Sunday, March 8, 2009
Sunday, January 25, 2009
Reflection
The dictionary definition of science begins something like this: The observation, identification, description, experimental investigation, and theoretical explanation of natural phenomenon. The definition about science is important to understand by the teacher to promote the interactive ways of teaching and learning activities. At the same time, as a teacher, we will find the suitable ways to make students easier to understands about the various theories of science. By using the latest technology include of ICT, i will improve my teaching method and use various of ICT application to make the students enjoy and fun during learning of science.
Teaching philosophy
As a teacher, in one sense, the students are our customers, and we must strive to provide the highest level of customer service that we can. This means working diligently to ensure that they learn, and that they develop academically and personally. Students have a big responsibility in this process, and our job is to help them to achieve success.
I always try to improve my style of teaching. I want the students to view their learning experience in my class as something different, something that holds their interest and helps them to learn. I want them to look forward to the class, to come to class ready to learn.
I try to be animated in my teaching, roving around the class, telling jokes or stories to keep the students alert, and involving them in examples, exercises, and discussions. I believe that learning will occur best when the student is involved. Developing that involvement is an important goal of my teaching methods.
The role of the teacher is to provide information to students. This is often where most, if not all, teachers differ. The approach used to present information to students is vital to the student's educational well-being. The behavioral learning approach best supports the role of a special education teacher in that these teachers must present information to students in a multi-sensorial fashion; they cannot simply rely on discovery learning or reasoning to get the information distributed to their students.
The theoretical orientation of the behavioral learning approach best describes my classroom teaching approach as a special education teacher. In a behavioral learning approach, it is believed that students acquire knowledge about things that are experienced through the senses of sight, sound, touch, smell and taste. It is only through these experiences that the student validates their knowledge through observation and experiment.
Teachers are life long learners. In being so, I attend workshops, conferences, and now I also further my study at Universiti Pendidikan Sultan Idris to improve myself and keep up-to-date with what is happening in the field of education and technology.
I always try to improve my style of teaching. I want the students to view their learning experience in my class as something different, something that holds their interest and helps them to learn. I want them to look forward to the class, to come to class ready to learn.
I try to be animated in my teaching, roving around the class, telling jokes or stories to keep the students alert, and involving them in examples, exercises, and discussions. I believe that learning will occur best when the student is involved. Developing that involvement is an important goal of my teaching methods.
The role of the teacher is to provide information to students. This is often where most, if not all, teachers differ. The approach used to present information to students is vital to the student's educational well-being. The behavioral learning approach best supports the role of a special education teacher in that these teachers must present information to students in a multi-sensorial fashion; they cannot simply rely on discovery learning or reasoning to get the information distributed to their students.
The theoretical orientation of the behavioral learning approach best describes my classroom teaching approach as a special education teacher. In a behavioral learning approach, it is believed that students acquire knowledge about things that are experienced through the senses of sight, sound, touch, smell and taste. It is only through these experiences that the student validates their knowledge through observation and experiment.
Teachers are life long learners. In being so, I attend workshops, conferences, and now I also further my study at Universiti Pendidikan Sultan Idris to improve myself and keep up-to-date with what is happening in the field of education and technology.
Lesson Plan
This is my science lesson plan:
•Subject: Science
•Topic: Absorption of Digested Food
•Time: 80 minutes
•Learning Area: Nutrition
•Teaching & learning approach: Mastery learning
•Learning Outcomes:
–To explain the process of absorption of the products of digestion
–To make inference about the absorption of glucose through a Visking tube
•Science process skills: Observing, inferring, communicating, interpreting data, experimenting
•Thinking skills: Attributing, relating, making analogies
•Moral values: Being systematic, being cooperative, thinking rationally
•Learning Activities
–Teacher asks students to name the end products of digestion of carbohydrates, proteins and fats.
–Teacher instructs students to carry out experiment.
–Teacher reminds them to note down the results of the iodine test and Benedict’s test.
–Teacher asks students to write a science report for the experiment.
•Discussion
–In the process of absorption, substances with small molecules (like glucose) will able to diffuse through the wall of small intestine.
–Substances with big molecules (like starch) cannot diffuse through wall of small intestine.
–The food must be digested first into simple molecules before it can diffuse through wall of small intestine.
•Subject: Science
•Topic: Absorption of Digested Food
•Time: 80 minutes
•Learning Area: Nutrition
•Teaching & learning approach: Mastery learning
•Learning Outcomes:
–To explain the process of absorption of the products of digestion
–To make inference about the absorption of glucose through a Visking tube
•Science process skills: Observing, inferring, communicating, interpreting data, experimenting
•Thinking skills: Attributing, relating, making analogies
•Moral values: Being systematic, being cooperative, thinking rationally
•Learning Activities
–Teacher asks students to name the end products of digestion of carbohydrates, proteins and fats.
–Teacher instructs students to carry out experiment.
–Teacher reminds them to note down the results of the iodine test and Benedict’s test.
–Teacher asks students to write a science report for the experiment.
•Discussion
–In the process of absorption, substances with small molecules (like glucose) will able to diffuse through the wall of small intestine.
–Substances with big molecules (like starch) cannot diffuse through wall of small intestine.
–The food must be digested first into simple molecules before it can diffuse through wall of small intestine.
Subscribe to:
Posts (Atom)
