carried out as planned. Unlike the previous lesson, 2 students were asked to come to the front of the class and carry out the experiments in front of all the others.

6) Teacher explained to the class why carbon dioxide needs to be tested by either using bicarbonate indicator or lime water as it is a tasteless, odourless and colourless gas.

7) Teacher also reinforced the change in the colour of bicarbonate indicator from pink to yellow and the lime water from clear to cloudy / chalky / milky with the presence of carbon dioxide by asking the students repeatedly about it.

8) Both stages on exploration and explanation were combined. Teacher discussed about an experiment by referring to worksheet immediately after it was carried out.

9) During elaboration stage, teacher let student smell the kerosene to make them understand what the substance is. Teacher then burnt the kerosene and 1 student was asked to test the presence of water vapour using cobalt chloride paper which turned from blue to pink Teacher also showed the colour change by wetting the cobalt chloride paper (clearer).

10) During assessment, teacher also introduced the term deforestation to the class.

Suggestion:Teacher may make it clear to the class that hydrogen carbonate indicator = bicarbonate indicator.

4.6.2 Approaches, Techniques and Student-Centred Lesson (YPC)The main approaches and techniques used were• Explanation with demonstration by the teacher• One group of students carried out experiments with teacher’s guidance

and the other students observed• Discussion of experimental results using questioning technique

a. Revised teaching plan1) Set Induction

• The teacher brought a pot of real plants to guide the students to recall previous learned concepts and relate it to the new lesson. It was a suitable set induction to stimulate curiosity among the students.

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2) Development• The explanation technique used by the teacher was relevant to the

needs of the low achiever students. He used different intonation to emphasise important key words, gesture to express the meaning of the scientifi c terminology, mention the key words repeatedly, relate the concepts learned with the daily life applications.

• Before the experiment, he gave explanation by stressing on what to observe before and after using an indicator and the uses of different types of indicators. Knowing the needs of the students, he wrote his verbal explanation on the white board to reinforce the key concepts to be learned through experiments.

• During the teaching and learning process, there was also teacher and student interaction. The teacher showed the outcome of the experiment to the students by moving from one table to the next table to allow the students to feel the heat and see the changes of colour.

• During the discussion of experimental results, the teacher distributed worksheet which contained questions regarding the experiment. The teacher guided the students to answer the question using verbal questioning technique. Most of the time, the students responded to the teacher’s question by giving chorus answers. It will be better, if the teacher can direct or distribute questions to individual students to check their understanding. The teacher did motivate the students after they have responded to the question by giving them a clap. In the process of explanation, the teacher also inculcated noble values that relate to the concepts learned.

• The teacher’s voice is loud and clear.• For the experiment that showed 1/5 of air is oxygen, the scale

marked by the teacher was not consistent. Based on the marked scale, the teacher emphasised the expected result as in theory. The teacher needs to discuss with the students, the inconsistency of the experimental result compared to the theory.

• The teacher let the students inhaled the smell of kerosene. When inhaling chemical materials, the teacher needs to show the correct laboratory technique.

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3) Closure• The teacher posed questions to students to guide the students to

summarise the lesson. The students gave chorus answers.• He also discussed the values related to the concept learned.

The teacher praised the students for the answer given to motivate them.

b. The level of student centred activityThe process of the lesson was towards student centred but with teacher’s guidance. It was a guided inquiry lesson. The level of inquiry is more on the confi rmation inquiry where the students confi rm a principle through an activity when the results are known in advance.

4.6.3 Over All Students’ Participation (HNO)a. General student control and students’ participation:

Since the teacher knew students’ background and personalities very well, he handled students perfectly. His words and performances attracted students from the beginning to the end of the lesson.

b. Students’ concentration on lesson:Students concentrated on teacher’s instructions and demonstrations. Some students answered oral questions instantly and lively.

c. Attitude and politeness:Students were generally positive. Some students seemed shy but involved in the lesson. Gradually they relaxed and were able to enjoy the lesson contents.

d. Analysis of the experiments:The teacher led students to summarise the analysis of experiments. They were able to keep on concentrating on the worksheet questions.

e. Safety & clean awareness:Teachers prepared adequate materials and tools to handle the lesson. But the teachers should be mindful of the safety of the students engaging in practical work. For example, students must be reminded to take safety precautions not to expose their longhair and cloth from fi re.

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Introduction Burning a piece of charcoal

Checking existence of CO2

Figure 4.13 Lesson on ‘combustion’ in progress.

During the lesson, two students volunteered to demonstrate ‘burning candles in and out of gas jar’. Other students observed carefully also suggested to the demonstrators to the ways to better the experimental process. Students appeared relax and enjoy observing the experiments.

Burnt candles in a big and a small beakers

Checking oxygen consumption

The teacher drew lines to check oxygen volume

Figure 4.14 Burning candles inside a gas jar and in the open.

Further from the above experiment, students did another experiment on burning kerosene to fi nd out the end products of the reaction.

Checking the smell of the liquid

Burnt kerosene in a gas jar Using a cobalt chloride strip checked existence of

water

Figure 4.15 Experiment of burning kerosene to fi nd out the end products of the reaction.

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4.6.4 Focusing on Two Students (PVS)Students: A- Nurul Shafi kah and B- NesamalarBrief Interview conducted during the lesson:


Suka... dapat ilmu banyak. Yes...boleh belajar buat eksperimen.

What grade did you get for the Science subject in your UPSR examination?

C C

Can you explain what the teacher is teaching?

…buat eksperimen...ambil lilin...tutup cawan..udara naik...

...macam mana nak buat karbon dioksida dan water vapour...

Observations made on students’ participation during the lesson:

Time Student A Student B08.50 - 09.00 Listened to the teacher’s

explanation. Listened to the teacher’s question and answers “oxygen”.

Listened to the teacher’s explanation. Listened to the teacher’s question.

09.00 - 09.10 Looked at the teacher writing on the white board. Repeating after the teacher pronouncing the word “exhalation”. Tried to answer the teacher’s questions. Listened to the teacher’s explanation on combustion. Listened to the teacher’s explanation about combustion and burning.

Looked at the teacher writing on the white board. Repeating after the teacher pronouncing the word “exhalation”. Listened to the teacher’s explanation on combustion. Listened to the teacher’s explanation about combustion and burning.

09.10 - 09.20 Listened to the teacher’s explanation on conducting the experiment. Looked at the teacher carrying out demonstration by burning charcoal and placing it in a gas jar. Touched the gas jar that was being shown around by the teacher.

Listened to the teacher’s explanation on conducting the experiment. Looked at the teacher carrying out demonstration by burning charcoal and placing it in a gas jar. Touched the gas jar that was being shown around by the teacher.

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Time Student A Student B09.20 - 09.30 Looked at her friends volunteering

to conduct the experiment in front of the class. Felt the gas jar that was being carried around by her friend. Looked at the worksheet distributed by the teacher. Discussed the content of the worksheet as a whole class with the teacher. Listened to the teacher’s explanation regarding the results of combustion.

Looked at her friends volunteering to conduct the experiment in front of the class. Felt the gas jar that was being carried around by her friend. Looked at the worksheet distributed by the teacher. Discussed the content of the worksheet as a whole class with the teacher. Listened to the teacher’s explanation regarding the results of combustion.

09.30 - 09.40 Listened to the teacher’s explanation regarding the next experiment “amount of air in a bigger beaker and a smaller beaker”. Gathered around in front of the class to see her friends conducting the experiment. Observed which candle can burnt longer in the two beakers of different sizes. Listened to the teacher’s advice on preserving trees. Listened to the teacher’s explanation regarding the next experiment.

Listened to the teacher’s explanation regarding the next experiment “amount of air in a bigger beaker and a smaller beaker”. Gathered around in front of the class to see her friends conducting the experiment. Observed which candle can burnt longer in the two beakers of different sizes. Listened to the teacher’s advice on preserving trees. Listened to the teacher’s explanation regarding the next experiment.

09.40 - 09.50 Answered the questions in the worksheet. Discuss the questions and answers in the worksheet as a whole class. Looks at the teacher writing on the white board. Listen to the teacher’s explanation.

Answer the questions in the worksheet. Discuss the questions and answers in the worksheet as a whole class. Looks at the teacher writing on the white board. Listen to the teacher’s explanation.

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Time Student A Student B09.50 - 10.00 Looked at the teacher

demonstrating the next experiment using cobalt chloride paper to test the presence of water vapour. Discussed with her friends. Smelled the kerosene that is being carried around by the teacher in a gas jar. Looked at the teacher conducting the experiment. Looked at her friend dipping the cobalt chloride paper into the gas jar to test the presence of water vapour. Looked at her friend shaking the gas jar.

Looked at the teacher demonstrating the next experiment using cobalt chloride paper to test the presence of water vapour. Discussed with her friends. Smelled the kerosene that was being carried around by the teacher in a gas jar. Looked at the teacher conducting the experiment. Looked at her friend dipping the cobalt chloride paper into the gas jar to test the presence of water vapour. Looked at her friend shaking the gas jar.

10.00 - 10.10 Listened to the teacher discussing the results according to the worksheet. Wrote the answers discussed in the worksheet. Listened to the teacher making the conclusion. Answered the teachers question as a whole class response. Attached the worksheet into the exercise book.

Listened to the teacher discussing the results according to the worksheet. Wrote the answers discussed in the worksheet. Listened to the teacher making the conclusion. Answered the teachers question as a whole class response. Attached the worksheet into the exercise book.

Comments:1) In order to create curiosity among the students, the teacher should not

tell the results of the experiment beforehand. No matter how weak is the students’ understanding, the results should not be told before conducting the experiment, especially the colour change that is being expected. Allow the students to observe and utter the results by themselves.

2) Should had allowed the students to try out the experiment by themselves especially simple experiment such as burning of candle in two different sizes of beakers in order to determine the amount of air present.

3) Should had distributed the worksheet before conducting the experiments, explain the content of the worksheet and only then start to conduct the experiment. This will allow the so called weak students to at least understand something and make their own inferences.

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4.6.5 Students’ Questioning and Answering, and Instances of Making Inferences (LSM)a. Students’ questioning

• Students took turn in doing experiments by demonstrating to the class under direct guidance of the teachers. (The class is labelled as a ‘weak‘ class).

• Appeared to enjoy doing the practical but hardly talked to each other thought smiling or giggling.

• Did not ask (teacher) a single question throughout the period.• Teacher (Mr. Mohan) remarked that was a ‘very diffi cult’ class but

today students behaved like ‘angels’, they did their work systematically as instructed.

b. Making inferences1) Introduction

• Teacher showing a pot of a plant• Teacher: what does it give out? Students: O2

• How much O2 in air? Students: 21%• Teacher drew a box divided into 5 parts. Teacher: Each part makes

of how much percentage?...after some hinting from teacher…Students: 20 %

• Explaining combustion and equating to ‘pembakaran’,…and stated that burning produced heat, vapour and CO2

2) Burning charcoal in gas jar with a little limewater / bicarbonate indicator• Students told of the reaction of lime water and bicarbonate

indicator in the presence of CO2

• Students burned charcoal in a gas jar• Students were asked to touch gas jar and were able to inferred that

heat was produced from burning charcoal• After shaking gas jar, limewater turned chalky (teacher also used

–cloudy and milky)• Students were guided to make inferences that CO2 produced from

burning charcoal

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• By using bicarbonate indicator, students were guided again to make same conclusion. (Before that, teacher asked a student to blow expired air into bicarbonate indicator which then turned yellow. A good way to guide ‘weaker’ students, or students fi rst time using this indicator)

• Conclusion from the inferences: burning charcoal produced heat and CO2

3) Burning one candle in open space and the other in an inverted gas jar with water• Students observed that candle extinguished in inverted gas jar, but

continued burning in open space• Students guided to infer that candle extinguished when oxygen was

being used up• Candle continued to burn when there was continuous supply of air/

oxygen• Students also found that water rose up 1/5 column in the gas jar• Teacher again reminded students of the composition of normal air• Then, guiding the students to ‘confi rm’ by inferring that O2 was used

in burning- since 1/5 of air is made up of O2

4) Burning candles in beakers of different sizes• Students observed that candle extinguished faster in smaller beaker

(250 ml) than the large one (500ml)• Students were asked the reasons• They were guided to infer that the smaller beaker had less air / oxygen

than in bigger beaker; or vice versa• Students inferred that bigger beaker had more O2, so the candle burned

longer

5. Burning kerosene in the gas jar with a little limewater / bicarbonate indicator at the bottom• Students were asked to demonstrate the experiment and to feel the wall

of the gas jar after burning kerosene in it• Felt hot• Asked to observe inner wall… they saw tiny droplets

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• Students were told to test the droplets on the wall with dry (blue) cobalt chloride paper, which turned pink. What inference?

• Teacher then tested cobalt paper with a drop of water, and then asked students to infer the above result

• Students asked to shake the jar to see any change in limewater / bicarbonate indicator

• Students were led to making inferences-presence of CO2

• Conclusion from inferences: burning of kerosene produced heat, water and CO2.

6) General observation• Students were closely guided to make observations and inferences

successfully• Conclusions of the experiments were written on board to reinforce

learning• For this class, using students doing demonstration experiments under

close supervision of the teacher(s) seemed to be very successful in implementing (guided) inquiry-based teaching and learning

• Lesson was systematic, orderly and progressed as scheduled, and the students seemed to enjoy the lesson

• Defi nitely a much improved lesson (than the fi rst trial)

4.7 Science Form 1: TB fi rst Lesson

Theme : Strengthening science process skills focusing in making inferencesDate : 16 August 2011School : SMK Tanjung BungahClass : Form 1 (30 students)Time : 9.00 am – 10.20 am

Learning Objectives:Understanding heat fl ow and its effects

Learning outcome:At the end of the lesson students are able to:1. state that heat causes solids, liquids and gases to expand and contract;

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2. infer that increase or decrease of the amount of heat causes solids, liquids and gases to expand or contract;

3. explain that heat fl ows in three different ways, i.e. conduction, convection and radiation; and

4. infer that heat fl ows from hot to cold regions.

4.7.1 Time Keeper, Lesson Flow and Content (KSS)• It was an interesting lesson. Time management was well-handled too.• However, there seem to be too many activities and there was overlap in

activities for set induction and the experiments on the effect of heat on solid, liquid and gas.a. Activity 1 in Set Induction to showing the effect of heat on a coin can

also explain the effect of heat on gas; andb. Activity 2 in Set Induction to show heat fl ow using a metal spoon

explained the same thing as the activity on heat fl ow using copper rod with thumbtacks.

• Due to too many hands-on activities, time allocated for teacher to explain the theory part of the lesson was too little.

• During conclusion, teacher asked students on what do we do to repair a defl ated ping pong ball. It enabled students to think further and to realize the use of the knowledge learned during lesson on everyday life.

Suggestions• Set induction may be carried out by showing pictures on natural

phenomenon concerned with expansion and contraction of materials due to heat, e.g. a picture showing electric cables slacks hanging down loosely on a hot day.

• Step 4 of Activity 1 for set induction in the Lesson Plan could be changed into “What happens to the coin as observed” rather than “the change in the coin is observed”, the latter gave a an unclear idea of what to expect and observe.

• There is a need to clarify on the meaning of radiation. Teacher has shown in PowerPoint that “radiation is the transfer of heat energy in the form of electromagnetic waves without medium”. Using the mind map, teacher also pointed out radiation happens only in vacuum.

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4.7.2 Approaches, Techniques used & Student-centred Lesson (YPC)The main approaches and techniques used were:• Experiments and hands-on activities in groups• Explanation by the teacher using teaching aids (MS PowerPoint with notes

and pictures)• Discussion of experimental results using questioning technique

1) Set Induction• According to the lesson plan, in set induction phase the students

carried out two simple activities in groups to show the effect of heat on a coin and to show the heat fl ow.

• The time allocated in the lesson plan was 10 minutes but the implementation of the activities took about 25 minutes.

• The two activities should be the main part of the lesson so it should be done after the set induction phase or in the development phase. In other words, there was no set induction.

• It will be good if the teacher can plan a short activity for set induction with the purpose to attract attention, create motivation or make cognitive relation.

2) Development• Before the experiment or hands-on activities, the teacher explained

the procedures to carry out the experiment. The teacher’s explanation technique was good in the sense that she attracted the students’ attention by emphasising on what to observe, what to record and also demonstrated the correct way to handle science equipments and apparatus.

• She also stressed on the safety precautions when handling hot items, etc.

• The teacher’s voice was clear and loud. She also moved around during experimental activity to monitor and guide the students to carry out the experiments.

• The experiment task sheet was given to the students but the task sheet only has tables for students to record observation and questions regarding the three experiments carried out. It will be better if the experiment procedures were also included in the task sheet for the students to refer.

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• During the discussion of experimental results, the teacher used questioning technique. Questions used were mainly ‘what’ and ‘why’.

• At certain time, only one or two students responded to the questions posed by the teacher. Most of the time the students gave chorus answers. It will be good if the teacher can direct and distribute questions to individual students to check their understanding.

• The teacher also needs to acknowledge students’ answer by stating whether the answer is correct, accurate or giving praises.

• There were 4 learning outcomes (LO) in the lesson plan. LO number 1 and 2 were about expansion and contraction. LO number 3 and 4 were regarding conduction, convection and radiation.

• Due to time constraint, the teacher did an on-going planning to adjust the teaching and learning activities of the lesson plan.

• LO number 1 and 2 were carried as planned. However, for LO number 3 and 4, some of the hands-on activities planned were not carried out. Only activity on conduction was carried out and the teacher explained the concepts of convection and radiation using MS PowerPoint. The notes presented in MS PowerPoint on radiation was too abstract and need to revise.

• The hands-on activity planned for conduction, convection and radiation can be replaced by using simulation technique. By using simulation, it can help the students to see and understand how the heat was transferred.

• There was no session on application of concepts learned. An example of application that can be carried out is, the teacher presents a campfi re scenario for discussion and relates the students’ experiences to conduction, convection and radiation.

• If the learning outcomes were too many for a 80-minute lesson, then this lesson could focus on LO number 1 and 2 and keep LO number 3 and 4 for another lesson.

