SKEMA TLO

RANCANGAN PENGAJARAN DAN PEMBELAJARAN MINGGUAN Program Ijazah Sarjana Muda Perguruan (PISMP) dengan Kepujian 2 2 PROGRAM: ____________________________________________________________________________ SEMESTER: ______ TAHUN: ______ Planning for Teaching Primary Science SCE3108 Kursus: __________________________________________________________________________________________ Kod: ____________ 3 (3 + 0) Kredit: ____________

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Tajuk dan Kandungan Topic 1: Introduction to the unit Course Overview Planning for teaching Primary science

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Kuliah (1 jam) Overview of course expectations, and assessments Purpose of lesson planning Aspects to consider in lesson planning Lesson plan: yearly, weekly and daily

Tutorial 1 (1 jam) Form 4 groups: (a) Brainstorm: (i) Why a teacher needs to do lesson planning? (ii) What are the aspects to consider in lesson planning? Two groups form a new group and they compare and contrast their discussion notes. The group presents their findings to the class.

Tutorial 2 (1 jam) Refer to the Primary School Science Curriculum for Year 1 to Year 6. (a) Plan and write a yearly lesson plan. (b) From the yearly lesson plan, plan and write a weekly lesson plan. (c) From the weekly lesson plan, discuss how to plan a daily lesson plan (details of writing a daily lesson plan will be discussed in week 4). Select a topic from the primary science textbook. Write a learning objective for each of the learning domains (cognitive, psychomotor and affective) that are appropriate for the topic.

ISL (2 jam) Access to relevant resources on (a) What is reflection? (b) How to do self reflection as self assessment (c) How to write a reflective journal.

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State the purpose of lesson planning List the aspects to consider in lesson planning Compare and contrast yearly, weekly and daily lesson plan

Course Work: 50% Examination : 50%

Topic 2: Learning objectives

Identify and differentiate the verbs that are used in learning objective Write learning objectives for cognitive, psychomotor and affective domains

Writing of learning objectives in the: -Cognitive domain - Psychomotor domain -Affective domain

Refer to the Primary School Science Curriculum for Year 1 to Year 6. (a) Make a list of verbs that are used to write learning objectives. (b) Categorise the verbs into the following domains: Cognitive, psychomotor and affective. (c) Differentiate verbs that

Food for thought: (a) Recap of major ideasWhat have you learnt from the writing of learning objectives? (b) Looking aheadDiscuss how you can use what you have learnt in writing learning objectives. (c) Share your thoughts

SKEMA TLO Tajuk dan Kandungan Kuliah (1 jam) Tutorial 1 (1 jam) are explicit and implicit. (d) Explain why the verbs used in the learning objectives must be explicit. (e) How would you change those verbs that are implicit to explicit? Tutorial 2 (1 jam) ISL (2 jam) with your peers.

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Topic 3: Writing of learning outcomes

Compare learning objectives and learning outcomes in the Primary School Science Curriculum Construct a learning outcome that comprises of action word, learning statement and criterion Compare and contrast the characteristics of General format, Needhams Five Phase, Learning cycle5 E, Inductive and deductive inquiry based lesson and problem based learning instructional models by using a graphic organizer

Learning objectives and learning outcomes in the Primary School Science Curriculum Difference between learning objectives and learning outcomes Characteristics of good learning objectives and learning outcomes Construction of learning outcomes - action word - learning statement - criterion

Refer to the Primary School Science Curriculum for Year 1 to Year 6. (a) Identify the objectives and learning outcomes (b) Differentiate between learning objectives and learning outcomes. (c) From (a) and (b) discuss what are the characteristics of good learning objectives and learning outcomes.

(d) As a primary school teacher, you have to plan an hour lesson on the topic Water Pollution. Construct one learning objective and three learning outcomes for the lesson.

(a) Access the internet to gather information on the following instructional models: General Format Needhams FivePhase Learning cycle 5 E Inductive and deductive inquiry based lesson Problem based learning lesson (b) Compare and contrast the characteristic of the above instructional models using a graphic organiser.

COURSE WORK TASK A Acquisition of knowledge

SKEMA TLO Tajuk dan Kandungan Topic 4: Daily lesson plan Kuliah (1 jam) General Format Model of a constructivist lesson - Needhams fivephase instructional model Model of an inquiry lesson - Learning cycle 5E - Inductive and deductive inquiry based lesson - Problem based learning lesson Tutorial 1 (1 jam) In groups discuss: (a) What are the purposes of preparing a daily lesson plan? (b) Should a daily lesson plan follow only an instructional model? Explain your answer. (c) Groups exchange their ideas. A representative from a group shares the groups ideas with another group. Tutorial 2 (1 jam) Group presentation: (a) Students form groups. (b) Each group selects an Instructional Model. (c) The group will present the advantages and disadvantages of the instructional model to their peers. ISL (2 jam) (a) Access the websites related to lesson planning in science. (b) Identify the lesson plan and analyse the stages in the lesson plan.

