Embed Size (px)
Citation preview
Inductive Approach
Education philosophyEducation philosophy
Inductive ApproachInductive Approach
• Teacher uses different learning resources to let students
conclude certain theory or rule from independent cases.
• The teaching activities are designed to let students understand
the properties and real cases of certain concepts through
observation and experiences, students are allowed more
opportunities to learn from the working process.
Roles of Teachers &StudentsRoles of Teachers &Students Inductive ApproachInductive Approach
Role of Teachers
• resources providers and leaders of activities
• providing scaffoldings for guiding students to learn
Role of students
• active learners, participate in lesson activities with high degree
of involvement
Role of ITRole of IT Inductive ApproachInductive Approach
The role of IT in this approach are facilitative and enabling tools for the students its main function is to be the cognitive tool of students as well as tools that would enable teachers to monitor and evaluate students’ conceptual understandings and progress.This type of tool includes:
1. Knowledge-based intelligent tutoring systems
2. Drill and practice tools
3. Simulation tools
4. Modelling tools
Learning ProcessLearning Process Inductive ApproachInductive Approach
1. Teacher introduces the learning goals
2. Teacher provides related examples and questions, and scaffoldings for
students to observe, describe and make comparisons, questioning in this stage
is mainly in an open-ended format.
3. Teacher summarizes students’ responds , and guides students to
discover rules and relationships based on existing experiences so as
to achieve the teaching goals
4. Teacher asks students to apply the fresh learned concepts into in-
class or take-home assignments.
CasesCases
P2 mathematics
S6 Geography
Lesson Video Clips
S6 Chemistry
Inductive ApproachInductive Approach
P2 mathematics Prisms and
pyramids
Teaching goal
Learning outcomesLesson outline
Requirement of equipment and technologyYour Reflection
Lesson Video clips
Prisms and pyramids Teaching goalsTeaching goals
• Students are able to identify
the characteristics of prisms
and pyramids.
Prisms and
pyramids
• students are able to state out the
characteristics of prisms and pyramids
• students are able to identify prisms and
pyramids
Learning Learning outcomesoutcomes
Lesson outlineLesson outline Prisms and pyramids
1. motivation
Teacher uses daily life examples to start the lesson.
2. Introduction of prisms and pyramids
Teacher uses models to introduce the concept of prisms and pyramids and asks students to observe the characteristics.
3. Introduction of operation of the software
Teacher demonstrates the operation of the software.
Lesson outlineLesson outline Prisms and pyramids
4. Students activity
By using the software students explore the characteristics of prisms and pyramids.
5. Conclusion
Teacher asks students to conclude the characteristics of prisms and pyramids.
Lesson Video ClipsLesson Video Clips P6 Prisms
and pyramids
Requirement of equipment and technological competence
P6 Prisms and pyramids
Venue: Computer Room
Number of Students: 20 approximately
Requirement of teachers’ technological competence:- Basic operation of computer
Requirement of students’ technological competence: - Basic operation of computer
Hardware: -20 computers for student usage
-1 computer for teacher usage
Software: Teaching software (Figure and Space)
Peripheral: Projector
Your reflection P6 Prisms and pyramids
1. What is the role of this teaching software?
2. What kinds of ability is enhanced by using this
software? Would this software be an obstacle for
students in learning this topic?
3. If you are going to teach this topic, what kinds of
software you would like to have?
4. Do you consider the one to one ratio of student to
computer an ideal resources arrangement in teaching?
Teaching goals
Learning outcomes
Lesson outline
Requirement of equipment and technologyYour reflection
S.6 Geography
Lesson video Clips
Causes leading air pollution caused by urbanization
Teaching objectives:
To allow students understand the causes leading to air pollution caused by urbanization
S.6 Geography Causes leading air pollution caused by urbanization
Secondary Six: Geography -Causes leading to air pollution caused by urbanization
Learning outcomesLearning outcomes
• Students are able to find out causes leading to air pollution cased by
urbanization through discussion, observation and analysis
Lesson Outline
1. Illustration of topic and narration of the goals of the lesson
Teacher uses PowerPoint to illustrate the topic, and introduces the content by questioning. Teacher then points out the goal of the lesson - using the GIS software to find out the causes of air pollution
2. Introduction of operation of the software
Teacher demonstrates the operation of the software, and then let student have a try.
Secondary Six: Geography -Causes leading to air pollution caused by urbanization
Lesson Outline
3. Raising questions
Teachers raises the questions for investigation, and let students observe the changes through the operating software, and to summarize the cases leading to air pollution caused by urbanization.
4. Student activities
Students gets into groups of 4 to 5 to carry out the study.
Secondary Six: Geography -Causes leading to air pollution caused by urbanization
Lesson Video Clips Secondary Six: Geography -Causes leading to
air pollution caused by urbanization
Requirement of equipment and technological competence
Venue: Computer Room
Number of Students: 30 approximately
Requirement of teachers’ technological competence:- Operation of Arc View GIS
- Operation of PowerPoint
Requirement of students’ technological competence: - Operation of Arc View GIS
Hardware: -20 computers for student usage
-1 computer for teacher usage
Software: Arc View GIS software
Peripheral: Projector
Secondary Six: Geography -Causes leading toair pollution caused by urbanization
Secondary Six: Geography -Causes leading to
air pollution caused by urbanization
Your reflection
1. What superiority has the GIS software brought about to the Geography teaching?
2. Besides being the illustration tool of the lesson, how can GIS software be utilized in
teaching?
3. How can students’ learning be benefited by using computers to practise group teaching?
4. What are the difficulties for teachers using the GIS software? How can they cope with the
challenges?
Secondary Six: Chemistry - Hybridization and
Markovnikow’s rule
Teaching Goals:
To let students explore the changes of the bonding in the process of Hybridization and to apply the Markovnikow’s rule to solve problems related to the mechanism.
Learning outcomes:
Students are able to present the changes of the bonding in the Hybridization process and to use the Markovnikow’s rule to complete related online exercises.
Learning Outline:
Teacher ask students to observe and describe the chemical reaction of the animation, then the teacher explains the mechanism of the process. Teacher then uses animation again to be the introduction of the teaching of the Markovnikow’s rule, lastly the teacher asks student to complete the online related exercises.
Secondary Six: Chemistry - Hybridization and
Markovnikow’s rule
Venue: Computer Room
Number of students: 30 approximately
Requirement of Teachers’ Technological Competence: - Basic operation of computer
Requirement of Students’ Technological Competence: - Basic operation of computer
Requirement of equipment: - 30 computers for students’ usage
- 1 computer for teacher’s usage
- PowerPoint
- Projector
Secondary Six: Chemistry - Hybridization and
Markovnikow’s rule
Lesson Video ClipsSecondary Six: Chemistry - Hybridization and Markovnikow’s rule
Your Reflection
1. What is the role of the Simulation Tool in teaching?
2. How to use the Simulation Tool to enhance the critical thinking ability of
the students?
3. If you are to teach this topic, do you have other handling methods?
4. Do you consider the one to one ratio of student to computer an ideal
resources arrangement in teaching?
Secondary Six: Chemistry - Hybridization and
Markovnikow’s rule