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3) Closure• An incomplete concept map was used to discuss the key concepts of

the lesson. It will be good, if the teacher can show a complete concept map after the discussion to summarise the lesson.

• Actually there is a difference between a mind map and a concept map. The graphic organiser shown in the MS PowerPoint is a concept map but need to include linking words from one level to the next level of concepts.

4) The Level of Student Centred ActivityThe process of the lesson was towards student-centred. The level of inquiry is more on the confi rmation inquiry where the students confi rm a principle through an activity when the results are known in advance.

4.7.3 Over All Students’ Participation (HNO)a. General student control and students’ participation:

• Excellent class management. Students were well-behaved and participated actively in the activities.

b. Students’ concentration on lesson:• They were attentive and able to follow teacher’s instructions well.

c. Attitude and politeness:• They were very positive about the topics and activities. Students

worked together with their group mates and paid careful attention to teacher’s words.

• At the beginning of the lesson they did not talk to exchange ideas but gradually they started discussing how to use apparatus and giving advices to their friends.

d. Organisation and cooperation in activities:• Students worked cooperatively with their friend while they were doing

experiment and fi lling worksheets.e. Creativity (initiative):

• The idea of heat effect on gas enable the students to try out assorted combination of heating and cooling experiments.

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f. Analysis of the experiments:• Some students seemed to have diffi culties to understand English and

hence did not seemed to understand teacher’s explanation on the analysis of the experiments.

g. Safety & clean awareness:• Since students used the laboratory apparatus carefully, there was no

untoward incidents.

The following fi gures captured some teaching and learning activities in the class.1) Heat fl ow through solid matter

The teacher introducing the concept of heat fl ow

Dancing coin experiment Feeling the heat fl owing through a metal spoon

Figure 4.16 Introducing the concept of heat fl ow.

2) Experiments to show the effect of heat on solid matter, liquid and gas

Heating the ball and ring Reading temperature of thermometer that dips in

warm water

Expansion of gas heated by hot water

Figure 4.17 Effect of heat on matter.

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3) Experiment to show the direction of heat fl ow in a solid

Reading instruction to set up the experiment

Assembling the heat fl ow set-up

Observing what happen to thumbtacks attached

on a copper rod with wax when the rod is heated on

one end

Figure 4.18 Direction of heat fl ow in a metal bar.

4) Evaluation and discussion

Teacher summarising the lesson

Research team observing the lesson

Post lesson discussion

Figure 4.19 At the end of the lesson.

Other observations and comments• After general introduction, the teacher should give some safety precautions

to students. In order to avoid burns and scalds, tell students not to come too near to the heat source and hot water, especially to the students who have long hair and clothes. Ideally, they should wear protective goggles.

• Before the dancing coin experiment, could we use tap water instead of cold water to wet coins?

• It was written in lesson plan that “The conical fl ask is placed in the beaker containing hot water and the coin is then put on the mouth of the conical fl ask”. It should be modifi ed to: “Cover the mouth of a conical fl ask with a wet coin then immerse the bottom of the fl ask in hot water.” (Hot water should be poured in a plastic basin.)

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• Expansion of coloured liquid can be observed using the gas expansion apparatus, see Figure 4.20.

• If you bend the glass tube of the gas expansion apparatus at right angles, we can avoid effect of gravity because the colour water in the tube can move horizontally.

Figure 4.21 Gas expansion apparatus.

• This lesson demonstrated the idea of “heat effect on three states of matter”. Students appeared to have grasped the idea.

• The teacher might have inspired student’s discussion by giving several interesting questions, for example “Can we see convection in outer space?”

4.7.4 Focusing on Two Students (PVS)Students: A- N. Haida and B- Wong Y. F.Brief Interview conducted during the lesson:


Bolehlah…. Buat eksperimen..

Yes…interesting..

What grade did you get for the Science subject in your UPSR examination?

C B


…tak faham... ….half-half…the metal ball is heated.. it expand ..because it is heated by the Bunsen burner..

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Time Student A Student B09.00 - 09.10 Listened to the teacher explaining

the objective. Listened to the teacher explaining the procedure for conducting the experiment

Listened to the teacher explaining the objective. Listened to the teacher explaining the procedure for conducting the experiment.

09.10 - 09.20 Dipped the conical fl ask into the beaker fi lled with hot water. Discussed with her friends. Listened to the teacher’s explanation. Listened to the teacher’s explanation regarding the procedures in conducting the next experiment.

Dipped the conical fl ask into the beaker fi lled with hot water. Observed what happened to the coin. Discussed with the teacher. Listened to the teacher. Tred to answer the teacher. Listened to the teacher’s explanation regarding the procedures in conducting the next experiment.

09.20 - 09.30 Observed her friends lighting up the Bunsen burner. Observed her friend holding the spatula in the lighted fi re from the Bunsen burner and trying to feel the heat. Listened to the teacher explaining the next procedure to conduct the next experiment.

Lighted up the Bunsen burner. Held the spatula in the lighted fi re from the Bunsen burner. Discussed with his friends as the spatula became hot. Listened to the teacher’s question and answers “…because metal is a heat conductor”… Listened to the teacher explaining the next procedure to conduct the next experiment.

09.30 - 09.40 Held the holder attached to a ring and placed the metal ball through the ring. Listened to the teacher’s explanation. Discussed with her friends. Wrote in the worksheet.

Placed the iron ball into the ring. Held the iron ball with crucible tongs. Discussed with the teacher.

09.40 - 09.50 Observed her friends dipping the thermometer into the hot water basin. Observed her friends dipping the color liquid into the glass tube. Looked at the teacher. Listened to the teacher’s question.

Dipped the color liquid into the glass tube and observed what happened. Dipped the thermometer into the basin and observed what happened. Listened to the teacher’s question and answers “...because it is heated…”

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explanation. Looked at the LCD screen. Listened to the teacher’s questions. Looked at the diagram shown on the LCD screen regarding expansion. Listened to the procedure to conduct the next experiment. Observed her friends setting up the apparatus. Observed her friends conducting the experiment.

Listened to the teacher’s explanation. Looked at the LCD screen. Listened to the teacher’s questions. Looked at the diagram shown on the LCD screen regarding expansion. Listened to the procedure to conduct the next experiment. Clamped the rod with thumbtacks attached to it on a retort stand. Lighted up the Bunsen burner and observed what happened to the thumbtacks.

10.00 - 10.10 Listened to the teacher’s questions. Listened to the teacher’s explanation. Listened to the teacher’s explanation regarding radiation. Answered the questions asked in the worksheet given.

Listened to the teacher’s questions. Listened to the teacher’s explanation. Listened to the teacher’s explanation regarding radiation. Answered the questions asked in the worksheet given.

10.10 - 10.20 Discussed the question asked in the worksheet as a whole class response with the teacher. Listened to the teacher’s explanation about the summary of the lesson.

Discussed the question asked in the worksheet as a whole class response with the teacher. Listened to the teacher’s explanation about the summary of the lesson.

Comments:• Worksheet distributed to the pupils contained worksheet 1 and worksheet

2 in it! Kind of too much for the pupils to digest. More appropriate to separate the worksheets and distribute to the pupils according to each experiment conducted. At the end of each experiment pupils should be given an opportunity to discuss their fi ndings before moving on to the next experiment.

• When conducting the experiment using the spatula that is placed on a lighted fi re, the spatula should be labelled according to segments (A, B, C) so that the pupils can feel the heat that is nearer to the fi re source and observe that the heat travels from a very high temperature to a lower temperature.

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4.7.5 Classroom Management and Collegial Cooperation (SGO)a. Social Climate

• As an observer, I would feel good to see the teacher with a happy face and students would feel the same way too. Portraying a friendly, positive attitude to the students is integral in learning.

• This is analogous to the working environment for adults wherein a positive atmosphere keeps workers motivated and committed to their task.

• Learning outcome is positive if students feel comfortable, or at ease, and enjoy while learning or they have positive reactions towards their teachers or classroom environment in general.

• The teacher was conversant in using English and BM to conduct the lesson.

• The students were provided with opportunities to interact with one another and their interaction was in a positive manner.

• The teacher paid close attention to what students were doing and provided assistance to the group in completing their task.

• Respect among students and between the teacher and students were noticed.

• Overall, there was a safe, non-threatening learning environment.

b. Physical Arrangement• The ventilation and lighting were adequate, hence students were

physically comfortable.• Placing all the materials in a big basin made it easily accessible for

students. This is a very good technique to avoid delay or time wastage.• All students could see the presentation of instruction.

c. Organization• Directions for activities were clear.• Materials were prepared ahead of time and were distributed effi ciently.• Transitions between activities were conducted smoothly, effi ciently

and without confusion.

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d. Behavioural Considerations• The teacher was visible at all times.• There were no negative statements from both the teacher and students.

Students felt comfortable yet disciplined.• I was impressed by how disciplined the students were. For instance,

there were no accidents, breakage or complaint of hurt while doing the activities. Another observation was that there was a quiet and orderly movement of three groups who joined with the other three groups during the conduct of one activity.

• Proximity is used to decrease inappropriate behaviour.

e. Instructional Strategies• There was an effective use of small group.• Instructional tools were varied.• Purpose of lesson was clearly stated to the students.• Pace and tempo were suitable for learners.• Questioning was used and the methods / strategies maintained student

interest.

Suggestions:• More Positive Social Climate: Calling students by their names and giving

more positive feedback to students or appreciating their answers.• Physical Arrangement: We could also consider the aisle space, space

between tables, arrangement of chairs during activities in our planning to ensure no congestion or traffi c in certain areas.

• There was a down time observed at the last part of the lesson, especially students seated at the back who fi nished doing the activity earlier than other groups. One solution could be letting these students read their book to keep them busy while waiting for their other classmates to complete the task.


• Often talked and questioned among themselves but did not seen to ask teacher any question

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• Attempted to clarify the way to carry out activities, particularly on doing the experiments

• However, they were reluctant to consult with their teachers

b. Making inferences1) Coin on conical fl ask

• Heating the conical fl ask to make the coin move at the mouth• Students understood that air rushing out from fl ask pushed the

coin to move• Students in every group being asked what had been observed and

explain• Some said due to heat• So not certain of the inference but teacher readily explained the

phenomenon

2) Heating spatula• Spatula heated until red hot but did not feel hot when touched at

the other end. Not a good conductor?• May be should draw lines to divide the spatula into 3-5 sections,

then feel it from cold end to hot end to get the effect• Or, use a copper rod for better result• Only accurate observations can lead to correct inferences

3) Chilling and heating fl ask attached with a glass tube and a drop of coloured liquid• Effective experiment showing good results• Good attempt by teacher to lead students to make inferences• Students inferred that air contracted or expanded due to chilling

and heating

4) Holding thermometer to see mercury moved upwards• Students unsure of the real purpose of the experiment• Suggestion: Flask with glass tube & fully fi lled with coloured

water, then immerse in cold/hot water to see effects• Inferences are expected to be easier to make from such experiment

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5) Ball & ring experiment• Instead of heating ball, some groups may also ask to heat the ring• Opposite effects or observation may be made• But same inference could be made

6) Simulation on heat transfer• May try the way I demonstrated in the canteen-for all three ways,

conduction, convection and radiation by passing marbles to a group of students in three different ways, like three different ways of heat transfer in matter

• Easy and simple to carry out, won’t take much time but effective, I think

4.8 Science Form 1: TB Second Lesson

Date : 23 August 2011Time : 9:00 am – 10:20 amClass : Form 1No. of Students : 24Demonstration Teacher : Vithiya N.

4.8.1 Students’ Participation and Interaction (DDM)1) Positive Areas

• Teacher has good voice and good command of the English language, and has self-confi dence and good rapport with students.

• Extensive use of science apparatus during the inquiry activities that enhanced students’ manipulation skills of common apparatus.

• Varied and appropriate hands-on inquiry activities.• Students working in collaborative/cooperative learning groups.• Good use of technology (i.e. PowerPoint presentations, slides,

diagrams).• Provision of worksheets for the students working in groups.• Generally a very good lesson (both in preparation and delivery) and

just need minor modifi cations or improvements.

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2) Areas that Need Improvement• Maximise the use of the blackboard (i.e. students’ initial science

conceptions, views, and so on).• Need to write down science ideas from students like temperature,

pressure, heat, energy…• Opportunity for students to interact with each other within groups,

among different groups and whole class.• Need to avoid or minimise “choral recitation / answering” so that

students gain confi dence when their individual ideas are heard of.• Need to direct the question to a specifi c individual student or specifi c

group of students from time to time.• In one activity on the effect of heat on gases ( students observed the

colored liquid rising and falling when place in hot and cold water); need to focus that the colored liquid served as indicator for the air inside the tube that expands when heated and contracts when cooled—the reason for the rising and the falling as observed.

• Opportunity for students to communicate / publish their observations, data and then give opportunity to analyze similarities and differences then proceed with discussion to draw out science content.

• Need to include higher order questions in the task sheets like “how” and “why” other than the “what happened”.

• Encourage girls to be more aggressive / active during laboratory activities.

• Opportunity for students to verbalise their understanding / formulate generalisations, and conclusions.

• Relate the science content to everyday life of students like the kind of materials most appropriate when cooking; or appropriate materials to use when constructing buildings, houses…knowing about heat transfer / fl ow.

• The questions given as an assessment maybe part of the laboratory activity ( and will become an embedded assessment, that is the accuracy of students’ answers based on their observations and data).

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4.8.2 Focusing on Two Students (PVS)Students Name: A- Mahfuzah and B- Khoo T. S.Brief Interview conducted during the lesson:


Bolehlah…banyak eksperimen…

Yes…my favorite subject.

What grades did you get for your Science in the UPSR exam in the year 2010?

C A

Can you explain what you understand today?

…panaskan bola itu…tengok masuk atau tidak dalam gelung...

...heat expands the metal ball..the metal ball expand when it is heated..



explanation. Looked at the teacher doing demonstration using the LCD screen- showing what happened to a coin placed on the mouth of a canonical fl ask when the fl ask was immersed in hot water. Listened to the teacher explaining the content of the lesson. Listened to the teacher’s instruction in conducting the experiment.

Listened to the teacher’s explanation. Looked at the teacher doing demonstration using the LCD screen- showing what happened to a coin placed on the mouth of a canonical fl ask when the fl ask was immersed in hot water. Listened to the teacher explaining the content of the lesson. Listened to the teacher’s instruction in conducting the experiment.

09.10 - 09.20 Held the metal rod that was clamped to the retort stand. Observed what her friends were doing. Discussed with her friends. Listened to the teacher’s questions.

Moved the clamp of the retort stand. Inserted the rod into the clamp. Observed her friends lighting up the Bunsen burner. Listened to the teacher’s question and tried to infer. Observed the heated rod. Listened to the teacher’s explanation regarding the metal rod experiment. Listened to the teacher’s question. Tried to infer by saying “heat”. Listened to the teacher’s explanation.

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Time Student A Student B09.20 - 09.30 Observed her friends drawing

the position of particles on the white board. Listened to the teacher explaining about position of particles. Listened to the teacher explaining about the next experiment for effect of heat on solid, liquid and gas. Held the metal ball with crucible tongs and placed it on the fi re. Tried to insert the heated metal ball into the ring. Wrote her observation into the worksheet.

Listened to the teacher explaining about position of particles. Listened to the teacher explaining about the next experiment for effect of heat on solid, liquid and gas. Held the metal ball with crucible tongs and placed it on the fi re. Tried to insert the heated metal ball into the ring. Observed his friend holding the thermometer. Read the reading from the thermometer. Wrote the observation in the observation chart.

09.30 - 09.40 Held the thermometer in her hand to note the reading. Went back to her table and sat down. Listened to the teacher explaining about the results of the experiment done.

Sat back on his table. Listened to the teacher explaining about the results of the experiment done.

09.40 - 09.50 Listened to the teacher explaining “why the coin moved”. Looked at the LCD screen and listened to the teacher explaining about movements of particles at lower temperature. Listened to the teacher explaining about heat fl ows in three ways- conduction…

Listened to the teacher explaining “why the coin moved”. Looked at the LCD screen and listened to the teacher explaining about movements of particles at lower temperature. Listened to the teacher explaining about heat fl ows in three ways- conduction…

09.50 - 10.00 Listened to the teacher using the LCD screen to explain about heat fl ows in three ways- …convection and radiation.

Listened to the teacher using the LCD screen to explain about heat fl ows in three ways- …convection and radiation.

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Time Student A Student B10.00 - 10.10 Looked at the LCD screen.

Listened to the summarizing the topic taught. Made the summary as a whole class. Looked at the teacher explaining the “terms” that they had learned today. Answered the teacher’s question by saying “heat”. Attempted the questions in the worksheet.

Looked at the LCD screen. Listened to the summarizing the topic taught. Made the summary as a whole class. Looked at the teacher explaining the “terms” that they had learned today. Answered the teacher’s question by saying “conduction”. Attempted the questions in the worksheet.

10.00 - 10.20 Continued attempting the questions in the worksheet.

Continued attempting the questions in the worksheet.

Comments:1) Overall this was a better lesson compared to the previous one. Pupils

participation in the activities increased tremendously. Pupils were excited to conduct the experiment all by themselves.

2) In order to increase more pupils’ participation, allow the pupils to speak-up individually by giving them some questions to think about. This will help them to make inferences independently. Give opportunities to the pupils to read from the LCD screen the concepts and its explanation.

4.9 Science Form 2: AI First Lesson

Theme : Strengthening science process skills focusing in making inferencesDate : 11 August 2011School : SMK Air ItamClass : 2S1 (30 students)Time : 1.20 pm – 2.30 pm

Learning ObjectivesAt the end of the lessons, students are able to:i. Identify load, effort and fulcrum in the leverii. Classify lever systemsiii. Make inferences from the relationship between load, effort and fulcrumiv. Appreciate the innovative efforts in the design of machine to simplify work

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Learning outcomei. Solve problems related to leversii. Design or improvise a device that use the principle of a lever system

4.9.1 Time Keeper, Lesson Flow and Content (KSS)• It was an interesting lesson. Team-teaching consists of 3 teachers was

carried with smooth transition.• Activities were carried out as planned. The overall fl ow of lesson was good

and time management was well-handled.• Pictures shown using PowerPoint were very big and the labels were

clear. Teacher used enough (3 or more) examples to show the positions of fulcrum, load and effort for each class of lever. Besides pictures, concrete items were also shown e.g. scissors, pliers and claw hammer.