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State the purposes of preparing a daily lesson plan Explain the advantages and disadvantages of all five instructional models

Topic 5: Planning a daily lesson plan

Plan a learning experience by taking into considerations learning objectives, learning outcomes, learning activities, resources and assessment Compare the advantages and disadvantages between a too brief lesson plan and a too highly structured lesson plan

Steps in planning a lesson: - Putting the lesson in context - Setting the learning objectives and learning outcomes - Selecting learning activities, resources and assessment - Outlining the lesson

(a) Read Vignette One: A teacher uses note cards for planning. (b) Discuss the questions. (i) What are some advantages of brief lesson plans? (ii) What are some dangers in too brief lesson plans? (iii) Can a lesson be too highly structured?

(a) Read Vignette Two: A teacher fails to use objectives. (b) Discuss the questions. (i) Did Mr. Alis lessons lack structure? (ii) Why did the students feel so lost in Mr. Alis class?

Food for thought: (a) Recap of major ideasWhat have you learnt from these two vignettes? (b) Looking ahead- Discuss how you can use what you have learnt in lesson planning. (c) Share your thoughts with your peers.

* Refer to Primary School Science Curriculum

SKEMA TLO Tajuk dan Kandungan Topic 6: Writing lesson plans Kuliah (1 jam) General information of context Procedure of teaching according to the selected instructional model Self-reflection (Thinking through the lesson plan) Tutorial 1 (1 jam) Refer to the Primary School Science Curriculum for Year 1 to Year 6 to write a daily lesson plan. (a) Identify a topic for a lesson. (b) Specify the general information of context. (c) Write learning activities to help students attain the learning outcomes. (d) Order these activities in the best sequence possible. Explain why you put each activity in its selected sequence. Practice the micro teaching skills: Orientation/set induction *Refer to the notes on Microteaching: practicing science teaching skills Tutorial 2 (1 jam) (e) Explain how you can assess students learning through the activities. (f) Think through the lesson plan and write a selfreflection. ISL (2 jam) Write two daily lesson plans using different instructional models for a one-hour lesson on a selected science topic from the Primary School Science Syllabus.

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Translate curriculum content from Primary School Curriculum into a daily lesson plan Write a reflection on the strengths and weaknesses of the lesson plan

COURSE WORK TASK B Mastery of knowledge

* Refer to Primary School Science Curriculum

Topic 7: Microteaching Skills

Describe the importance of content knowledge and pedagogical content knowledge in teaching Plan and perform the skill of orientation in microteaching Plan and perform the communication and explanation skills in microteaching Identify the characteristics of good questioning skills Design effective questions from a science topic Plan and perform the questioning skills in microteaching

Steps in microteaching Importance of content knowledge and pedagogical content knowledge in teaching Microteaching skills -Orientation/set induction -Communication and explanation skills Questioning skills Questio ns on questions Differen t types of questions Keys to effective questioning How can you improve your

Practice the micro (a) Access to relevant teaching skills: resources to read about importance of content Communicatio knowledge and n and Explanation pedagogical content Skills knowledge in teaching. (b) Identify the major ideas and summarise them using a graphic organiser. ( )a) Read relevant resources on how to improve your questioning and listening skills. (b) Select a science topic and write 10 different types of questions.

COURSE WORK TASK C Transfer of knowledge

Topic 8: Microteaching Skills

Practice the micro teaching skills: Questioning skills *Refer to the notes on Microteaching: practicing science teaching skills

Practice the micro teaching skills: Questioning skills

SKEMA TLO Tajuk dan Kandungan Kuliah (1 jam) questioning? Why use students questions? Tutorial 1 (1 jam) Tutorial 2 (1 jam) ISL (2 jam)

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9 10 11 Topic 9: Microteaching Skills Explain the role of a teacher during discussion of experimental results Plan and perform the skill of discussion of experimental result in microteaching State stimulus variations that are used in teaching Use appropriate stimulus variation in microteaching Discussion of experimental results

Mid-Semester Break School-Based Experience Practice the micro teaching skills: Discussion of experimental results *Refer to the notes on Microteaching: practicing science teaching skills Stimulus variation Practice the micro teaching skills: Stimulus variation ( a) Find a vignette or teaching episode. (b) Identify at least 5 stimulus variation used in the vignette or teaching episode.

