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[Your observations]

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[Your observations]

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15 Minute Timer with Classical, Calm Music! Countdown Timer for Kids, Piano Instrumental Music!

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In A, students basically watch a video and do a worksheet without any discussion. There is no student-student interaction.

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In A, students basically watch a video and do a worksheet without any discussion. There is no student-student interaction.

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Student in B is involved actively in searching for answers and conducting an inquiry-based experiment with peers to learn the concept. Student in A is being more spoon-fed and less collaborative learning.

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In B the activities are targeted tin providing students the platform to demonstrate WOTD. Out of the 8 WOTD descriptions, 5 of them maybe demonstrated by the students.

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Rebecca YTSS
In B, Students are actively making meaning of the phenomenon and co-constructing knowledge with their peers while in A, students are passively receiving knowledge

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- The student will be required to consider the thought process, reasoning, assertations of others and subsequently reflect on his/her own conclusions (potentially making changes based on this reflection)
- In order to do the above, the student must be able to be open-minded to diverse views that may be different from his/her own. (NOS: open to change based on evidence/developed through critical debate)
- The student will be required to co-construct knowledge with peers rather than simply receiving information and making sense of it in silo(WOTD: comms/evaluation)

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Finding out his own answers (through search engine & experiment) rather than relying on the teacher.

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Rebecca YTSS
In B, The teacher addresses misconceptions and guides students to come to their own conclusions

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[Michael SCGS] Teacher is taking a back-seat role in B. Active discussions occurs between students to construct knowledge.

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[Michael SCGS] Teacher is taking a back-seat role in B. Active discussions occurs between students to construct knowledge.

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in B,
(i)Students observe and make claims.
(ii)Students to search for explanation to support the observation
(iii)Students carry out experiment to confirm observation in video
(iv)Students learning were assessed

Students given opportunity to construct their learning through individual observation as well as group discussion. Students learn to discuss and put forth their claims and explanation.

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Student in B was given the time to search for an answer to explain the observation, while student in A received direct answers from teacher.

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In B, the teacher act as the facilitator of learning by creating engaging and exploratory learning tasks for students to learn the concept more deeply. Teacher also addresses any misconception after the exploratory phase.

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Student in B is actively making meaning of the concepts through the use of technology and PLDs, while A is reliant on the teacher to provide the answers.

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The teacher does not give the answers. Rather, the teacher guides students to discover the right answer. Teacher needs to be able to preempt the possible misconceptions and answers given. Possibly alot more pre-lesson preparation required (for resources) than in Design Map A.

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Teacher facilitated the learning and discussion without giving the direct answers to students. He/she was able to give students the time and space to derive the conclusion on their own.

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In B, the student takes greater ownership of his/her own learning, with activities and platforms for him/her to demonstrate WOTD and to gather evidence to understand NOS.

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The student has to plan an investigation to determine whether density changes are due to mass or volume. In addition to student-content interactions (like in A), there are student-teacher & student-student sharing and discussions.

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Student in B will be required to make use of the SLS ITT to record down their observations and prediction. There is a clear student-content interaction, which A does not. Student in B will subsequently be need to reason out the observations by curating information from internet sources. Also, in B, there is a group-work element, which enables student-student interaction, to co-construct and build on each other’s ideas to refine their understanding through a lab session.

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Student B is guided in his learning through various activities and inquiry question. For A, the teacher directs the question to a few students and teaching is target to the whole class.

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Lesson Plan A: Teacher centred lesson vs Lesson Plan B: is student centred lesson.

Lesson plan B allows students' thoughts/misconceptions(if any) to be seen by teachers, thereafter the teacher could facilitate the session to cater to the needs of the students. Lesson plan A is mainly teaching concepts and thereafter based on the work done by students, teacher clarify misconceptions etc.

Lesson Plan B: With the students' collaborative efforts/working together might enable more things to be addressed during lesson time rather than lesson plan A facilitated mainly by teacher.

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In B, all students are allowed to externalise their thoughts/predictions about the video. The students are then able to build on each others' answers for a discussion. In A, only a few students' answer were externalised. After predicting, students get to test their hypothesis through experiments and discussion and construct their own knowledge
while in B, students are expected to accept the knowledge based only on what is told to them by the teacher. B is more inquiry-based approach to learning science.

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Student in B needs to figure out via experiments for her/himself whether (and possibly how) density changes when mass and volume change. Student in A follows a series of steps taught by the teacher to arrive at similar conclusions.

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he is leveraging on tech to allow for collaboration and to gain feedback (heat map) to clear misconceptions.
Students construct their learning through the use inquiry expt instead of just teaching content like in design A

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The 4 elements of e-pedagogy are present in the construction of the learning experience of the students.

The teacher may have selected the inquiry learning experience for this topic as the most suitable pedagogical tool for this topic.

in the KAT, the teacher may have used a few elements like support, develop and facilitate to support the learning process.

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in B, role of teacher as facilitator. Teacher create a platform for safe discussion and collaboration. Teacher's involvement is more active and encourage students to construct knowledge.

in A, role of teacher as instructor, content delivery.

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The teacher is facilitating the discussions and sharing of information using online SLS platforms (in B) which are interactive and facilitate two-way discussion, which eventually leads to iteration and metacognition (e.g. during the planning of expt, or during the sharing of results) instead of powerpoint slides (in A) which conveys information in a one-way direction.

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The main role of the teacher in B is a curator, moderator and facilitator. The information source is via the student's own search attempts. Evidence is obtain via student's inquiry (both through online videos as well as their own lab assessments). The teacher only provides a broad direction for students to collaborate and create their own conclusions.
While the teacher clarifies misconceptions in both A and B, the approach in B would be an organic manner where misconceptions were crowd-sourced and meaningfully addresses as a common alternative. In A, the addressing of misconception for an individual may not be useful for the group/class.

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In A there is a lot of frontal teaching while in B, the teacher is a facilitator and the lesson is student-centric. Teacher in B tries to co-construct the meaning together with the students and lead them into finding the answers for themselves.

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Learning in A is more teacher-led while in B, students take an active role in consolidating their understanding through the various activities that allow exploration and collaboration.

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Teacher B uses SLS to monitor learning and gives feedback rather than the traditional pen and paper method. Teacher B select activities for student to achieve the desired learning outcome.

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The teacher in B allows for student collaboration and co-construction of knowledge, while the teacher in A seems to focus more on direct instruction.

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Lesson A : shows a video of the experiment. This is very passive.
Lesson B : the video is only a hook, stirs interests for inquiry and discussion. Later, they get to hands on. This promotes deeper learning as there is deeper student- content interaction

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In B, they are given the opportunity to articulate what they think about the phenomenon via the ITT whereas in A, only two students get to share their views with the class.

Also, in B there is collaboration in the inquiry activity. For A, basically the students work almost independently on their worksheet to consolidate their learning.

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In B, the teacher facilitates the students in constructing their knowledge through discussions, experimentation, and searching for knowledge. In other words, the teacher in B facilitates more active forms of learning. Teacher in B also allows for more automated feedback which facilitates their learning from immediate feedback. For A, the teacher facilitates the students' learning by providing the answer and allows them to demonstrate their learning only through worksheet.

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In B, the teacher had the opportunity to get students to view their peers’ responses and deliberate on these views while the teacher is clarifying misconceptions.

There is also certainly intentionality to draw upon the students’ schema and modify it in the midst of engaging the students in the ITT activities