• Students carried out activities after explanation by teacher. Students also referred to worksheets given. During activities, teachers went around and guided students.

Suggested areas to improve on• When the pictures on 3 classes of lever were shown, teacher may have some

pictures without labels and asked students to name the part of the lever in order to test their understanding.

• Standardise the terms used to describe the distance between the load and fulcrum and between the effort and fulcrum (follow textbook).It was noticed the distance between the load and fulcrum was described as load arm / load distance / dl, and the distance between the effort and fulcrum was described as effort arm / effort distance / de. These may cause confusion to weak students. In the worksheet for setup 1, both dl and de actually look very alike.

• Activity 1 was actually planned to lead students to the conclusion on the principle of lever. Teacher may let students draw the conclusion by themselves and not to tell them the principle before the start of the activity. With this, teacher can lead students to make inference.

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4.9.2 Approaches and Techniques Used and Student-Centred Lesson (YPC)The main approaches and techniques used were• Explanation by the teacher using teaching aids (MS PowerPoint and real

materials)• Students carried out experiments in groups• Discussion of experimental results using questioning technique• Application of concept related to daily life

Learning objectives and learning outcomesThe learning objectives and learning outcomes written in the lesson plan (as above) were not consistent with the learning objectives (LOb) and learning outcomes (LO) as stated in the curriculum specifi cations (as below). As in the curriculum specifi cation, the LOb are general and LO are specifi c. So, the teacher needs to relook at the written LOb objectives and LO in the lesson plan.The Activity 1 (experiment) in step 2 is more related to achieving the LO: ‘Explain what is meant by the moment of a force’ that is to confi rm the principle of a lever system. The Activity 2 in step 2 is to achieve the LO: ‘Solve problems related to levers. Therefore the learning objective 2.2 and LO: ‘Design or improvise a device that use the principle of a lever system’ was not clearly achieved in this lesson because the students did not design or improvise a device but just follow the experiment (Activity 1) and hands-on Activity 2 procedures given in the task sheets.To achieve LO: ‘Design or improvise a device that use the principle of a lever system’, it will be better if the students do a project.

Learning objectives and outcomes from curriculum specifi cations:LOb: 2.1 Analysing levers.LO: A student is able to:• list things around them that use the principle of the lever,• state what a lever can do,• identify load, force and fulcrum in the lever,• classify levers,• explain what is meant by the moment of a force,• solve problems related to levers.

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LOb: 2.2 Appreciating the innovative efforts in the design of machine to simplify work.LO: A student is able to:• design or improvise a device that use the principle of a lever.

a. Lesson fl ow1) Set induction

• In the set induction, Teacher A introduced the lesson well by using related and suitable short activity.

2) Development• The development phase of the lesson was mainly to explain the

main concepts of the simple machine which focused on lever, classes of lever and principle of a lever system and followed by experiments carried out by students in groups, discussion of experimental results and application of lever in daily lives.

• The explanation on the concept of lever was done clearly using MS PowerPoint with good example of pictures and real apparatus used in daily life. The questioning techniques used by the teacher was good. She posed the question clearly and used clue to prompt the students to answer the questions.

• However, the teacher needs to respond to the students’ answer by giving acknowledgement or praises for the correct answers given. During the explanation, the teacher used different intonation to emphasise important points to attract students’ attention. This is a good technique.

• Teacher B gave short briefi ng of the experiment and distributed experiment task sheets for students to carry out the experiment. The teacher monitored the progress of the experiment activity by reading out the steps of the experiment from time to time as a way to remind the students to catch up with time. It is a good technique for the teacher to manage time during hands-on activity.

• During the discussion of experimental results, Teacher B used questioning technique to elicit students’ ideas. The discussion was done smoothly but the teacher allowed the students to give chorus answers. It will be better if the teacher can use the technique of directing and distributing the questions to the students in order to encourage individual students to participate.

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• Another activity in step 2 which was observed as related to LO: ‘Solve problems related to levers’. Teacher C needs to present a scenario and context of the problem prior the activity. During the discussion of the outcome of the activity, Teacher C did not clearly prompt or probe the students to answer the questions. At times, the teacher posed the questions and answered the questions by himself while the students listened passively.

3) Closure• The closure of the lesson was to recap the content of the lesson

taught. The content was well summarised by Teacher A. However, the teacher allowed the students to give chorus answer when questions were posed to them. As mentioned above, teacher needs to direct and distribute questions to the students during questioning session to encourage participation and attention.

b. The level of student centred activityThe lesson used deductive approach that was presentation of concepts from general to specifi c. The process of the lesson was a mixture of teacher centred and student centred. The level of inquiry is more on the confi rmation inquiry where the students confi rm a principle through an activity when the results are known in advance.

4.9.3 Over All Students’ Participation (HNO)a. General observations

• General student control: Excellently managed, teacher was able to keep their movement in check.

• Students’ concentration on lesson: Most of them had been attentive and able to follow the instructions to carry out activities.

• Attitude and politeness: Students were polite to each other and to the teacher.

• Organisation and cooperation in activities: Generally they shared their works in the activities and no student was left behind.

• Creativity (initiative): They learned how to handle materials and tools but could not have enough opportunity to show their creativities.

• Analysis of the experiments: Students did not have enough time to analyse or discuss the experimental results.

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• Safety and clean awareness: The number of the items of the lesson was not too big to mess up the laboratory. They were careful not to break any glass wares, particularly prisms used in the experiments.

The development of the lesson is appended diagrammatically below.b. Lesson introduction

They were generally attentive on their teacher’s introduction to the lesson. Only a few students were whispering while the teacher was explaining.

A student explained defi nition of a machine

Showing pictures of simple machines

Students were concentrating on teacher’s

explanation

Figure 4.22 Introduction to the lesson on ‘simple machine’.

c. Using a meter rule to set up a lever system in doing the experimentAll the materials and tools to conduct experiments were well prepared, so students were able to work smoothly and swiftly to make their set-ups to fi nd ‘the principle of a lever’. No student was seen to have been left behind.

Discussing how to set-up the experiment

With the help of the teacher to set-up the

experiment

Taking readings from the lever

Figure 4.23 Students repeated the experiments in order to measure accurately.

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d. Using a meter rule balancing on a prism to set up a lever system

Observing the demonstration of setting

up of lever system

Discussing the way to set-up the lever system

Using the set-up to verify principle of lever system

Figure 4.24 With a meter ruler and a glass prism students explored on investigate on principle of lever system.

e. Post lesson discussion• The handouts given one only to each group.• More handouts should be distributed to the students. Preferably, one

sheet to one student.• Balancing a ruler with weights on a glass prism makes it very

complicate to analyze the Experiment 2 results. But if we simplify the experiment placing the centre of the ruler on the edge of the prism, Experiment 2 becomes very similar to Experiment 1.

4.9.4 Focusing on Two Students (PVC)Students : A- Saw J. A. (Female) and B- Ong Z. J. (Male)Brief Interview conducted during the lesson:


Okey-lah… Yes…Very interesting

What grades did you obtain for your Science Subject in your UPSR examination?

B B


…simple machine… ...do the experiment to learn the relationship of effort and load…

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Time Student A Student B13.20 - 13.30 Looked at the teacher, paying

attention to what the teacher was saying. Answered the teacher’s questions. Paying attention to the teacher’s explanation regarding 1st, 2nd and 3rd class of fulcrums.

Looked at the teacher. Paying attention to the teacher’s explanation regarding 1st, 2nd and 3rd class of fulcrums.

13.30 - 13.40 Listened to teacher’s explanation regarding principle of fulcrums. Looked at the experiment sheet that had been distributed by the teacher. Started to conduct the experiment by tying a thread to the long ruler to determine the midpoint. Instructed her friends to fi nd the midpoint. Sticking the plasticine at one edge of the ruler.

Listened to teacher’s explanation regarding principle of fulcrums. Looked at the experiment sheet that had been distributed by the teacher. Made loops using the thread. Placed the loops into the ruler. Read the instructions from the experiment sheet.

13.40 - 13.50 Balanced the long ruler that had been hung to a retort stand. Wrote in the experiment sheet. Read for further instruction from the experimental sheet. Moved the weight accordingly along the long metre ruler to make it balance. Wrote in the experimental sheet. Discussed with her friends.

Instructed his friends to balance the ruler. Discussed with his friends. Moved the weight accordingly along the metre ruler to balance it. Read the experiment sheet. Discussed with his friends.

13.50 - 14.00 Paying attention to the teacher’s explanation. Read aloud the answers as a whole class response.

Paying attention to the teacher’s explanation. Answered the teacher’s questions. Read aloud the answers as a whole class response.

14.00 - 14.10 Listened to the teacher’s explanation from the white board. Looked in front at what the teacher was doing. Observed what her friends were doing. Read the experimental sheet.

Listened to the teacher’s explanation from the white board. Juggled the prism in his hand. Looked in front at what the teacher was doing. Placed the prism at the centre of the ruler and balanced the ruler. Adjusted the position of the prism and the ruler. Balanced the weight placed on the ruler.

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Time Student A Student B14.10 - 14.20 Discussed with her friends. Drew

a table on the experiment sheet. Moved the prism to the centre to balance the ruler that exerted weight on it.

Carried out the experiment with his group by moving the prism to the centre of the ruler.

14.20 - 14.30 Moved the weight along the ruler to balance the load. Completed the experiment sheet. Listened to the teacher’s explanation. Answered teachers question as a whole class response. Attended to the exercise in the worksheet.

Observed what his friends were doing. Moved the weight to balance the load. Discussed with his friends. Listened to teacher’s explanation. Answered teachers question as a whole class response. Attended to the exercise in the worksheet.

CommentOnly one experiment sheet was distributed by the teacher as a guide for a group. There were 4 - 5 students per group.

4.9.5 Teacher’s Questioning and Answering (MAP)a. Observations worth emulating

• It is very interesting to note that the teacher started the lesson by asking questions and soliciting answers by calling the students individually.

• It is a very good practice that the teacher every now and then asked questions to check for students’ understanding along as the lesson progressed.

• It is commendable that the teacher was observing “wait time” in asking questions for students.

• It was great that the teacher was moving around during the time when the activity was performed and trying to scaffold some groups who were fi nding diffi culty in performing the activity.

• The questions that were asked by the teacher where a combination of simple recall and some higher order thinking skills.

• I can say with confi dence that the class was fantastic!

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b. Observations to enhance further• It would be a great idea if in the next lesson answers to questions

be elicited from students individually, this way others would be able to hear the answers of a fellow learner. This might spark a further discussion and interaction. Also this will be a random assessment of students’ understanding and a classroom management technique.

• It would be better if more higher order thinking skill questions were directed at the students.

• When students were asked to give examples of lever, it would be better they quote the ones they used at home.

• Giving directly the answers to the questions should be avoided but instead, students will be given an opportunity to explore other possibilities asides from the one they are aware of in the activity.

4.9.6 Classroom management and collegial cooperation (SGO)a. Classroom Management

Five categories of my observations / reflections on the classroom management of the science class:1) Social Climate

• Teachers had created a positive social climate. Smiling, gentle voice, and being supportive to students during instruction have created a positive atmosphere which made the students feeling at ease or comfortable considering the presence of several observers in the class.

• Students were provided with opportunities to communicate with each other. Though students’ communication during group activity was not all in English, I could sense that it was in a positive manner by looking at their happy faces while talking.

• Respect was shown by the teachers to their students and among the students themselves as evidenced by the absence of negative statements.

2) Physical Arrangement• The science classroom is very spacious. As such, students could

move freely with no congestion.• The ventilation and lighting were adequate, hence students were

physically comfortable.

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• All students could see the instruction presentation (except during demonstration).

• The materials were easily accessible to the students.3) Organisation

• Materials were prepared ahead of time and were distributed effi ciently.

• Transitions between activities were conducted smoothly, effi ciently and without confusion.

• Directions for activities were clear.4) Behavioural Considerations

• Negative statements or reprimanding inattentive students were not noticed. Doing these strategies usually ruin the positive climate.

• Students felt comfortable yet disciplined.• Teachers were visible at all times.

5) Instructional Strategies• Small group was effective and group arrangement during the

conduct of the hands-on activities is highly commendable.• Materials for instruction were of interest to the students.• Pace and tempo are appropriate for the students.

b. Co-teaching (team teaching)• I was impressed by the strong support of the teachers for each other.

When one was teaching, the other two teachers were very alert and responded immediately to the needs of the one teaching and the students. Their presence at all times is highly commendable.

c. Suggestions• For co-teaching (team teaching): Since this is seldom done, it would

be good if the three teachers greet the students at the same time at the very start to set the tone by letting pupils be awared that they have 3 teachers in their science class on that day. And that the progression of the lesson would not be stopped with the greetings.

• We could also think of the best way where to do the demonstration so that all students can observe clearly.

• We could also include in our planning on how to use the blackboard effectively.

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• Talked among themselves in mandarin or Malay• Reluctant to put up his / her hand to answer to teacher(s)• Analysis on audio record may disclose what they discussed among

themselves

b. Making inferences1) What’s a machine?

• Teacher asked at the beginning.• A student: help to make work easy.• Teacher: give an example. Student: washing machine.• Teacher began to talk about simple machine…• Instead of asking ‘what is a lever?’ ; might be better to demonstrate

the use of a lever, and for students to infer that it is a simple machine (based on teacher’s explanation of a simple machine)

• Instead of explaining the 3 classes of lever, might be better for students to point out the differences with illustration / from actual tools displayed.

• Then classify-this way encourage keen observations, stimulate thinking, making conclusions.

• Good chance to strengthen ability to make inferences if some tools are used.

2) Principle of lever• Instead of telling the class, and explained about the use of the

formula, might be better for them to fi nd out after doing the various experiments by using lever .

• This discovery journey would offer great opportunity for students to make inferences and the formula eventually.

• This, I believe, all the activities (experiments using lever) planned, and were carried out by the students, were relevant and could lead to the discovery of the principle or formula.

• A great inspiring attempt if the enquiry-discovery path had been chosen.

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3) Reinforcing understanding (promoting deep understanding) of the principle of lever• The same activities could be used for clarifi cation on principle of

lever (were actually done this way but might need to make the intention clear)

• Might be more coherent and useful in strengthening understanding of the principle concerned if this last part of the lesson was used as follow-up of the earlier activities (planned by the Pn. Chulailat)

4) Suggestion• A lesson may be redesigned as follows:• Begin with a demonstration of using a simple machine (lever

system) to move a heavy load• Defi ning operationally (from demonstration) meaning of a simple

machine (lever)-also making inferences• Recalling the other types of simple machines (altogether 6 types)• Using different of tools (using lever system) to identify the

positions of fulcrum, load and force in each one• Classify them in groups / classes• Identify an ‘unknown’ tool to the class of the lever system- making

inference• Activities to ‘discover’ principle of lever (same as those planned

by Pn. Chulailat)-from tabulation and identifi cation of the patterns observed

• Making inferences, drawing conclusions and hence stating principle of lever / deriving formula

• Enforcement / application activities: use the formula to solve a couple of problems

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4.10 Science form 2 : AI Second Lesson

Date : 23 August 2011Time : 3:45 pm – 4:45 pmClass : Form 2No. of Students : 23Demonstration Teachers : Ms. See H.S., Ms. Chulailat and Mr. Chew F.K.

4.10.1 Students’ Participation and Interactiona. Positive Areas

• Teachers had good rapport with students ( smile at students).• Teachers showed mastery of science content and confi dence.• Students were well-behaved and disciplined.• Varied and appropriate hands-on inquiry activities.• Good opportunity for students to manipulate common science

apparatus.• Good use of technology (i.e PowerPoint presentations, slides,

diagrams).• Provision of worksheets for the students working in groups.• Formulation of aim, hypothesis in the worksheets as well as

identifi cation of variables (i.e. manipulated, responding and fi xed).• Students working in collaborative / cooperative learning groups.• Showed real objects representative of each kind of simple machines

and each class of lever.• Girls are grouped separately than boys, it could be easier for them to

work together though segregation of male and female students are not encouraged.

• Generally a very good lesson ( both in lesson preparation and delivery) and just need minor modifi cations or improvements.

b. Areas that Need Improvement• Give opportunity for students to verbalise their initial conceptions or

understanding about an object or phenomena.• Avoid or minimise choral recitation; it is good to ask specifi c student

questions.

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• Allot time also for students to actually examine / manipulate each class of lever and make it work like cut a piece of paper, open a bottle; sweep objects on the fl oor, etc.

• Give opportunity for students to present their measurements and answers to questions in the worksheets, then let them compare each other’s measurements by group.

• Emphasize the signifi cance of measurement to support the principle of lever (i.e. load x load arm is equal to effort x effort arm; round off values to show they are equal).

• Emphasize relationships of variables, when the load increases, the distance between the __x__ and the fulcrum __x___.

• Give opportunity for students to formulate their own generalisation or conclusion.

• Emphasise that simple machines make work easier and faster (Work is the product of force and distance).

• Relate the science concepts or principles (practical applications) to students’ daily life.

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4.10.2 Focussing on Two StudentsStudents: A- Chew S. F. and B- Lee S. K.Brief Interview conducted during the lesson:


Yes...interesting. Yes...can do experiments

Can you explain what you understand today?

…balance the A and B to experiment the relationship between the load and effort...

...heat expands the metal ball…the metal ball expands when it is heated..


Time Student A Student B15.45 - 15.55 Listened to the teacher. Answered

the teacher’s question on ‘what is a machine’. Listened to the teacher’s explanation.

Listened to the teacher’s question about machine.

15.55 - 16.05 Listened to the teacher’s explanation on simple machines. Listened to the teacher’s questions about ‘types of machine and what is a lever’. Listened to the teacher’s explanation on using a lever and three classes of lever. Looked at the teacher and paying attention as the teacher was showing examples of fi rst class levers.

