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Students engage with Augmented Reality to visualize particle arrangements in different states of matter

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1.Reflection on Pair Teaching Experience

Pair teaching has been a valuable and enriching experience. Collaborating with my teaching partner allowed us to share diverse ideas and perspectives while constructing the lesson plan, ensuring that the activities were well-aligned with learning standards and tailored to pupils' needs. This collaboration resulted in more effective and engaging lessons. By combining our strengths, we created a richer, more well-rounded learning experience for the pupils. The continuous feedback we gave each other allowed us to quickly assess what was working and what needed improvement. When teaching alone, it’s easy to miss certain weaknesses, but in pair teaching, we could identify and address them together, making the problem-solving process more efficient.

One of the most rewarding aspects of pair teaching was our joint exploration of new educational apps. Through experimentation, we discovered innovative tools that made lessons more interactive and engaging for the pupils.

2.Multiple AI/Apps use

a) Magic School AI:

- I begin by using Magic School AI to draft the initial lesson plan. I've noticed that the quality of AI-generated results improves significantly when I provide clear, detailed prompts. By offering more context, outlining expectations, and specifying key details, the lesson plan becomes more customized and aligned with my teaching goals. For instance, when creating a lesson plan, I specify the topic, learning objectives, the type of activities (such as hands-on experiments), the class context (number of students, prior knowledge), and the performance standards.

- After receiving the draft of lesson plan from Magic School AI, I review and modify it. These modifications are usually focused on adapting the lesson to fit the unique needs of my classroom. For example, if the AI suggests certain activities, I might adjust the timing or include additional materials based on my available resources or the class size.

b) ChatGPT:

- Once I’ve tailored the draft from Magic School AI, I use ChatGPT to further refine and enhance the lesson plan, ensuring that the activities are more practical, engaging, and interesting for the students.

- ChatGPT not only helps improve the language and structure of the lesson plan but also suggests more diverse teaching methodologies, including the integration of digital learning tools and cross-curricular elements.

-By combining these two AI tools, I can create highly customized, interactive, and well-structured lesson plans that align with my teaching objectives and meet the learning needs of my students. This method saves time, boosts creativity, and ensures that my lesson plans are detailed and engaging.

c) Canva

I use Canva to create interactive slide presentations. The app’s ease of use and versatility allows me to design visually appealing and engaging slides, making the content more interesting and accessible to my pupils. Additionally, I include activity instructions on the slides, allowing pupils to read the guidelines after I have verbally explained them. This helps reinforce their understanding and ensures that they have a clear reference point as they engage with the activities.

d) Augmented Reality (AR) with Assemblr Edu
This app enables pupils to visualize the arrangement of particles in the states of matter (solid, liquid, and gas) in 3D. The AR technology brings these abstract concepts to life, making it easier for pupils to grasp and remember the differences between the states of matter. By interacting with the models in AR, pupils gain a deeper, more practical understanding, which traditional 2D images often fail to achieve.

e)  Scratch for Simulations
I utilize Scratch to demonstrate particle movement in solids, liquids, and gases. Through this simulation, pupils can conduct virtual experiments and observe how particle movement changes when matter is heated or cooled.

f) Quizizz Paper Mode

For evaluation, I use Quizizz Paper Mode, a convenient tool for assessing pupil performance. This approach saves time by eliminating manual marking and offers instant feedback, allowing pupils to see their results immediately through the automatic grading system. Additionally, Quizizz generates detailed reports that highlight questions pupils struggled with, helping me identify learning gaps and simplifying the management of large classes.

3.My Experience Using the PEOE Approach

a)Engagement Phase:

At the start of the lesson on changes in the state of matter, I used Augmented Reality (AR) models to display 3D visuals of particle arrangements in solids, liquids, and gases. Students were then asked to predict how the arrangement of particles would change if the substance gained or lost heat. This initial prediction encouraged them to engage with the concept and set the stage for deeper thinking as they explained their reasoning.

b)Exploration Phase:

In groups, students predicted the outcomes of various experiments demonstrating the changes in the state of matter (melting, boiling, condensation, etc.) and explained their reasoning based on what they already knew about heat's effect on matter. After conducting the experiments, they observed the results of the experiment, then compared the results to their predictions. This comparison allowed them to discuss why their predictions were accurate or needed adjustment, reinforcing their understanding.

c)Explain Phase:

During the Explain phase, each group presented the results of their experiments. They explained the processes they observed, such as melting, boiling, or condensation, detailing how the states of matter changed due to heat gain or loss. This phase helped solidify their understanding by articulating the connection between their observations and the scientific concepts.

d)Elaboration Phase:

In the Elaboration phase, students were asked to predict and discuss in groups how changes in state would apply to daily life situations, such as ice melting on a hot day or condensation forming on a cold glass. They then explained their predictions based on their understanding of heat transfer. Reflecting on past experiences or similar observations, they observed how these processes occur in real-world contexts. Finally, students explained their group discussion during their presentations, connecting the scientific principles with everyday phenomena to deepen their understanding.