SKEMA TLO Tajuk dan Kandungan Topic 10: Microteaching Skills Kuliah (1 jam) Use of teaching aids/ resources Tutorial 1 (1 jam) Practice the micro teaching skills: Use of teaching aids/ resources *Refer to the notes on Microteaching: practicing science teaching skills Use of educational technology in the context of science teaching Tutorial 2 (1 jam) Practice the micro teaching skills: Use of educational technology in the context of science teaching ISL (2 jam) (a) Collect information on various teaching aids and educational technology in science teaching (b) State the importance of teaching aids in science teaching.

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12

List various teaching aids and educational technology in science teaching Plan and perform the skill of using teaching aids and resources and microteaching Use educational technology in the context of science teaching State the importance of teaching aids and educational technology in science teaching

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Topic 11: Microteaching skills

State and explain the types of reinforcement Plan and perform the skill of reinforcement in microteaching State the importance of lesson reflection/ closure Plan and perform the skill of lesson reflection/closure in microteaching Summarise what they have learnt in microteaching

Reinforcement

Practice the micro teaching skills: Reinforcement *Refer to the notes on Microteaching: practicing science teaching skills

Practice the micro teaching skills: Lesson reflection/ closure

Food for thought: (a) Recap of major ideasWhat have you learnt from the microteaching sessions? (b) Looking ahead- Discuss how you can use what you have learnt in future teaching. (c) Write a summary of 100 words.

Lesson reflection/ closure

SKEMA TLO Tajuk dan Kandungan Topic 12: Macro teaching Kuliah (1 jam) Plan and conduct whole lesson Observe/review recorded whole lessons Identify strengths and weaknesses, suggestions for improvement Replan and reteach lesson (if necessary) Importance of content knowledge and pedagogical content knowledge Tutorial 1 (1 jam) In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process). Tutorial 2 (1 jam) In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process). (a) ISL (2 jam) Find articles to read on classroom management. (b) Write a summary of 200 words.

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14

Plan and conduct a complete macro teaching session Reflect and assess the strengths and weaknesses of the macro teaching session Replan and reteach the session based on feedbacks

SKEMA TLO Tajuk dan Kandungan Topic 13: Macro Teaching Kuliah (1 jam) Plan and conduct whole lesson Observe/review recorded whole lesson Identify strengths and weaknesses, suggestions for improvement Replan and reteach lesson (if necessary) Importance of content knowledge and pedagogical content knowledge Tutorial 1 (1 jam) In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process). Tutorial 2 (1 jam) ISL (2 jam)

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15

Plan and conduct a complete macro teaching session Reflect and assess the strengths and weaknesses of the macro teaching session Replan and reteach the session based on feedbacks

In pairs: (a) Find articles to (a) Choose a read on how to create a topic from the conducive and Primary School motivating learning Science environment. Curriculum. (b) Write a summary (b) Write a lesson of 200 words. plan for a 30minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process). In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process). (a) Find articles to read on language support in the teaching of primary science in English. (b) List at least three activities that can be integrated into your science lessons.

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Topic 14: Macro Teaching

Plan and conduct a complete macro teaching session Reflect and assess the strengths and weaknesses of the macro teaching session Replan and reteach the session based on feedbacks

Plan and conduct whole lesson Observe/review recorded whole lesson Identify strengths and weaknesses, suggestions for improvement Replan and reteach lesson (if necessary) Importance of content knowledge and pedagogical content knowledge

In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process).

SKEMA TLO Tajuk dan Kandungan Kuliah (1 jam) Tutorial 1 (1 jam) Tutorial 2 (1 jam) ISL (2 jam)

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Topic 15: Macro Teaching

Plan and conduct a complete macro teaching session Reflect and assess the strengths and weaknesses of the macro teaching session Replan and reteach the session based on feedbacks Compare and contrast micro teaching and macro teaching

Plan and conduct whole lesson Observe/review recorded whole lesson Identify strengths and weaknesses, suggestions for improvement Replan and reteach lesson (if necessary) Importance of content knowledge and pedagogical content knowledge

In pairs: (a) Choose a topic from the Primary School Science Curriculum. (b) Write a lesson plan for a 30-minute lesson. (c) Conduct a macro teaching session. (d) Lecturer and peers as observers provide feedback for improving the lesson. (e) Self reflection (Thinking through the teaching and learning process).

In pairs: (a)Choose a topic from the Primary School Science Curriculum. (b)Write a lesson plan for a 30-minute lesson. (c)Conduct a macro teaching session. (d)Lecturer and peers as observers provide feedback for improving the lesson. (e)Self reflection (Thinking through the teaching and learning process).

Food for thought: (a) Recap of major ideasWhat have you learnt from the macro teaching sessions? (b) Looking ahead- Discuss how you can use what you have learnt in future teaching. (c) Write a summary of 100 words.

SKEMA TLO Tajuk dan Kandungan Kuliah (1 jam) Tutorial 1 (1 jam) Tutorial 2 (1 jam) ISL (2 jam)

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REVISION

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REVISION

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EXAMINATION

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