Listened to the teacher’s explanation on simple machines. Listened to the teacher’s questions about ‘types of machine and what is a lever’. Listened to the teacher’s explanation on using a lever and three classes of lever. Looked at the teacher and paying attention as the teacher was showing examples of fi rst class levers.

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explanation on 2nd class levers. The difference between 1st class and 2nd class lever. Looked at the examples of 2nd class levers. Looked at the examples of 3rd class levers. Listened to the teacher’s explanation on how to carry out the experiment. Listened to the teacher’s explanation regarding the apparatus that are going to be used to conduct the experiment. Read the hand-out provided by the teacher.

Listened to the teacher’s explanation on 2nd class levers, and the difference between 1st class and 2nd class lever. Looked at the examples of 2nd class levers. Looked at the examples of 3rd class levers. Listened to the teacher’s explanation on how to carry out the experiment. Listened to the teacher’s explanation regarding the apparatus that were going to be used to conduct the experiment. Read the hand-out provided by the teacher.

16.15 - 16.25 Looked at the teacher showing on how to fi nd the centre of the ruler. Looked at the teacher explaining on how to set up the apparatus.

Looked at the teacher showing on how to fi nd the centre of the ruler. Looked at the teacher explaining on how to set up the apparatus.

16.25 - 16.35 Tied the thread at the centre of the meter rule. Hung the meter rule to the retort stand. Sticking plasticine at the back of the meter rule so that the ruler will be balanced. Attached the weight (load) at the side of the ruler labelled (A), measures the load distance (10 cm). Attached other weight (effort) at the other side of the ruler labelled (B). Measured the effort distance required to balance the ruler. Wrote the answers in the worksheet.

Finding the centre point of the meter rule by using his hands as had been taught by the teacher. Tied a loop using a thread at the centre point of the meter rule. Hung the meter rule on to the retort stand. Sticking plasticine at the back of the meter rule to balance it. Attached the weight (load) at the side of the ruler labelled (A), measured the load distance (10 cm). Attached the other weight (effort) at the other side of the ruler labelled (B). Measured the effort distance needed to balance the load distance.

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Time Student A Student B16.35 - 16.45 Listened to the teacher discussing

the results of the experiments. Listened to the teacher explaining about the way to determine mid-point.

Listened to the teacher discussing the results of the experiments. Listened to the teacher explaining how to determine mid-point.

16.45 - 16.55 Listened to the teacher explaining: how to balance the ruler by using the weights, and what is the amount of effort needed to overcome the load of 60 g. Is it 60 g or more then 60 g...does this make the work easier? We can use less then 60g effort to move 60g load by moving the fulcrum…it is called “simple machine”

Listened to the teacher explaining: how to balance the ruler by using the weights, and what is the amount of effort needed to overcome the load of 60 g. Is it 60 g or more then 60 g...does this make the work easier? We can use less then 60 g effort to move 60 g load by moving the fulcrum…it is called “simple machine”

16.55 - 17.05 Used her hands to fi nd the midpoint of the meter rule. Balanced the ruler on the prism that acted as a fulcrum. Placed the weight (20 g) at one side of the ruler, which is known as the effort. Moved the prism (fulcrum) to balance the load placed at the other end of the ruler. Measured the distance between the load placed and the prism. Discussed with her friends. Wrote the results in the worksheet provided by the teacher.

Used her hands to fi nd the mid point of the meter rule. Balanced the ruler on the prism that acted as a fulcrum. Placed the weight (20 g) at one side of the ruler, which is known as the effort. Moved the prism (fulcrum) to balance the load placed at the other end of the ruler. Measured the distance between the load placed and the prism. Discussed with her friends, wrote the results in the worksheet provided by the teacher.

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Time Student A Student B17.05 - 17.15 Looked at the teacher discussing

the results on the white board. Wrote the answers on the worksheet provided. Listened to the teacher making the conclusion about the experiment. Answered the teacher’s questions as a whole class response. Listened to the teacher making the summary of the lesson. Answered the teacher’s questions on examples of 1st class, 2nd class and 3rd class levers. Opened the textbook and looked up for the exercise given by the teacher.

Looked at the teacher discussing the results on the white board. Wrote the answers on the worksheet provided. Listened to the teacher making the conclusion about the experiment. Answered the teacher’s questions as a whole class. Listened to the teacher making the summary of the lesson. Answered the teacher’s questions on examples of 1st class, 2nd class and 3rd class levers. Opened the textbook and looked up for the exercise given by the teacher.

Comments:1) Overall this was a better lesson compared to the previous one.

Pupils participation increased tremendously in the activities planned systematically. Pupils were excited to conduct the experiment all by themselves.

2) In order to increase more pupils’ participation and initiate the process of making inferences among the pupils, allow the pupils to read-up individually or as a group or whole class from the LCD screen on the concepts and content displayed at the beginning of the lesson.

3) After completion of the experiment, students should be allowed to report their results or fi ndings in a group.

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Chapter 5

Learning from Lesson Study

INTRODUCTIONTeachers learn to improve instruction through lesson study by lesson observation, refl ections and discussion. Lesson study strengthens collegial cooperation, instil stronger motivation and sense of effi cacy. So, what and how this group of Penang science teachers had benefi ted from participation in lesson study? They were asked to write “In about 100 words, please write what you think about Lesson Study, e.g. can it help you in professional development as a teacher and in life-long learning (including collegial cooperation, challenges and opportunities encountered)”. The following is a compilation from their opinions.

WHAT HAD TEACHERS LEARNED FROM LESSON STUDY5.1 Ms. Vithiya N.

School: SMK Tanjong Bunga No. of years in teaching: 1

This lesson study project have given me an opportunity to learn a better way of teaching in which I can improve my teaching and learning process based on the experience and response after teaching the fi rst class. This experience and refl ection on the fi rst lesson makes me able to plan a better lesson for the second class. I can alter my lesson plan to make it more appropriate and suitable at the students’ level.

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The cooperation given by my colleagues was great. They helped me a lot in solving the doubts I had, preparing things needed, and of course in giving moral support. Besides my colleagues, my lab assistants were also very helpful. SMK Tanjong Bunga management and principle were also cooperative. They gave us full support in participating in this project.

During this lesson study project, the challenges that we encountered was more on time management. We had to fi nd time to prepare the things and test the apparatus and materials needed. After the fi rst lesson, we sat together again to re-plan the second lesson so to improve the lesson, and planned how we could save some time in carrying the activities so to have more time to discuss theoretical part of the lesson.

5.2 Ms. Zarina A.B.School: SK Convent Green Lane No. of years in teaching: 4 years

This team teaching is a new experience in my teaching profession. I found that it is a very good approach in order to come out with a better lesson. Through this team teaching, team members can discuss and share ideas among all the group members. But, the whole process is a new thing for me especially. As for me, still new in teaching profession, I was very lucky to learn all this and it help me a lot in my professional development. The only challenge was time constraint. We really need to sit down together and discuss everything.

5.3 Ms. Chulailat D.School: SMK Air Itam No. of years in teaching: 4 years

(Science - 2 years)

Firstly, I wish to say thanks for giving me opportunity to involve in this project. The project, gives me new and fi rst time experience to try teaching in a group. It is very interesting method of teaching and it helps me in professional development as a teacher and in life-long learning (including collegial cooperation, challenges and opportunities encountered).

Learning from this study, when we need to start an experiment, we need to distribute experiment sheet to all students. After that must show demonstration clearly to the class, to make sure all the students understand what they need to do. Then ask student to check the condition of the materials and apparatus, for examples, to check the uniformity of ruler and weights (the way to determine the centre of ruler to make the ruler balance).

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Besides, when asking questions, we have to stop and wait for the students to answer. This is because to make sure student got enough time to think. Then, when explaining something to the class, we should blackboard to record the importance information to help student to remember on what they have just learned. The terms that are use must be standardised to avoid confusion (e.g. the terms used to describe the distance between the load and fulcrum and between the effort and fulcrum).

While, when providing examples of three classes of lever by using slide show, we may substitute that with the real examples of three classes of lever, and then ask student to try to operate on their own. This will make the teaching process more interesting and effectively.

5.4 Ms. See H. S.School: SMK Air Itam No. of years in teaching: 6 years

I feel very happy because have the opportunity to join this project. This is a very good way to improve my teaching skills, examples, the skill to ask questions, how to use the whiteboard effectively, how to plan the activity that focus at students, how to teach the students to make inference after an experiment, these all are very important for me in future as a good science teacher.

This is fi rst time for me to carry out team teaching with the other teachers. We have very good cooperation during this project and always try to help each other when face with any problems.

Through this project, I can clearly see the improvement in our teaching skills between two classes involved. We all become more confi dence and it is really helpful for us in developing professional development as a teacher.

5.5 Ms. Deepa C.School: S.K.Convent Green Lane No. of years in teaching: 7 years

First of all, I would like to thank SEAMEO-RECSAM for giving me the opportunity to take part in their research. Lesson Study is very good for teachers like us because it gives us a chance to enforce our lesson more effectively with the help with our colleagues and of course with the guidance from the team from RECSAM. I would prefer if we could have this lesson plan study before June or after our Final Exam so that we have more time to concentrate in this plan. What I wish is that all schools will be provided with more teachers so that team teaching which is more effective could be done for the betterment of our students. Thanks.

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5.6 Ms. Tan H. L.School: SMK Tanjong Bunga No. of years in teaching: 10 years

After the recently just conducted lesson study in my school, one can say that lesson study is rich in possibilities for improving teaching instruction. Lesson study provides a process for teachers to examine their practice and how they can serve their students more effectively.

However, working on these study lessons involves planning, teaching, observing, and critiquing the lessons. This means it will take some time for the teachers to get together and discuss about the lessons. Improving our teaching in depth is hard, and time-consuming. Most of the time teachers are loaded with work and it is diffi cult for teachers to fi nd time to come together as each individual has different schedule.

I do believe that lesson study helps teachers to improve their classroom instruction. It would be great to have lesson study as a routine part of professional advancement and I hope that it would not place an extra burden on the teachers.

5.7 Mr. Chew F. K.School: SMK Air Itam No. of years in teaching: more than

15 years

After the students have fi nished doing their experiment, the teacher called the group leaders from 3 groups to present their results. The teacher wrote down their results in the table on the white board. Due to time constraint, only 3 out of the fi ve groups had their results displayed. It would be better if all the results of the fi ve groups were displayed on the white board. From the data displayed on the white board, the pupils were able to see that their results were consistent with the hypothesis of the experiment. The pupils were able to make a conclusion for the experiment with the guidance of the teacher. The teacher later asked the students whether the lever will still act as a machine if the fulcrum were to be placed even nearer to the load given the same effort. The teacher then move the fulcrum nearer and nearer to the load until a point where it cannot lift up the load any more with the same effort. The teacher was able to convince the students that every lever system or machine for that matter has it own limit. The students were able to understand that in every lever system can only perform as a machine until it has reached its limit.

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5.8 Ms. Loo S. L.School: SMK Tanjong Bunga No. of years in teaching: 18 years

When the fi rst time I knew about lesson study, I found it was quite idealistic. I thought to myself, it was not so practical in Malaysia’s schools.

From the fi rst discussion between three colleagues of us, we did not share much. We just planed a lesson plan and put in all the activities based on the learning objectives. After the fi rst observation, I have a clearer picture about the lesson study. We shared more after that. We started to think about better teaching approaches that can attract and help students. We had a meeting among teachers in Science Panel trying to improve the fi rst lesson plan. I found that some learning processes should be included in the lesson plan. A colleague who is not a member in this lesson study group also shared his ideas with us.

I think this is a good start to Science Panel in SMK Tanjong Bunga. This program can help us to improve the teaching approach among the Science teachers in our school. I have discussed with my headmistress to start a lesson study group in Science Panel next year. We will have a special ‘block time table” among the Science teachers. We can observe each others because we have same “free periods”.

To me, lesson study gave me an idea. I will write out my “interesting” lesson plan. I will share my lesson plan with the teachers and lecturers so that I can improve it after some lesson studies. I hope that I can compile the entire lesson plans to become a book. I think it is a quite interesting and useful idea to the young teachers.

5.9 Mr. Mohan M.K.School: SMK Tunku Puan Habsah No. of years in teaching: 22 years

In my opinion, lesson study is actually a good thing that the lecturers from RECSAM have been carrying out. It helps teachers to know their weaknesses and teachers would be able to rectify the mistakes in the future. As for me, it was a great experience and I felt that I was actually doing my LM (practical teaching) and micro teaching. It would be good if this lesson study is carried out to new and inexperienced teachers who are fi nding it hard to impart knowledge to their students. And I would also hope that that this lesson study is carried out among upper secondary teachers. This is because teaching pure science subjects to weaker student is really a tough job and this is where the lesson study would help. I personally would like to thank and say my gratitude to

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Mr. Lee Shok Mee who has always inspired me when I was 15 years old through his wonderful reference books and also for carrying out this project. And also to all the other lecturers who came to observe and gave their expertise. May God Bless You All. Thank you again.

5.10 Mr. Kang K. C.School: SMK Tunku Puan Habsah No. of years in teaching: 28 years

The day before actual lesson, I received email that a team of 7 observers will be coming and I got a shock. I expected only the most 3 to 4 observers.

I was considering to print a worksheet but later decided to prepare a LCD MS word fi le to save time copying on the blackboard and the students will learn more by writing themselves all the observations and inferences in their notebook.

I let the students did the experiments and explore skill to do the experiment by guiding them to solve their diffi culties like using the gas jar spoon in burning of charcoal, I should have used the charcoal powder so the whole piece don’t drop in the gas jar containing lime water or bicarbonate indicator.

Many students facing the problems and I decided to demonstrate the “Burning one candle in open space and the other in an inverted gas jar with water” with markings of 5 portions on the outside wall of the gas jar.

Regarding questioning, I was concern to fi nish the lesson in time. Hence, a bit of rushing for time. I should have paused a while for more replies from students. Overall, it is very exciting and good experience.

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APPENDIX 1

Poster of the Science Lesson Study Project Presented at WALS International Conference 2012 in Singapore

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APPENDIX 2Papers present in a symposium during CoSMEd 2013

on 12 November 2013 at SEAMEO RECSAM

A symposium onStrengthening Collegial Collaboration

and Improving ClassroomInstructional Practices: a pilot science lesson study project

in PenangSEAMEO RECSAM initiated a science lesson study project with fi ve selected primary and secondary schools in Penang. The aim of this project was to introduce the lesson study process to science teachers in order to showcase the process as a strategy for enhancing teacher professional development. The project also examined how science teachers could work collaboratively and learn from their own teaching to improve classroom instructional practice in teaching science, and thereby helping their students learn science better. In this symposium, RECSAM Research Team members will each speak (for about 15 minutes) on their respective roles and refl ections in implementing the Science Lesson Study Project 2011. They will share their experiences on how teachers’ engagement in lesson study affect their instructional practice, knowledge of science and student learning, and what conditions support the successful adoption / adaption of lesson study process in schools. The speakers will narrate on the following aspects:

Ms. Foo Lay Kuan Overview of the implementation of the lesson study project and how the research outputs inform practice in the training courses conducted by RECSAM

Dr. Koay Suan See Preparing to teach: collaborative efforts in writing lesson plans

Dr. Yeoh Poh Choo Teaching and learning approaches, techniques and student-centred activities in science lessons

Mr. Dominador D. Mangao

Observations on student engagement in science inquiry classrooms

Dr. Parvinder Singh s / o Amar Singh

Students’ participation in science activities that motivated active learning

Mr. Marmon A. Pagunsan Teachers’ questions and answers in strengthening students’ science process skills

Mr. Lee Shok Mee Establishing closer collegial cooperation and enhancing classroom instructional practices through lesson study

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Lesson Study forImproving Science Classroom

Instructional Practices:The RECSAM Experience

FOO LAY KUANfl [email protected]

SEAMEO RECSAM, Penang, Malaysia

AbstractSEAMEO RECSAM initiated a science lesson study project with 5 selected primary and secondary schools in Penang. The aim of this project was to introduce the lesson study process to science teachers in order to showcase the process as a strategy for enhancing teacher professional development. The project also examined how science teachers could learn from their own teaching to improve classroom instructional practice in teaching science, and thereby helping their students learn science better. This paper provides an overview of the lesson study project and describes the methods and approaches used in the implementation of the programme. It also discusses how the outputs from the lesson study project was used in the science lesson study training courses conducted by RECSAM, as evidence of how research informs practice. Some insights gained and lessons learnt from the project will also be highlighted.

Keywords: Science lesson study, Teacher professional development, Training courses

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IntroductionLesson study is a form of teacher-led continuing professional development whereby teachers work collaboratively to plan, teach, observe and refl ect on their lesson instruction in order to ensure students learn effectively (Cerbin & Kopp, 2013). Yoshida (2005) provided four attributes that differentiate between what is and what is not lesson study. According to Yoshida (2005), lesson study is: teacher-led, ongoing professional learning, conducted with a common overarching goal, focused on subject content in the context of student thinking, and informed by outside expertise (through knowledgeable others)”. Citing Catherine Lewis (2002), “Lesson study is a simple idea. If you want to improve instruction, what could be more obvious than collaborating with fellow teachers to plan, observe, and refl ect on lessons?” By continuously refl ecting on their teaching and reviewing the outcomes from previous lessons conducted, teachers are able to form new ideas for teaching and learning based on a better understanding of student thinking.

The Science Lesson Study ProjectSEAMEO RECSAM initiated a science lesson study project with 5 selected primary and secondary schools in Penang. The aim of this project was to introduce lesson study to science teachers in order to showcase the process as a strategy for enhancing teacher professional development. It also aimed at fi nding out in what ways science teachers can learn from their own teaching to improve classroom instructional practices in teaching science, in order to help their students learn science better.

Project ImplementationThe Centre obtained approval from the Educational Planning and Research Division, Ministry of Education and the State Education Department to begin with the research. A total of 5 schools, consisting of 2 primary and 3 secondary schools were involved in the project. The project team comprised of 5 academic staff of RECSAM and 2 lecturers from the Teachers Training Institute, Penang Campus.

As most teachers in Penang were still unfamiliar with Lesson Study, a half-day seminar-workshop was planned and conducted for science teachers from the schools under study. This was to orientate the teachers about expanding good practices in teaching science, inquiry-based science learning, basic principles and processes of implementing lesson study, as well as challenges involved in doing lesson study for improving classroom instruction and helping students learn better.

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A total of 5 lesson study groups, one in each school, were formed. Data was gathered through direct observation by each group member during the research lessons. Each group member focused his / her observation on one aspect of the lesson. Most parts of the lessons were also video recorded. A discussion was held after the research lesson when the demo teacher shared his / her refl ections on the lesson conducted, after which other members took turns to give constructive comments on the lesson with suggestions on how it could be improved. Each group member then wrote a report on the aspect that they observed during the research lesson.

Project OutputsThe outputs of the project included observation reports based on data recorded by each lesson study group member. The aspects that were observed in the research lessons are shown in Table 1.

Table 1Aspects Observed in the Lesson Study Research Lessons

Aspects observed DescriptionOverall students’ participation This includes general student control and

students’ participation, students’ concentration on lesson, attitude and politeness, organization and cooperation in activities.

Question and answers This include teachers’ questioning and students’ questioning.

Case students The observer’s attention is focused on one or more particular student’s participation throughout the lesson.

Approaches and techniques used

Observation of the main approaches and techniques that were actually used during set induction, lesson development and closure. The level of student-centred activity was also described.

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Sharing Experiences from the Lesson Study ProjectThe data collected and experiences gained from the Science Lesson Study Project had been utilised in the training activities of the Centre. Table 2 summarises the training programmes in which materials from the Science Lesson Study Project had been used during the training courses conducted by RECSAM.

Table 2Science Lesson Study Training Courses Conducted in RECSAM

Dates Training Activities27 June – 1 July 2011 In-country Training Course on Lesson Study: Improving

Instructional Practices in Secondary Science Classrooms (for Malaysian teachers / educators) at SEAMEO RECSAM

5 - 30 April 2010 RECSAM Regular Course, PS-7112 : Lesson Study: Enhancing Instructional Practices in Primary Science Classrooms

3 April 2012 An Elementary Science Lesson Observation, discussion and recommendations at the International Science, Technology and Innovation Centre (ISTIC) Inquiry-Based Science Education (IBSE) Seminar for Science Educators from Developing Countries

2 - 27 April 2012 RECSAM Regular Course, RC-PS-136-4: Lesson Study: Enhancing Instructional Practices in Primary Science Classrooms

28 & 29 May 2012 Lesson Study: Improving Instructional Practices in the Science Classrooms (28 May for primary science teachers and 29 May for secondary science teachers), at Academy of Singapore Teachers, Singapore

27 - 31 May 2013 In-country Training for Cambodian Teachers / Educators on Lesson study: Improving Instructional Practices in Science Classrooms, at National Institute of Education (NIE), Ministry of Education Youth and Sports, Phnom Penh, Cambodia

The lesson observation reports serve as a guide to demonstrate how a lesson can be thoroughly analysed to cover the various aspects of teaching and learning in the classroom. It also shows the synergistic outcomes of the group members’ teamwork and collaboration during the research lesson. This is particularly useful for teachers who have just embarked on Lesson Study to learn how to think deeply about a unit of study and instructional materials used, to anticipate students’ thinking and learning and also to value the collegiality among fellow teachers.

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RECSAM’s experience in the science lesson study project with the fi ve selected schools of Penang was also shared at the World Association of Lesson Studies (WALS) International Conference 2012 in Singapore, whereby an oral paper entitled “Establishing learning communities among Science teachers: The social mechanism of learning together through Lesson Study”, and a poster entitled “Enhancing teacher professional development through Lesson Study: The case of Penang Science Teachers” was presented.

The Way ForwardInterviews and self-refl ection reports of teachers in the Lesson Study teams revealed their learning experiences and pedagogical content knowledge gained through their participation in the project. The following comment from a group member from one of the project schools holds testimony to the value of lesson study as a means of continuing professional development for their teachers:

“… After the fi rst observation, I have a clearer picture about the lesson study. We shared more after that. We started to think about better teaching approaches that can attract and help students. We had a meeting among teachers in Science panitia to improve the fi rst lesson plan. I found that some learning processes were on. Mr X who is not the teacher in lesson study group also shared his ideas with us. …. I think this is a good start to Science panitia of the school. This program can help us to improve the teaching approach among the Science teachers in our school. I have discussed with my headmistress to start a lesson study group in Science panitia next year. We will have a special ‘blocking time table’ among the Science teachers. We can observe each other because we have the same “free periods. ……”

This particular school continued with their lesson study group and sought help from RECSAM’s academic staff as knowledgeable others to their science lesson study team. Such initiative augurs well with the efforts of the Ministry of Education Malaysia in establishing professional learning communities through lesson study in schools. As a regional centre of science and mathematics education, RECSAM is committed to continue to support and promote this initiative through the sharing of expertise and to play a role in enhancing the quality of science teachers not only in Malaysia, but throughout the Southeast Asian region.

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ReferencesCerbin, B. & Kopp, B. (July, 2013). Lesson Study Overview. University of Wisconsin-

La Crosse. Retrieved from http://www.uwlax.edu/sotl/lsp/overview.htmLewis, C. (2002). Lesson study: A handbook of teacher-led instructional improvement.

Philadelphia: Research for Better Schools.Yoshida, M. (2005). An Overview of Lesson Study In Wang-Iverson, P. &

Yoshida, M. (Eds.), Building Our Understanding of Lesson Study (pp. 3-14). Philidelphia: Research for Better Schools.

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Lesson Study:A Way to Improve Time Management and

Contents of Science LessonsKOAY SUAN SEE

[email protected] RECSAM, Penang, Malaysia

AbstractThis report focuses on the management of the duration of various phases of a lesson and the delivery of contents of some of the lessons observed. Three secondary schools and two primary schools in Penang, Malaysia, were involved in this study. In each of the school, two cycles of teaching were carried out on the same topic to different classes of the same level. In general, it was observed that the repeated lessons showed some improvements over the earlier ones. Discussions between teachers and the lesson study research team that were held right after the teaching of the fi rst lessons were found to enable teachers to refl ect on their own lessons and to ‘see’ certain aspects of their lessons that were not seen by them earlier. Guided by the lesson plans, lesson fl ow was found to be systematic and in proper sequence. Managing time especially for hands-on activity in an inquiry-based science lesson could be a challenge to teachers. The most signifi cant improvements were on the contents of the lessons. The delivery of contents became clearer. Certain materials used for illustrations or hands-on activities were replaced with more effective ones to achieve their respective objectives.

Keywords: Lesson study, Time management, Contents

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IntroductionSEAMEO RECSAM adopted a joint project on Lesson Study with the Penang Institute of Teacher Education (IPG Penang) in 2011. The project was participated by three secondary schools and two primary schools located in the urban regions of the Penang Island. The research team consisted of seven members; fi ve of them were staff from SEAMEO RECSAM while two were from IPG Penang.

Although this project could probably be one of the pioneers in this region of the world, lesson study has been recorded to have emerged in Japan since the late 1950’s as a study of science of educational method (Usui, Y., 2011). The movement started as teachers and researchers professionally seek for better methods of teaching practice to prepare children for their future (Nakano, 2011). It was with the publication of the fi rst English-language accounts on it in the late 1990’s that this practice has spread rapidly into many countries around the world (Lewis, 2011).

In this paper, the author reports on some examples of how lesson study has improved classroom instruction through her direct experiences in this project as a member of the research team as well as the knowledgeable others. All examples are based upon her role in looking into aspects concerning time management and the delivery of contents of each lesson.

MethodologyBefore visiting the schools, the lesson study research team met several times to discuss how the project would be implemented. Each member was also took up one or a few related aspects of a lesson to focus on when observing the lessons.

For each school, observations on the teaching and learning in the classrooms were carried out in two cycles. Before the fi rst teaching, the teacher(s) decided on the topic that they would be teaching and planned the research lesson. Each lesson was designed to refl ect the theme of the project: “Strengthening the science process skills among the students with making inferences as the main focus”. The lesson plan was then reviewed by the research team and refi ned.

Before visiting the school, the author went through the lesson plan and prepared an observation sheet in order to be able to observe the lesson more carefully and more attentively. A post-lesson discussion was carried out in the school after the fi rst teaching. The discussion involved the demo teacher(s), the research team, observers that comprised of the teachers of the school (if there were) and sometimes with the presence of the school principal too.

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Points noted during the observations were brought up, discussed and solutions recommended so that the lesson plan could be further improved for the next teaching.

Findings

Time managementIn almost all of the lessons observed, phases of a lesson were accomplished very near to the time allocated in the lesson plan if not exactly within the planned time. Only in one of the classes, where a guided inquiry investigation was carried out, the one-hour lesson ended almost 25 minutes later. The teachers had allowed the students to have more time to investigate the science concepts than to hurriedly conclude the lesson within the planned time. During the post-lesson discussions, the importance of time management of a lesson was highlighted and it was decided that this aspect would be taken more seriously in the next teaching. Besides this, refl ection by the team also revealed that the way the investigation materials were distributed to the students item by item and group by group has partly contributed to the delay in concluding the lesson. This situation was overcome by a suggestion to put all the materials needed by each group in a container before handing them to the groups.

Materials or procedures of experimentsDuring the classroom observations, it was realised that in some cases, suggested materials or procedures in hands-on activities may be further improved. Three examples are given below. In the primary science lesson on strength and stability in School 1, each group of students was provided with a satay stick and a drinking straw to compare their strength based on the maximum number of coins each structure could support before it bent. The suitability of comparing a satay stick to a straw was discussed in the post-lesson discussion as a satay stick is a solid cylindrical structure whereas a straw is hollow. After some brainstorming to fi nd a suitable material, it was decided to substitute the straw with raw spaghetti noodle in the next lesson as both satay stick and spaghetti noodle are solid structures of about the same diameter but made of different materials.

In another primary science lesson on the same topic in School 2, students were provided with 30 paper cups, cellophane tape, some raffi a string and a meter ruler to build the tallest and most stable tower. As the students were working on the task, it was observed that paper cups were not very suitable for the task due to two major reasons: (1) the diameter of the base of each cup

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and the diameter of its top are different, and (2) they were too light. The fi rst problem made it hard for the students to stack up the cups; the second problem caused the cups to be easily fallen or blown off by wind. To overcome these problems, the teachers used 250 ml drink boxes for the second lesson and the students were able to build a more stable structure.

In the fi rst teaching of the secondary science class on heat, students were asked to sense the travel of heat in a spatula from the burning end to the end where their hands were holding. Although the students could feel the heat after some time, the research team found that students would get a better understanding of directional travel of heat if the instruction could be further improved to ask the students to put some markings on the spatula at constant intervals before they started burning it. With the markings that were implemented in the second teaching, students could feel the directional transfer of heat by touching on the markings in sequence starting from the burning end.

Teaching aids / DemonstrationsAppropriate use of teaching aids could defi nitely enhance and improve students’ understanding on a scientifi c concept. However, in order to use effective teaching aids in their classrooms, teachers actually need to spend extra time and effort. Subsequently, the teaching aids a teacher uses are very much limited to what the teacher already known of and what are available in the school at that particular time.

In the fi rst primary science lesson on strength and stability in School 1, in order to explain that a triangle is a stronger geometrical shape as compared to a square, the teacher only used drawings on the board, followed by showing a few pictures of strong gigantic structures that are built with many triangles. During the post-lesson discussion, it was pointed out that using drawing alone might be too abstract for many primary students and there was suggestion to use straw models as a cheap and easy way to demonstrate the concept. When the straw models of triangular pyramids and cubes were used in the repeated lesson, students’ understanding became more obvious as they were able to touch the models and pull the sides to test their abilities to remain in shape.

In a secondary science lesson on simple machines, the students followed the instruction in the worksheet to hang a meter ruler to a retort stand at the 50 cm mark to make it stay horizontal before they started their investigation. The 50 cm mark was assumed to be the centre of gravity of the ruler. However, when this was done, the ruler did not stay in equilibrium. Many students were puzzled and were later told to fi x some plasticine on the meter ruler to make both the arms balanced. A question on how to decide on the centre of gravity of

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the ruler emerged. A member of the research team then demonstrated during the post-lesson discussion a simple method to determine the centre of gravity of a structure such as the meter ruler. He explained that it could be done by sliding the index fi ngers of both hands, starting from the opposite far ends, inwards to the middle of the ruler. The point where the two index fi ngers meet is the centre of gravity of the meter rule. After the teacher became aware about this, she taught the students the method in the second lesson and they were able to make the meter ruler in equilibrium easily.

ConclusionThe examples above illustrated that lesson study has helped the teachers to manage the classroom activities more effi ciently by cutting down unnecessary waste of time, to look into student learning and improve on the various aspects of the students’ activities to make their learning more effective and to allow those involved in the project to share their knowledge and experiences.

In short, lesson study could improve time management and the delivery of contents in a lesson through “kyozaikenkyu”, a process in which teachers investigate all aspects of the content and instructional materials in the context of how students think about and understand the concepts they are going to learn (Takahashi et al., 2005). With good time management and effective delivery of contents in hand, and the ability to anticipate students’ thinking and their learning, teachers will be able to prepare lesson plans of higher quality. Lesson planning is indeed important as a systematic lesson plan could stimulate students to think to a higher level.

Thus, with reference to the seven key pathways that connect lesson study to improved instruction identifi ed by Lewis (2005), three were deemed achievable through this lesson study project. These three key pathways include increased knowledge of subject matter, increased knowledge of instruction and improved the quality of available lesson plans.

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ReferencesNakano, K. (2011). Preface. In National Association for the Study of Educational

methods, Japan (Ed.), Lesson Study in Japan. Japan: Keisuisha.Lewis, Catherine (2005). How Do Teachers learn During Lesson Study?

(77-84). In P. Wang-Iverson & Yoshida, M. (Eds.), Building Our Understanding of Lesson Study (pp. 101 - 110). USA: Research for Better Schools, Inc.

Lewis, Catherine (2011). Introduction. In National Association for the Study of Educational methods, Japan (Ed.), Lesson Study in Japan. Japan: Keisuisha.

Takahashi, A., Watanabe, T., Yoshida, M. and Wang-Iverson, P. (2005). Improving Content and Pedagogical Knowledge through Kyozaikenkyu. In P. Wang-Iverson & Yoshida, M. (Eds.), Building Our Understanding of Lesson Study (pp. 101-110). USA: Research for Better Schools, Inc.

Usui, Y. (2011). What is Lesson Study?: Historical Background. In National Association for the Study of Educational methods, Japan (Ed.), Lesson Study in Japan. Japan: Keisuisha.

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Lesson Study:Teaching and Learning Approaches,

Techniques and Student Centred Activities in Science Lessons

YEOH POH [email protected]

Science DepartmentInstitute of Teacher Education Penang Campus, Malaysia

AbstractIn this lesson study, two science lessons were observed in each of the three lower secondary and two elementary schools in Penang, Malaysia. A group of teachers in each school produced a science lesson plan, taught in a class, revised the lesson plan after the discussion with the lesson study support group and then taught the lesson again in a different class. Some lessons were conducted by individual teacher, in pairs or a group of three teachers. Two types of teaching and learning approaches were used. They were constructivist approach which emphasised on active learning activities and a mixture of teacher centred and student centred approach. The techniques used by the teachers were investigation, experimentation, questioning and explanation of science concepts in between different sessions of hands-on activities. The student centred activities were referred to the four levels of inquiry by Bell, Smetana and Binns (2005). The science lessons observed in the fi ve schools were either confi rmation inquiry or a mixture of structured and guided inquiry which were the fi rst three levels of inquiry. The lessons were not planned towards the fourth level of inquiry which is the open inquiry. There was an improvement in the process of employing the teaching and learning approaches, techniques and management of the student centred activities after the collaborative sharing and discussion between the science teachers and the lesson study support group.

Keywords: Science lesson study, Approaches and techniques, Levels of inquiry

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IntroductionIn this lesson study, two science lessons were observed in each of the three lower secondary schools and two primary schools in Penang, Malaysia. A group of teachers in each school produced a science lesson plan, taught in a class, revised the lesson plan after the discussion with the lesson study support group and then taught the lesson again in a different class. Some lessons were conducted by individual teacher, in pairs or a group of three teachers. In each school, the teachers conducted two lessons of the same topic to two different classes.

The observations carried out in two science lessons in each of the fi ve schools were focused on the teaching and learning approaches, techniques employed by the science teachers and the degree of student centred activities in the science lessons. The purpose of this observation is to describe (1) the teaching and learning approaches and techniques used to teach science in elementary and secondary schools and (2) the level of inquiry based on the student centred activities carried out in the elementary and secondary schools.

Teaching and Learning Approaches in Science LessonsTable 1 shows the different types of teaching and learning approaches used by the teachers in elementary and secondary schools. The teachers used similar teaching and learning approach for the fi rst and second lessons. In elementary School A and School B, the teaching and learning approaches were active learning activities based on constructivist principles. The constructivist teachers believe that students must construct meaning for themselves and learning can only take place when it is connected to the student’s existing knowledge, experiences, or conceptualisations (Martin, 2006).

The teachers prepared relevant materials and task sheets for the students to learn the topic Strength and Stability in School A and Stability in School B. The teachers in School A integrated explanation of concepts in between different sessions of hands-on activities. The facial expression of the students showed that they enjoyed and have fun learning science through exploring real objects related to the topic. Most of the activities carried out were time consuming. There is a need to revise, reduce or modify the activities so that more in depth discussion with the students can be carried out within the time frame. The teachers in School B posed questions to the students to guide them through the hands-on science activities.

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The teaching and learning approaches used in the secondary schools were different compared to the elementary schools. The teachers from School C and School E used deductive approach (general to specifi c) and the other School D used inductive approach (specifi c to general). The lesson in School C started with presentation of scientifi c concepts on ‘Combustion’ followed by the science activities that used guided discovery. In School E, the teachers also started the lesson with presentation of science concepts on ‘Simple Machine’ and followed by the science activities that used guided discovery. However, the teachers in School D used inductive approach to deliver the lesson on ‘Heat’ using hands-on activities with guidance. The science content for secondary schools is more in-depth compared to the elementary schools.

There was an improvement in the second lesson for elementary and secondary schools observed after the teacher revised the initial lesson plan based on the feedback given by the lesson study support group. The teaching and learning process of the second lesson was more organised and orderly compared to the fi rst lesson.

Table 1Teaching and Learning Approaches in Science Lessons

ElementarySchool A

ElementarySchool B

SecondarySchool C

SecondarySchool D

SecondarySchool E

Constructivist approach which emphasised on active learning activities

Constructivist approach which emphasised on active learning activities

Deductive approach from general concepts to specifi c hands-on activities

Inductive approach that emphasised on specifi c hands-on activities towards general concepts

Deductive approach from general concepts to specifi c hands-on activities

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Teaching and Learning Techniques in Science Lessons Table 2 shows that the teachers in elementary and secondary schools carried out various types of teaching and learning techniques such as demonstration, investigation, experimentation, discussions, questioning and explanation of scientifi c concepts in between different sessions of hands-on activities. The teaching and learning techniques used were similar in the fi rst and second lessons. According to Esler and Esler (2001), science activities that are laboratory centred and employ techniques of inquiry help students in the elementary schools to develop logical thinking, science processes, curiosity, and positive attitudes. In addition, Abruscato (2004) emphasised that science demonstration can be an important tool for promoting inquiry among students in schools.

The teaching and learning techniques used by the teachers from School A were hands-on activities to investigate the factors of strength and stability using a fair test. During the science lesson, the teacher stressed the variables involved such as ‘what to keep the same’, ‘what to change’ and ‘what to observe’. The teachers from School B also planned for the students to carry out a fair test which incorporated the 5E model (Engagement, Exploration, Explanation, Elaboration and Evaluation) to explore and design a strong and stable model using recycled materials.

In the three secondary schools observed, the common teaching and learning techniques used were explanation of scientifi c concepts, demonstration to explain the procedures of experiment, experimentation by groups of students, discussions of experimental results and questioning. During the lesson study, it was observed that questioning as a teaching technique was frequently used during the explanation of scientifi c concepts and science activities. There is a need for some science teachers to enhance their questioning skills. Wragg and Brown (2001) stressed that it is important for teachers to have the ability to ask intelligent and searching questions, to use questioning for different purposes and to know what to do with the answers in the teaching and learning process. The key tactics in questioning are structuring, pitching and putting clearly, directing and distributing, pausing and pacing, prompting and probing, listening and responding, and sequencing (Brown & Wragg, 1993).

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Table 2Teaching and Learning Techniques in Science Lessons

Elementary School A

Elementary School B

SecondarySchool C

Secondary School D

Secondary School E

Set InductionStory telling with actions using real objectsDevelopmentBrainstromingFair testDiscussion of resultsClosureSummary of learning points

Set InductionEngagementDevelopmentExplorationExplanationElaborationEvaluationClosureSummary of learning points

Set InductionQuestion and answerDevelopmentExplanation of conceptsDemonstrationExperimentationsDiscussion of experimental resultsQuestion and answerClosureSummary of learning points

Set InductionDemonstrationDevelopmentExperimentation in stationsDiscussion of experimental resultsExplanation of conceptsClosureGraphic organiser as summary

Set InductionQuestion and answerDevelopmentExplanation of concepts and questioningExperimentationDiscussion of experimental resultsClosureSummary of learning points

Students Centred Activities in Science LessonsTable 3 shows the student centred activities carried out in the science lessons of the fi ve schools. In the fi rst lesson, the science lesson from School A, B, C and E was a mixture of teacher centred and student centred learning activities but in the second lesson, it has changed towards more student centred activities where students do more investigations and explorations. For School D, the fi rst and second lessons were student centred activities followed by the explanation of new concepts. Freiberg and Driscoll (2005) viewed instructional strategies in a continuum arranged from the most teacher focused to the most student focused. The strategies in the instructional continuum are lecture, demonstration, questioning, discussion, guided practice, independent practice, grouping, role playing, simulation and refl ective inquiry. Based on the observation on the teachers from the fi ve schools, they employed the instructional strategies from demonstration to grouping activities in the instructional continuum.

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Table 3Student Centred Activities in Science Lessons

Elementary School A

Elementary School B

Secondary School C

Secondary School D

Secondary School E

First lesson: mixture of teacher centred and students centredSecond lesson: student centred learningThe level of inquiry: mixture of structured and guided inquiry

First lesson: mixture of teacher centred and student centredSecond lesson: student centred learningThe level of inquiry: mixture of structured and guided inquiry

First lesson: mixture of teacher centred and student centredSecond lesson: student centred learningThe level of inquiry: confi rmation inquiry

First lesson: student centred activities and explanation of conceptsSecond lesson:student centred activities and explanation of conceptsThe level of inquiry: confi rmation inquiry

First lesson: mixture of teacher centred and and student centredSecond lesson: student centred activities with teacher’s guidanceThe level of inquiry: confi rmation inquiry

The student centred activities were referred to the four levels of inquiry by Bell, Smetana and Binns (2005) as shown in Table 4. The basic level of inquiry is confi rmation where the students confi rm a principle through an activity when the results are known in advance. In structured inquiry, teacher posed questions and design activity. In guided inquiry, teacher posed questions and students design activity. In open inquiry, students posed questions and design activity. The sequence from level 1 to level 4 of inquiry refl ects the instructional continuum from teacher centred towards student centred activities.

Table 4Levels of Inquiry

Level Types of Inquiry Question Design1 Confi rmation

inquiryStudents confi rm a principle through an activity when the results are known in advance

2 Structured inquiry Teacher Teacher3 Guided inquiry Teacher Student4 Open inquiry Student Student

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Based on the levels of inquiry in Table 4, the science lessons observed in the fi ve schools were either confi rmation inquiry or a mixture of structured and guided inquiry which achieved the fi rst three levels of inquiry. The lessons were not planned towards the fourth level of inquiry which is the open inquiry. The three secondary schools C, D and E achieved the fi rst level of inquiry while the elementary School A and B achieved a mixture of level 2 and level 3 of inquiry. The science activities carried out in the secondary School C, D and E were experiments to confi rm the scientifi c principles. In elementary School A and B, the teachers prepared different types of activities for the students to explore and design stable models. During the science activities, the teachers also posed questions to guide the students.

ConclusionThe science activities planned for the lesson study by the science teachers from the two elementary schools and three secondary schools were mostly active learning and activity based science lessons. The teachers were aware of the process of briefi ng (before activity), action (activity) and debriefi ng (after activity) for a hands-on activity. This process is important to help students to grasp the essence of the activity. The approaches and techniques used in the fi rst lesson and second lesson were quite similar. In terms of the presentation of the science lesson, the second lesson was conducted in a more structured and orderly manner. The lesson fl ow and transition from one activity to the next activity was more organised in the second lesson compared to the fi rst lesson. There was an improvement in the process of employing the teaching and learning approaches, techniques and management of the student centred activities after the collaborative sharing and discussion between the science teachers and the lesson study support group. The group effort among the teachers in working together to plan, prepare and conduct the science lesson promotes collegiality and collaboration in enhancing teachers’ pedagogical content knowledge and skills.

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ReferencesAbruscato, J. (2004). Teaching children science: A discovery approach (6th ed.).

Needham Heights, MA: Allyn and Bacon.Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction.

The Science Teacher, 72(7), 30-34.Brown, G., & Wragg, E. C. (1993). Questioning. London, UK: Routledge.Esler, W. K., & Esler, M. K. (2001). Teaching elementary science: A full spectrum

science instruction approach (8th ed.). Belmont, CA: Wadsworth / Thomson Learning.

Freiberg, H. J., & Driscoll, A. (2005). Universal teaching strategies (4th ed.). Upper Saddle River, NJ: Pearson.

Martin, D. J. (2006). Elementary science methods: A constructivist approach (4th ed.). Belmont, CA: Thomson Wadsworth.

Wragg, E. C., & Brown, G. (2001). Questioning in the secondary school. London, UK: Routledge Falmer.

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Science Lesson Study Project:Student Participation

DOMINADOR D. MANGAOTraining Programme Division, SEAMEO RECSAM, Penang

[email protected]

AbstractResearch revealed that educational experiences that are active, social, engaging and student-centred lead to deeper learning. Students are engaged when they are involved in their work, either individually or in groups, persist despite challenges and problems, and take pride in accomplishing their work. The way teachers design and align the learning environment, teaching strategies, learning activities and assessment infl uence student motivation, participation, and deepen engagement in learning. There are numerous instructional strategies that involve students working together in an inquiry science classroom including cooperative or collaborative learning. Cooperative learning involves structuring classes around small groups that work together in such a way that each group member’s success is dependent on the group’s success. Teachers who encourage inquiry must ensure that students have opportunities and encouragement to investigate real situations, to apply their knowledge to actual problems, and to communicate in ways that extend beyond school. This paper presents the author’s experiences in observing several schools involved in the RECSAM science lesson study project. The author will share observations on student engagement in student-centred since inquiry classrooms in the three secondary and two primary schools in Penang that participated in the project.

Keywords: Student participation, Student engagement, Cooperative learning, Lesson observation

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IntroductionMost students have varied experiences in relation to classroom involvement and participation in class activities. Some experiences are pleasant and motivating while others may be hostile and discouraging. Students who have unpleasant experiences working in groups resort to avoidance as a ‘way of life.” Various behaviors can be observed from students while in class such as going astray from the subject matter or from the task on hand, carry on side conversations, make noise, and indulge in other inappropriate behavior. Most students too seem to have a fairly accurate idea of what constitutes proper classroom behavior and participation in discussion. Teachers have control over the learning environment, the course materials, teaching strategies, learning activities, and assessments. The way these are designed and aligned infl uence student motivation (Ambrose et. al. 2010) and deeper engagement in learning (Biggs, 2003).

Why employ collaborative / cooperative learning in inquiry science classroom?

Research shows that educational experiences that are active, social, contextual, engaging, and student-owned lead to deeper learning. There are numerous instructional strategies that engage students in an inquiry science classroom including cooperative or collaborative learning. Contributing, sharing, valuing others’ viewpoints, taking responsibility, and listening to teammates are things that happen when students collaborate and cooperate. Students who participate in successful cooperative learning groups typically experience a strengthened social orientation, characterized by the development of an “attitude of concern for others, a commitment to the values of fairness and social responsibility, and the ability and inclination to act on these values on everyday life (Solomon, Watson, Scjhaps, Batttistich, & Solomon, 1990). Teachers employ collaborative learning because of the benefi ts if offers such as: (a) development of higher-level thinking, oral communication, self-management, and leadership skills; (b) promotion of student-teacher interaction; (c) increase in student retention, self-esteem, and responsibility; (d) exposure to and an increase in understanding of diverse perspectives; and (e) preparation for real life social and employment situations.

Collaborative learning involves students working in pairs or small groups to discuss concepts, or fi nd solutions to problems. This often occurs in a class session after students are introduced to course material through readings or videos before class, and/or through teacher lectures. Teachers who encourage

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inquiry must ensure that students have opportunities to investigate real situations, to apply their knowledge to actual problems, and to communicate in ways that extend beyond school. Constructivist lessons rely on the students’ participation more than other contemporary pedagogy (Nasir, 2005). In constructivist context, teachers often have the conception that normally students take charge of their own learning, construct their own understanding of the science content and acquire the science process skills when presented with activity-oriented lessons or experiments. However, there are fears that any misadventures in the science laboratory may lead to some logically consistent and internally coherent misunderstanding (Nasir, Kono & Morimoto, 2003).

Objective of the PaperThis paper presents the author’s experiences in observing several schools involved in the RECSAM science lesson study project. Specifi cally, the author will share observations on student participation in science inquiry classrooms in the three secondary and two primary schools in Penang that participated in the project.

Background of the RECSAMPilot Science Lesson Study Project

The Science Lesson Study Project was initiated by SEAMEO RECSAM (Southeast Asian Ministers of Education Organisation, Regional Centre for Education in Science and Mathematics) in collaboration with a neighboring Teacher Education Institute (TEI) and fi ve local schools.

The Composition of the Lesson Study Research TeamThere were two groups of science educators involved in this science lesson study project which were carried out in the fi ve schools in Penang, Malaysia. One group is composed of eight science educators, six from SEAMEO RECSAM and two from the Institute Pendidikan Guru (IPG) Pulau Penang Kampus. This group formed the research team and was referred as RECSAM Research Team (hereafter RRT). The members of RRT consisted of diverse nationalities: four Malaysians, three Filipinos and one Japanese. The other group, conveniently referred to as Lesson Study Group (LSG), consisted of 17 science teachers representing multi-racial (Malay, Chinese and Indian) Malaysian school teachers, coming from the three secondary and two elementary schools. Table 1 shows the number of teachers in the fi ve schools.

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Table 1The Number of Teachers Involved from the Participating Schools

Participating Schools Number of teachers involvedElementary School 1 5Elementary School 2 3Secondary School 1 3Secondary School 2 3Secondary School 3 3

Total 17

The Science Lessons in the Participating SchoolsThe science classes for the secondary school level involved the lower / middle students (Grades 7 & 8 or Forms 1 & 2) while the science classes for the elementary school only involved Grade 5 or Standard 5. The science teachers in the secondary level usually are majors of general science, while the teachers in the elementary level are usually generalists and teach science as one of the subjects in their daily teaching routine. Table 2 shows the content topic of the lessons and the grade level.

Table 2Science Content Topics and Grade Level in the Participating Schools

Participating Schools Content Topic Grade / Form LevelElementary School A Strength and Stability 5 (Standard 5)Elementary School B Stability 5 (Standard 5)Secondary School A Simple Machines 8 (Form 2)Secondary School B Heat 7 (Form 1)Secondary School C Combustion 7 (Form 1)

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Narrative Report of Lesson Observations

A. Secondary School 1Topic: Simple MachinesNo. of Students: 23

Strong Points / Areas• The teachers have good rapport with students (smile at students)• The teachers showed mastery of science content and have confi dence• The students are well-behaved and disciplined• There are varied and appropriate hands-on inquiry activities• There are good opportunities for students to manipulate common science

apparatus• The good use of technology (i.e. PowerPoint presentations, slides, diagrams)• The provision of worksheets for the students working in cooperative groups• The formulation of aim, hypothesis in the worksheets as well as

identifi cation of variables (i.e. manipulated, responding and fi xed)• The students are effectively working in collaborative / cooperative learning

groups• The use of real objects which are representative of each kind of simple

machines and each class of lever• It is generally a very good lesson (both in lesson preparation and delivery)

which require minor modifi cations / improvements

Areas for Improvement• Give opportunity for students to verbalise their initial conceptions or

understanding about an object or phenomena• Avoid or minimise choral recitation; it is good to ask students specifi c

questions• Allot time also for students to actually examine / manipulate each class

of lever and make it work like cut a piece of paper, open a bottle; sweep objects on the fl oor, etc.

• Give opportunity for students to present their measurements and answers to questions in the worksheets then let them compare each other’s measurements by group

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• Emphasise the signifi cance of measurement to support the principle of lever (i.e. load x load arm is equal to effort x effort arm; round off values to show they are equal)

• Give each group equal opportunity to share their outputs to the whole class (only 3 groups out of 5 were asked to report their measurements)

• Emphasise relationships of variables, When the load increases, the distance between them ____ and the fulcrum _____

• Give opportunity for students to formulate their own generalisation / conclusion

• Emphasise that simple machines make work easier and faster (Work is the product of force and distance)

• Relate the science concepts / principles (practical applications) to students’ everyday life

B. Secondary School 2Topic: HeatNo. of Students: 24

Figure 1. Students discovering sources and effects of heat.

Strong Points / Areas• Teacher has good voice; rapport with students; good command of the

English language and has self-confi dence• The extensive use of science apparatus during the inquiry activities that

enhanced students’ manipulation skills of common apparatus• There are variety and appropriate hands-on inquiry activities• The students working in collaborative / cooperative learning groups

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• The good use of technology (i.e. PowerPoint presentations, slides, diagrams)• The provision of worksheets for the students working in groups• The lesson is generally a very good lesson (both in preparation and

delivery) which needs minor modifi cations / improvements

Areas for Improvement• Maximise the use of the blackboard (i.e. students’ initial science conceptions,

views, etc)• Need to write down science ideas from students like temperature, pressure,

heat, energy, etc.• Opportunity for students to interact with each other within groups, among

different groups and whole class• Need to avoid or minimise “Choral recitation / answering” so that students

gain confi dence when their individual ideas are heard of• Need to direct the question to a specifi c individual student or specifi c group

of students from time to time• Need to focus that the colored liquid served as indicator for the air inside

the tube; that it expands when heated and contracts when cooled—the reason for the rising and the falling as observed on the effect of heat on Gases (the colored liquid rising and falling when place in hot and cold water)

• Give opportunity for students to communicate / publish their observations, data, analyse similarities and differences then proceed with discussion to draw out science content

• Need to include higher order questions in the task sheets like “How” and “Why” other than the “What happened”

• Encourage girls to be more aggressive / active during laboratory activities• Give opportunity for students to verbalise their understanding / formulate

generalizations, conclusions• Relate the science content to everyday life of students like the kind of

materials most appropriate when cooking ; or appropriate materials to use when constructing buildings, houses, etc. knowing about heat transfer / fl ow

• In the evaluation phase, integrate assessment questions into the students task sheets and will become an embedded assessment, that is the accuracy of students’ answers based on their observations, data)

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C. Secondary School 3Topic: CombustionNo. of Students: 24

Figure 2. Students exploring a inquiry science lesson on combustion.

Strong Points / Areas• The teacher showed mastery of the subject matter• The teacher quickly responded to activities that did not work well

(i.e. conducted a demonstration)• Students were exposed to varied activities (5 or more) to show the process

of combustion and its products• The use of ICT such as PowerPoint, MS Word to summarize observations

and conclusions• The utilisation of cooperative learning with 4 small groups (6 members

each and defi ned roles for each member like leader, recorder, reporter, materials keeper, etc.)

• The good time management (being able to fi nish all hands-on planned activities; but less time for discussion)

Areas for Improvement• In the introduction phase, probably it is good to show some phenomena

or daily life events when combustion occurs (i.e. video clips, slides) as motivation / to capture students’ interest about the lesson as springboard of the lesson

• In the exploration phase, I think it is good to prepare a worksheet similar to that presented in PowerPoint for students to fi ll in the blanks with their observations and inferences. This will save time in copying

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• I think a summary table is needed to record the 4 groups’ observations so the whole class can compare their work (similarities and differences)

• Give time for students to share their observations. Ask one member from each group to report their observations / answers to the questions in the worksheet

• Students may be asked also to make drawings of their set-up and observations

• This will then be the focus of discussion to draw out scientifi c ideas /concepts until students can draw out or formulate their own conclusions

• In the elaboration / application phase, I think time must also be allocated for a discussion in the practical applications of the science content (combustion) to student’s daily life (i.e. Importance of fi re; safety, prevention, etc.)

• In the evaluation phase, it could have been better if the teacher could provide some sort of assessment activities to assess the attainment of the objectives of the lesson for the day (formative assessments, paper–pencil; or can be an embedded assessment that is the answers of the students in the worksheets, etc.)

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Student Participation in Science Inquiry Activities:Cooperative Learning at Work

Figure 3. Children testing the strength of materials.

Figure 4. Children testing the stability of materials in constructing the tallest structure.

DiscussionTo ensure maximum learning of students in inquiry science lessons, opportunities must be provided in terms of time and emphasis to enhance the quality of teaching–learning process in the following areas:

• Student to student ( within the group) interaction• Students to students ( between and among groups, whole class) interaction• Students to materials (exploration, manipulation, etc.)• Student to teacher interaction

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These areas operate best in a constructivist learning environment. Constructivist teaching includes provision of hands-on activities and the use of cooperative / collaborative learning approaches. However, grouping the students into small groups does guarantee success in cooperative / collaborative learning. There should be well defi ned roles for each member in the group as they perform the task given to them. Each group member interacts with each other. Students get familiar with the basic science apparatus and equipment and manipulate them as they try to solve the problem or tasks given to them. They will also manipulate ideas from their observations until a group consensus or conclusion is reached. Each group works independently from the other group while they perform the task. However, after the task is completed, different groups have to interact with each other by sharing their observations, data or answers. They will then generate a class consensus of the science ideas (understanding) about the learning activities.The teacher’s role is a facilitator of learning who creates learning opportunities (design performance tasks / problems) and guides students when there are problems along the way. The teacher orchestrates the whole learning activity until students understand the science content. In order to do so, the teacher has to devise some form of assessment tools to gauge students learning / understanding (or against learning objectives set). Many teachers espoused that the traditional teaching approaches are no longer effective and that constructivist teaching approaches ensures learning in the current time. However, the workings of constructivist teaching and learning can be better understood by the research work of Nasir Mahmood (2005) wherein he pointed out fi ve important areas such as (1) reliance on experimental experience for knowledge construction, (b) process of conceptual change, (c) effect of interesting lesson, (d) importance of activity learning, and (e) effect of class talk / discussion among students with varied abilities.

What can teachers do to increasestudent motivation to participate?

McKeachie, W.J. & Svinicki, M, (2006) offer the following tips on how teachers could motivate students to participate actively and effectively in the classroom:• Provide clear lesson objectives and learning outcomes and reinforce what

students will gain from attaining them.• Let students know what is expected of them. Do they need to read material

before coming to class in order to be ready for discussion?

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• Create a positive classroom environment by learning about your students. Use energizers to build rapport with students, remember their names, and learn about what prior knowledge they have.

• Attempt to align lesson activities to students’ interests and goals. Explain the connections to them.

• If you are incorporating activities in class, articulate ground rules for participation and discussion.

• Give students regular feedback on their progress and help them learn how to assess their own work and progress. If possible, provide rubrics. Be constructive and encouraging when providing feedback.

• Incorporate active learning activities or change things up every 15 - 20 minutes to draw attention to issues and content you feel are most critical.

• Set aside time before and after each activity to introduce the content and defi ne the learning outcomes.

• Allow students to choose how they would demonstrate their knowledge when giving assignments or provide a range of topics from which students can explore.

Concluding remarksThe effectiveness of student participation either in individual or group tasks lies greatly in the orchestration of the learning activities and learning environment by the teacher. The way teachers design the lesson, structure the learning environment, select appropriate strategy, design challenging hands-on inquiry activities and authentic assessment all infl uence students’ motivation, participation and deep engagement in learning. However, teachers must bear in mind that not all of the students in class will be an enthusiastic and an active participant in class discussions, sharing of ideas and performing experiments. There are always students who are satisfi ed with just listening to others and hesitant to express themselves even when they knew they have ideas to share. It is the teacher’s responsibility to make sure that every student can speak out their minds especially the shy, weak and passive learners. The teacher has to make deliberate and intentional effort to involve all students in the class to participate so that a student-centred learning environment is established thus eventually would lead to maximum student learning.

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ReferencesAmbrose, S.A., Bridges, M.W., DiPietro, M, Lovett, M.C. & Norman, M.K.

(2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass.

Barkley, E.F. (2010). Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass.

Biggs, J. (2003). Teaching for quality learning at university (2nd Ed.). Buckingham, UK: Open University Press.

Davis, B.G. (2009). Tools for teaching (2nd Ed.). San Francisco: Jossey-Bass.McKeachie, W.J. & Svinicki, M. (2006). Teaching tips: Strategies, research and theory

for college and university teachers (12th Ed.). Boston, MA: Houghton Miffl in Company.

Nasir, M. (2005). Vulnerabilities of constructivist practice in elementary school science classroom: precautions and remedies. CoSMEd 2005 proceedings. SEAMEO RECSAM, Penang, Malaysia

Nasir, M., Kono, Y. & Morimoto, S. (2003). Changes in the students’ understanding of the phenomenon of “burning” in the constructivist classroom of elementary school. Journal of Science education in Japan. B_S_6_PS (Part of Lesson Study Symposium)

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Lesson Study:Two Students’ Participation in Science

Learning ActivitiesPARVINDER SINGH S / O AMAR SINGH

[email protected] Department

Institute of Teacher Education Penang Campus, Malaysia

AbstractIn this lesson study, two students were randomly selected for observation from each of the three lower secondary and two elementary schools in Penang, Malaysia. The observation was focused on the types of participation occurred and how they made inferences when participating in science learning activities. Periodic observations were conducted during the fi rst and the second lessons. There was an increased in active participation from the two selected students during the second lesson compared to the fi rst lesson after it was reviewed collaboratively among the lesson study team members. Students were very curious, excited and having fun as they got involved in the learning activities planned by their respective teachers. It was further discovered that students showed interest and developed feelings towards science learning activities. These positive attitudes motivated the two students to ask questions which led to discussions with the members of the group. This sequential pathway from the students having positive attitudes to active participation encouraged them to make inferences.

Keywords: Science lesson study, Periodic observations, Active participation, Inferences

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IntroductionThere is a vast need for emerging demanding learning skills such as communication skills, collaboration, problem solving and critical thinking skills that need to be instilled among students in this era. Parallel to the emerging demanding of learning skills, these lesson study was conducted. According to a review by Feldman and Mc Phee (2008), almost every report on the need for educational reform of the past 20 years has repeated the same fi ndings and conclusions. Educationist have largely failed and therefore must learn how to better educate and train diverse students to succeed in increasingly demanding career fi elds with highly complex and technical knowledge bases. It is no longer good enough for students merely to possess knowledge; they must also be able to think deeply about and with that knowledge, so that they can reason, solve problems, work collaboratively and communicate effectively in the ambiguous settings of the real world. Malaysia has been taking part in the Trend International Mathematics and Science Study (TIMSS) for selected countries since 1999. The target students involved were from Grade 8 (Form Two). Malaysia’s ranking in Mathematics fell from 20th in 2007 to 26th in 2011 while its ranking in Science fell by an ever greater margin, from 21st in 2007 to 32nd in 2011. The average Mathematics score fell from 474 in 2007 to 440 and the average Science score fell by an even greater degree from 471 in 2007 to 426 in 2011. Steadily declining standards in Science among Malaysian students indicate that these students are getting weaker in their knowledge, application and reasoning skills. This is because the framework of cognitive domain for TIMSS study in science subject evaluates knowledge, application and reasoning skills among students (Zabani, 2012). Planning a good science lesson that incorporates learning activities enable teachers not only to deliver their lesson effectively but also encourage students to participate in science learning activities. No doubt teachers can plan interesting learning activities that encourage the students to discuss, little is known on how do students discuss their experiments and what initiates them to make inferences. Thus to have an insight on students reasoning skills, a Lesson Study was conducted to examine on how students make inferences while conducting science learning activities.

Findings and DiscussionIn this lesson study, two students were randomly selected for observation from each of the three lower secondary and two primary schools in Penang, Malaysia. The observation was focused on the types of participation occurred and how the two students make inferences when participating in science learning activities. Observation made for the fi rst lesson and the second lesson were recorded for

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all the fi ve schools; two elementary school, namely school A and B and three secondary school, namely school C, D and E. Lessons conducted for the fi rst lesson in all the fi ve schools were prepared by a group of science teachers. Later as the lesson study team and the teachers involved discussed ways to improve the fi rst lesson, tremendous improvements in students participation was noted in the second lesson as they were conducted again in all the fi ve schools. Findings in this brief report is mainly focused on one primary school, namely School B.

In the fi rst round of the lesson study in School B, a science lesson on ‘Strength and Stability’ was prepared by a group of science teachers. As a method of gathering classroom evidence, observation that acts as a process of actively, carefully and self-consciously describing and recording what the students are doing as part of the action (Wragg, 1999). In this case, periodic observations were made on two students’ participation in science activities at predetermined time intervals of ten minutes during the lesson from 11.00 a.m. to 12.00 noon.

Table 1 describes the observations made on two students’ participation in learning activities during the fi rst lesson in school B. Both students listened passively to the teacher’s instruction and carried out the learning activity step by step as instructed by the teacher. Due to lack of collaboration among the group members, the ‘Tower’ that they were supposed to build could not be ready in time. Both students participated passively in their respective groups by taking the responsibility to build the ‘Tower’. After completing the activity, both students sat back in their respective groups and had a brief teacher-dominated discussion regarding the worksheet provided by the teacher after which they attempted to it. Such tight teacher-dominated discussion controls pupils’ engagement and relatively allows them to routinized (Edwards & Mercer, 1987). At the end of the activity, both students listened to their group members explanations as well as the summary made by the teacher, accepting what the teacher has decided. Only one or two members in the group which comprised of six members were involve in building the ‘Tower’, thus displaying non active group participation. Members in the group displayed confusion, boredom and were waiting for the lesson to end. Some even were just having empty talk such as having their own personal discussions.

After reviewing the fi rst lesson, the lesson study team and the teachers involved discussed collaboratively the lesson content, delivery mode, learning activities as well as the classroom discussions. A new lesson plan that comprised of agreed lesson content, delivery mode, learning activities as well as the classroom discussions was determined and implemented.

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Table 1Two Students’ Participation in Learning Activities during the First Lesson

Time Student A Student B11.00 - 11.10 Listens to the teachers

instructions on conducting the pre-test. Read the pre-test instruction as a whole class. Answers the questions in the pre-test. Listens to the teacher explaining about the materials used and what to do next. Distributes the paper cups to her friends.

Listens to the teachers instructions on conducting the pre-test. Reads the pre-test instruction as a whole class. Answers the questions in the pre-test. Listen to the teacher explaining about the materials used and what to do next. Looks at her friends arranging the paper cups. Cuts the cellophane tape using a pair of scissors.

11.10 - 11.20 Arranges the paper cups to build a tower. Cuts the cellophane tape. Sticks the cellophane tape to the paper cups, joins the paper cups using the cellophane tape. The ‘tower’ falls down, rearranges the paper cups again. Cuts the cellophane tape using a pair of scissors. Joins the paper cups with the cellophane tape.

Arranges the paper cups to build a tower. Measures the length of the ‘tower’ using the one meter ruler. Talks to her friends. Holds the one meter ruler and observes what her friends are doing.

11.20 - 11.30 Uses a pair of scissors to cut the cellophane tape. Uses the cellophane tape to join the paper cups together. Listens to the teacher’s explanation. Looks at the teacher blowing the towers.

Arranges the paper cups to form a straight standing tower. Sits back on her table. Looks at the teacher blowing the towers.

11.30 - 11.40 Listens to the teacher explaining about base area. Answers the questions in the post-test. Reads the instructions written in the worksheet. Answers the questions in the worksheet without arranging the coins.

Listens to the teacher explaining about base area. Answers the questions in the post-test. Reads the instructions written in the worksheet. Answers the questions in the worksheet without arranging the coins.

11.40 - 11.50 Attempts the questions in the worksheet. Discusses the answers with her friends. Waits for further instructions.

Attempts the questions in the worksheet. Discusses the answers with her friends. Waits for further instructions.

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Time Student A Student B11.50 - 12.00 Listens to her group members

giving the answers to the teacher according to the questions in the worksheet. Listens to the teacher explaining the answers.

Listens to her friends giving the answers to the teacher according to the questions in the worksheet. Listens to the teacher explaining the answers. Answers the teacher’s question by saying ‘Bigger the base area, more stable is the tower’.

Periodic observations were made again during the second round of observation on the delivering of the reviewed lesson plan and the fi ndings during a science lesson from 10.20 a.m. to 11.00 a.m. are displayed as in Table 2. Both students paid attention to the teachers’ instruction and participated actively in the activity by fi rst reading the instruction and later discussing with their friends in their respective groups. There was active participation among the group members whereby both students played their part either by assembling the tower or walking around other groups to see what the other participants in the groups were doing. Everyone was very curious, excited and having fun building the tower. The students were keen to build the tower in time rather thinking on how to build it. They did not do any planning or any drawing fi rst. There was competition among the group members on whose idea should be used to design the tower. Finally the dominant students conquered the scenario. The other students in the group helped the dominant students to build the tower. The reviewed lesson plan provided opportunity for the two students to participate actively and use materials in a meaningful way.

Table 2Two Students’ Participation in Learning Activities during the Second Lesson

Time Student A Student B10.20 - 10.30 Listens to the teachers

instructions to go to the fi eld. Listens to the teacher giving instructions on how to balance the body standing on one leg. Carrys out the body movements as instructed by the teacher. Answers the teacher’s questions after balancing the body on one leg. Goes back to the class. Attends the pre-test.

Listens to the teachers instructions to go to the fi eld. Listens to the teacher giving instructions on how to balance the body standing on one leg. Carrys out the body movements as instructed by the teacher. Answers the teacher’s questions after balancing the body on one leg. Goes back to the class. Attends the pre-test.

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Time Student A Student B10.30 - 10.40 Listens to the teacher on what

activity to do next. Reads the instructions on the test card given by the teacher. Starts to arrange the boxes on the card. Discusses with her friends. Uses the cellophane tape to stick the boxes together to design the height.

Listens to the teacher on what activity to do next. Reads the instructions on the test card given by the teacher. Starts to arrange the boxes on the card. Discusses with her friends. Uses the cellophane tape to stick the boxes together to design the base.

10.40 - 10.50 Uses the cellophane tape to stick the length of the tower. Joins the boxes together.

Observes what her friends are doing.

10.50 - 11.00 Moves to another group to test the stability of their ‘tower’. Tilts the card board gradually and observes what happens. Listen to the teachers questions. Answers the teachers question by saying ‘a bigger base area’.

Sits back at her place and observes what her group members are doing. Listens to the teacher’s questions and explanations.

11.00 - 11.10 Observes the teacher moving around other groups and asking questions regarding the stability of the structures designed by the groups. Listens to the teacher’s questions and answers chorously. Listens to her friend making the conclusion of the lesson. Redesigns the structure again by increasing the base area.

Observes the teacher moving around other groups and asking questions regarding the stability of the structures designed by the groups. Listens to the teacher’s questions and answers chorously. Listens to her friend making the conclusion of the lesson. Observes her friends redesigning the structure again by increasing the base area.

11.10 - 11.20 Attempts the worksheet given. Answers the questions in the worksheet. Discusess with her friends. Answers the teachers question by saying ‘pyramid’. Listen to the teacher asking questions regarding the lesson. Looks at the teacher writing the answers on the white board. Listens to her friend making conclusion. Attempts the post test given. Discusses the post-test answers.

Attempts the worksheet given. Answers the questions in the worksheet. Discusses with her friends. Answers the teachers question by saying ‘pyramid’. Listens to the teacher asking questions regarding the lesson. Looks at the teacher writing the answers on the white board. Listens to her friend making conclusion. Attempts the post test given. Discusses the post-test answers.

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Findings from the observations indicated that in order to start a discussion, the two students must participate fi rst by asking questions. By displaying this positive attitude, it will further allow the two students to get involve to a certain extent. They expressed their ideas orally and also demonstrated by performing hands on tasks. This active participation among the two students allowed them to be curious, show excitement and have fun. This positive attitude motivated the two students to further ask more questions among their group members that lead to a deeper discussion among the members of the group which ended up by making their own inferences.

Conclusion

Student’s interest in learning activity

Ask questions / Discuss

Active participation

Make inference

Figure 1. The pathway towards making inferences.

Positive collaboration that occurred among the teachers and the lesson study team produced an interesting and effective lesson plan. The reviewed lesson plan that was carried out by the teachers initiated curiosity and interest among the two students. Curiosity initiated the two students to organize their ideas. From the observation, the pathway towards making inferences by the two students’ participation is summarized in Figure 1. Questions raised either by the teacher or the students who are interested in the learning activity initiates a starting point for a discussion that allows spontaneous and unpredictable interaction among them. Through discussion, the students were given the opportunities to engage in a dialogue. These positive attitudes lead the two students to engage actively in the learning activities that were planned by their teacher’s thus the two students making their own inferences along the way.

The reviewed science lessons allow students to feel confident and comfortable which allows them to mix regularly in discussion sessions and engage actively in the learning activities. Active engagement in learning activities encourages students to make inferences.

activity

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ReferencesEdwards, D., & Mercer, N. (1987). Common knowledge: The development of

understanding in classrooms. London, UK: Methuen.Feldman, J., & McPhee, D. (2008). The science of learning, The art of teaching.

New York, NY: Thomson Dalmar Learning.Pratton, J., & Hales, L.,W. (1986). The effects of active participation on student

learning. The Journal of Educational Research. 79(4), 210-215.Wragg, E. C. (1999). An introduction to classroom observation (2nd ed.). London,

UK: RoultledgeZabani bin Darus. (2012). Status pencapaian Malaysia dalam TIMSS dan PISA: Satu

refl eksi. Kementerian Pelajaran Malaysia. Retrieved from: http://education.um.edu.my/images/education/Kolokium%20JPMS%202012/Sesi%201/(1)%20Dr%20Zabani.pdf

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Strengthening Collegial Collaborationand Improving Classroom

Instructional Practices through Lesson StudyLEE SHOK MEE

[email protected] RECSAM, Penang, Malaysia

AbstractLesson study is a collaborative professional development initiative whereby teachers work together with their colleagues to improve classroom instructions for enhancing students’ learning. This is a classroom-embedded ongoing effort usually initiated by a small group of teachers as they design lesson, watch each other teach, and refl ect on the process in attaining professional growth. Lesson study is practiced widely in Japan and presently it is adopted by many counties. In Malaysia, specifi cally in Penang, the implementation of lesson study in science was almost nonexistent until 2011, when SEAMEO RECSAM together with IPG Penang, embarked on establishing a pilot science lesson study project in collaboration with fi ve selected local primary and secondary schools in Penang. In this symposium, RECSAM Research Team members will each speak on their respective roles and refl ections in implementing the Science Lesson Study Project. They will share their experiences on how teachers’ engagement in lesson study affect their instructional practice, knowledge of science and student learning, and what conditions support the successful adoption / adaption of lesson study process in schools. The author will focus his talk on strengthening collegial collaboration and cooperation leading to improving classroom instructional practices for better teaching and learning. He will quote instances of how the teachers improved their instructional deliveries and tackled students’ questioning more confi dently based on their refl ections and discussions with team members and knowledgeable others through Lesson Study. The symposium will highlight some recommendations on how lesson study as a form of professional development can be successfully implemented in Malaysian schools.

Keywords: Science lesson study, Collegial collaboration, Professional growth

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IntroductionIn a nation-wide survey on the frequency of lesson study practice in Japanese schools, it was found that 99.5 % of elementary schools and 98.3% of middle schools implemented LS at least once or more per year (Chichibu & Kihara, 2013). The survey also revealed that teachers who practiced LS often met after school hours to discuss their curriculum and instruction. They also shared their teaching materials that they had individually prepared or prepared by the group. This seems to be the basic standard school culture of participating in professional learning community through LS in Japan. The basic philosophy embedded in lesson study is the collaborative practice of teachers working together to plan, teach, observe, refl ect and refi ne lessons (Lee & Oyao, 2013) in order to improve classroom instruction. It had also been well established that teachers who planned their lessons together (Chokshi & Fernandez, 2004), and shared their expertise (Sibbald, 2009) tend to deepen their (pedagogical) content knowledge and increase their knowledge of instruction, commitment and community, learning resources, and ability to observe students (Lewis, Perry & Murata, 2006). Teachers’ learning could also be enhanced when the LS group is diverse – members hold differing views, experiences and knowledge on classroom teaching and learning (Meirink, Meijer & Verloop, 2007). While teacher collaboration is obviously benefi cial to teacher professional development but the practice to have collegial observation in LS process often deter teachers to participate in LS willingly. Traditionally, teachers always view observation as performance evaluation (Chokshi & Fernandez, 2004) that causes discomfort and stress.

In the context of Malaysia, opening the classroom to their colleagues for the purpose of LS hardly ever happened. Even though, at times it is obligatory for them to be observed by school inspectorates for performance evaluation in consideration of confi rmation or promotion in their teaching careers. Teachers by and large are very reluctant and shy to engage in discussing instructional problems with their colleagues. This paper aims to report on the initiative of piloting Science Lesson Study Project in Penang. SEAMEO RECSAM working in collaboration with Penang Institute of Teacher Education and fi ve local schools carried out this project in 2011 (Lee & Oyao, 2013). This paper will focus on the nature of collaborative relationship shared by the members of the science lesson study teams, and the way their collegial interaction brought forth learning. In particular, two questions would be addressed in this paper:

1. What was the nature of collegial collaboration shared by the members of each of the science lesson study team?

2. How did teacher collaboration help improve classroom teaching and learning?

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The Organisational Framework ofScience Lesson Study Project

There were two groups of teaching personals, a group of school science teachers and another group of science educators, involved in the Science Lesson Study Project carried out in fi ve schools located in Penang. The component and nature of the science educators group and school science teachers group are explicated in Table 1 and 2 respectively.

For easy identifi cation, the science educators group was referred to as RECSAM Research Team (acronym RRT), whose members were international in nature. The other group members constituted of school science teachers refl ecting the Malaysian multi-racial composition (Malay, Chinese and Indian). They were conveniently referred to as Lesson Study Group (LSG).

Table 1Description of the RECSAM Research Team (RRT) Members

Participating institution Nationality of educator Number of educatorsSEAMEO RECSAM Malaysian 2

Filipino 3Japanese 1

Penang Institute of Education Malaysian 2 Total 8

Table 2Description of Lesson Study Groups (LSG) in Schools

Level of school Participating School Malaysian Number of teachersElementary School

A (Chinese-medium) All Chinese 5B (Malay-medium) 1 Malay + 2 Indian 3

Secondary School

C (National School) 1 Indian + 2 Chinese 3D (National School) 1 Indian + 2 Chinese 3E (National School) 1 Indian + 2 Chinese 3

Total 17

The teachers in each school formed their own lesson study team comprising of at least three but not more than fi ve teachers. The secondary teachers taught lower / middle (grade 7-8) secondary general science as their major subject, and the elementary teachers were generalists who also taught science as one

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of the subjects in their daily teaching routine. The diversity of team members in RRT and LSG, as noted by Meirink, Meijer, and Verloop (2007), pre-empts a favourable condition for lesson study.

A two-round lesson study (Stigler & Hiebert, 1999) was implemented by each of the team of LSG. On the fi rst round, the team engaged in lesson planning, teaching and observing the lesson, and refl ecting and revising the lesson. The second round included the teaching of the improved lesson plan by the same or another teacher in the same grade level but in a different class. The pedagogical processes are illustrated in a cyclical chart grounded on Lee’s PT4R Model (2010) in Figure 1. The processes depicted in the chart was introduced to the LSG members as the standard procedure to implement LS in a school.

(1) Group members discuss and draft out a lesson plan

(2) The lesson plan is used to teach a targeted class under full view of team member observation

(3) Reviewing the lesson conducted

(4) Based on the feedbacks, the lesson plan is re-written

(5) Re-teach the lesson in another class

(6) The group would meet again, refl ect and review the lesson and record all relevant points for future reference in planning a similar lesson

The cycle can proceed further, but usually a minimum of two cycles is suffi ced to initiate improvement of a lesson.

PT4R Model to conduct Lesson Study (P=step 1, T=step 2, R=Steps 3, 4, 5, & 6) Source: Lee (2010)

Figure 1 Adopting PT4R Model to conduct lesson study.

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The Nature of Collaborationin the Science Lesson Study Teams

Generally speaking, teachers form a community of practice since they are a distinct group engage in teaching. They share a craft (teaching) in fulfi lling their profession (Lave & Wenger1991). Wenger (1998) rephrases the statement that a community of practice can be any group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. This explicitly indicates that a community of practice must possess the elements of collaboration and improvement in practice. In this study, the three core components of collaboration in a community identifi ed by Wenger (1998) were used as a framework to assess the nature of collegial collaborative among the science teachers participating in the LS project. These interrelated components comprise joint enterprise, mutual engagement, and shared repertoire. In looking at each aspect, fi eld notes taken during the lesson and post-lesson discussions, refl ection notes from school teachers, and observation reports from RRT members were revisited and reviewed in order to provide descriptions of how these components became explicit in the practice of science lesson study community (Lee & Oyao, 2013).

Joint Enterprise

Joint enterprise can be termed as the shared target goal of the members in a community of practice. Through their interactions, they create a shared understanding of what binds them together. Joint enterprise is arrived at after intensively negotiated by its members (Wenger, 1998). In the context of this paper, the participating teachers in this LS project identifi ed a key issue relating to students’ learning in science during a seminar-workshop (Lee & Oyao, 2011).

During the seminar-workshop, all the LSG members of the participating schools brainstormed earnestly to arrive at a common theme on ‘strengthening the science process skills among the students with making inferences as the main focus’. It was further agreed that to attain this goal, the inquiry approach was adopted to be the teaching strategy. The primary reason for selecting this theme was that students were weak on this aspect and the Malaysian science curriculum strongly stresses the development of process skills among the students and highlights inquiry approach as one of the strategies to teaching the content (MOE, 2003). Hence, ‘making inference’ and using ‘inquiry strategy’ in teaching were the two elements that form the goal of the joint enterprise that would bind them together to meet the challenge in science teaching.

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Mutual Engagement

Members in a community of practice establish norms and build collaborative relationships that would give them the identity as a social entity (Wenger, 1998). Mutual engagement emerges because group members are engaged in a common negotiated activity with shared responsibility. In this LS project, LSG and RRT members were committed to specifi c tasks or roles during the whole lesson study process. The science teachers in each school team selected the content topic and the grade level for the lesson study work as refl ected in Table 3.

Table 3The Content Topics and the Grade Levels of the Science Lesson Study

Participating Schools Content topic Grade LevelElementary School A Strength and Stability 5 (Standard 5)Elementary School B Stability 5 (Standard 5)Secondary School C Combustion 7 (Form 1)Secondary School D Heat 7 (Form 1)Secondary School E Simple Machines 8 (Form 2)

The LSG members in each school then devoted themselves in designing the lesson plans based on the shared goal to meet the challenge of the joint enterprise. Copies of these lesson plans were sent to members of the RRT for comments and suggestions. When all the members of the team came to a mutual agreement, the members decided on how and who would do the teaching, the teaching date and observation roles for other members. The RRT members on the other hand would assumed the roles of knowledgeable others (Wang-Iverson & Yoshida, 2005, p.58) in the process of implementing lesson study. Each RRT member agreed on his specifi c role in the process (Lee & Oyao, 2013). The modus operandi of the process in each school is explicated in Figure 2.

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Source: Lee & Oyao (2013)Figure 2 The modus operandi of the Science Lesson Study Project in Penang.

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Upon negotiations, teachers in three of the schools decided to do team teaching instead of traditional mode of one teacher teaching in front of a class. This concept of collaboration in the form of team teaching surfaced to undermine teacher stress when being watched by other colleagues (including RRT members) during teaching. This way, no one teacher was burdened to teach alone and watched by others. And the responsibility of instruction was distributed amongst the team members, each of whom used their knowledge and skills to contribute to the shared endeavour. The other reason of adopting team teaching was for students to see their teachers teaching together and supporting each other, which were akin to their experience of working with their classmates in doing the task. In essence, teachers were modeling teamwork behaviour and team support to their students. Team teaching was positively viewed as evidenced from one of the several fi eld notes below:

I like team teaching because the other colleagues could back me up when I forgot or got lost in my teaching. It made me feel more comfortable /relaxed, confi dent and reduced anxiety. (C)

The teachers in two of the secondary schools preferred lead and support teaching where one teacher assumed the responsibility of teaching the content and other colleagues provided assistance or support in the form of distributing the materials or hand-outs and helping students understand and carry out the instruction. The RRT members did not participate in any classroom instruction but assumed specifi c observation roles which included a single observer recording the time, lesson fl ow, approaches, overall student participation, monitoring responses or activities of two students randomly selected, teacher’s and students’ questioning and answering, instances of making inferences, classroom / blackboard management, and collegial cooperation.

Subsequent to teaching and observing the lessons, the RRT members and the school team gathered together and ardently shared their refl ections and observation notes. The discourse centred on the key areas in the lessons that went well and that could be further improved. Two refl ections given by the teachers in improving classroom instruction are as follows:

Many students were facing some diffi culties like using the gas jar spoon in burning of charcoal. I should have used the charcoal powder so the whole piece didn’t drop into the gas jar containing lime water or bicarbonate indicator. (K)

It would be better to add more animation to show the movement of particles. (T)

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In connection to improving classroom instruction, the RRT fi eld notes include:

The question raised, ‘What do you infer from this activity?’ might be diffi cult to understand. The word ‘infer’ may be unfamiliar to the pupils. It would be better if it had been asked, ‘What can you say about it?’ (L)

The materials used were very creative without being expensive. However there were two manipulated variables tested at the same time, they were different shapes and types of material used as supporting ‘beams’ to hold the basket of coins. The different shapes of material used should be kept as constant variable. So, the teacher needs to fi nd two different types of material with the same shape. (Y)

The teacher might have inspired student’s discussion by giving interesting questions. e.g. “Can we see convection in space station?” (N)

Other than post-lesson discussion, the RRT also provided a comprehensive written report after each observation as a way of keeping a record of the teaching learning process during the lesson. The report also served to help teachers to revise and improve their lesson plans.

Shared Repertoire

It is customary for the community of practice to produces a set of communal resources as their shared repertoire, which could be literal and symbolic meanings (Wenger, 1998) , such as written language, routines, artefacts, tools, styles, and so on. The science lesson study teams had produced communal resources: lesson plans, teaching aids, and student hand-outs which were accessible to all members and that could be shared by teachers in other schools or stakeholders as well. The refl ective writings and observation notes can also provide valuable information that would help team members refl ect on their own learning trajectories (Akita, 2011).

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Improvement in Classroom InstructionBy examining the teachers’ refl ection notes, it became evident that their participation in the science lesson study project was valuable and enriching in building professional growth, both for the less experienced teachers and more experienced ones. It was apparent that communication and collegial interactions among the members in the collaboration had infl uenced and contributed much to their learning.

The less experienced teachers in particular had changed their ways of thinking about lesson planning and implementation after participating in lesson study. One of their refl ections that gave tribute to lesson study for their professional development is:

I feel very happy because I have the opportunity to join this project. This is a very good way to improve my teaching skills like the skill to ask question, how to use the whiteboard effectively, how to plan the activity that focus on students, how to teach the students to make inference - these all are very important for me in the future as a good science teacher. Through this project, I can clearly see the improvement in our teaching skills between two classes. We all become more confi dent and it really helps us in professional development as a teacher (S)

The refl ective writings from more experienced teachers illustrated how lesson study infl uenced them and stimulated them to generate new ideas, such as:

It helps teachers know their weaknesses and teachers would be able to rectify the mistakes in the future. As for me, it was a great experience and I felt that I was actually doing my practical teaching / micro teaching again. (M)

It is very exciting and good experience. Sort of rekindles my teaching enthusiasm. (K)

After the fi rst lesson study… We started to think about better teaching approaches that can attract and help students. Lesson study can help us improve the teaching approach among the Science teachers in our school… I will write interesting lesson plans, share them with teachers and lecturers so that I can improve it and compile the entire lesson plans into a book. I think it is a quite interesting and useful idea for young teachers. (L)

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The above sample of refl ective notes provide evidences that clearly support how lesson study builds pathways that enable continuous growth of the knowledge and interpersonal connections that lead to improved instruction (Lewis, Perry, & Murata, 2006). Lesson study also provides a pathway for which teachers can become innovative as they think and rethink of new ideas that will contribute towards the professionalism of teaching and successful transition of the less experienced teachers to becoming experts in their teaching (Lee & Oyao, 2013).

ConclusionIn sum, the science lesson study teams display a community of practice bound together by a common goal (joint enterprise), collective accountability (mutual engagement) and development of artifacts such as lesson plans and teaching aids (shared repertoire). It was apparent that each of LSG did build a community of practice where the elements of joint enterprise, mutual engagement, and shared repertoire shaped their participation in the lesson study work. By engaging in this community, members strengthened their bond and developed a habit of improving their practice by working and discussing with their colleagues with the ultimate goal of achieving instructional improvement. Team members generally felt that participation in this lesson study project had given them a glimpse that lesson study could play an effective role in their professional development and life-long learning.

ReferencesChichibu, T., & Kihara, T. (2013). How Japanese schools build a professional

learning community by lesson study. International Journal for Lesson and Learning Studies, 2(1), 12-25.

Chokshi, S., & Fernandez, C. (2004). Challenges to importing lesson study: Concerns, misconceptions, and nuances. Phi Delta Kappan, 85(7), 520-525.

Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

Lee, S.M. (2010). Strengthening Collaborative Efforts between CRICED University of Tsukuba and SEAMEO RECSAM for Uplifting Science Education in Developing Countries through South-South Cooperation, in South-South Cooperation of SEAMEO RECSAM A Program Report by Visiting Foreign Research Fellows No. 22. Japan: CRICED, University of Tsukuba.

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Lee, S.M., & Oyao, S.G. (2011). Lesson study project in primary and secondary science. Report on a seminar-workshop for science teachers at SEAMEO RECSAM on April 16, 2011 (unpublished).

Lee, S.M., & Oyao, S.G. (2013). Establishing learning communities among science teachers through lesson study. Journal of Science and Mathematics Education in Southeast Asia, 36 (1), 1-22.

Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement: The case of lesson study. Educational Researcher, 35 (3), 3-14.

Meirink, J., Meijer, P., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teachers and Teaching: theory and practice, 13(2), 145-164. DOI: 10.1080/13540600601152496

MOE. (2003). Integrated curriculum for secondary schools, science syllabus. Putrajaya: Curriculum Development Centre.

Sibbald, T. (2009 ). The relationship between lesson study and self-effi cacy. School Science and Mathematics, 109 (8), 450-460. DOI: 10.1111/j.1949-8594.2009.tb18292.x

Stigler, J., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. NY: Free Press.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.

Documents

· i Enhancing Teachers’ Professional Development through Lesson Study: The Case of Penang Science Teachers Compiled & written by Lee Shok Mee Edited by Teh Kim Hong & Khor Sim