4.Opinion on Guidance Lecturer and Guidance Teacher
a)Guidance Lecturer

Feedback and Rechecking: She meticulously reviewed my lesson plans and provided constructive feedback. This input was instrumental in identifying areas for improvement, ensuring my objectives were clear, and helping me align my activities with curriculum standards. Her insights allowed me to fine-tune the structure and content of my lessons, making them more effective and engaging for the pupils.

Introducing Apps and AI Tools: She introduced various apps and AI tools to enhance teaching and learning sessions, making them more interactive and promoting meaningful learning. This incorporation of technology has helped create a dynamic learning environment that resonates with pupils.

Clarifying Instructions: She emphasized the importance of giving clear and concise instructions to pupils, which was vital for maintaining classroom management and ensuring that all pupils understood the tasks at hand.

b) Guidance Teacher

Alternative Solutions: Recognizing that certain materials were unavailable in the school, my guidance teacher suggested several alternatives.

Resourcefulness and Creativity: Her suggestions not only ensured that the lesson could proceed as planned but also inspired me to think outside the box when faced with resource limitations. This experience taught me the importance of flexibility and adaptability in teaching, especially when working with limited resources.

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CHIEN MING MING

1. Reflection on Pair Teaching Experience:
In pair teaching with my peer, I found the experience to be collaborative and enriching. We were able to split tasks efficiently—while one of us managed the classroom and engaged students during discussions, the other focused on technical aspects like setting up the multimedia aids (Canva slides, YouTube video, and simulator). This division allowed us to manage the lesson flow smoothly. We also supported each other during questioning sessions, ensuring students received prompt feedback. I appreciated the opportunity to share ideas and learn from my peer’s teaching style, which added diversity to the learning environment.

2. Use of Multiple AI to Prepare RPH (Lesson Plan):
I used AI tools to streamline and enrich my lesson planning process. For example, I relied on Canva for designing visually appealing slides, which helped make complex concepts like moon phases more accessible to students. I also utilized a lunar phase simulator to provide an interactive experience. The AI-supported platforms allowed me to incorporate multimedia into the lesson, making it more dynamic. AI also assisted in generating higher-order thinking (KBAT) questions, helping to craft discussions that encourage critical thinking among students.

3. Experience of Using the PEOE (Predict, Explain, Observe, Evaluate) Approach:
Using the PEOE approach was highly effective in engaging students throughout the learning process. When I asked students to predict what would happen if the moon emitted its own light, it piqued their curiosity. During the explain and observe phases, the combination of multimedia aids and group discussions fostered deeper understanding, as students could visually see the changes in moon phases. The evaluate phase, where students shared their findings, allowed them to critically reflect on their initial predictions and observations, reinforcing their understanding.

4. Opinion on Having Pensyarah Pembimbing and Guru Pembimbing:
The support from Pensyarah pembimbing and guru pembimbing was invaluable. Having both helped me gain insights from multiple perspectives. The Pensyarah pembimbing provided academic feedback, ensuring the lesson aligned with pedagogical principles, while the guru pembimbing gave practical classroom management advice. Their guidance helped me refine my lesson plan and execution, ensuring a balance between theoretical content and practical application, which greatly enhanced my teaching effectiveness.

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1. Reflection on Pair Teaching Experience

In my pair teaching experience, collaboration with a peer allowed us to share the responsibilities of planning, delivering, and reflecting on the lesson. We were able to combine our strengths and cover each other’s weaknesses. The process required clear communication, as we had to ensure that our teaching styles were aligned. There were moments of challenge, particularly in balancing our contributions during the lesson, but it helped me improve my ability to adapt and be flexible. Overall, pair teaching was a great opportunity for self-improvement, as we could give and receive constructive feedback, enhancing our teaching skills together.

2. Using Multiple AI Tools to Prepare Rancangan Pengajaran Harian (RPH)

To prepare my Rancangan Pengajaran Harian (RPH), I’ve used multiple AI tools such as ChatGPT and MagicSchool AI. ChatGPT helps by generating detailed lesson plans, suggesting activities, and offering alternative explanations for concepts I plan to teach. This has been particularly helpful when I'm brainstorming different methods to engage students. MagicSchool AI, on the other hand, assists with the formatting and structuring of my RPH to ensure that all required elements are included. Using these AI tools has streamlined the preparation process, providing me with more time to focus on refining lesson delivery and differentiation.

3. Experience Using the PEOE Approach

The Predict-Explain-Observe-Explain (PEOE) approach is effective in promoting student engagement and critical thinking. In my experience, it encourages students to be active participants in their learning. When they are asked to make predictions, they become more invested in the outcome. During the lesson, when students explain their reasoning, I get a chance to assess their prior knowledge. The observation stage brings an element of discovery and inquiry. The final explanation stage allows students to compare their initial thoughts with the observed reality, leading to a deeper understanding. PEOE is great for building scientific thinking, but it also requires careful planning to ensure each step flows smoothly.

4. Opinion on the Role of Pensyarah Pembimbing and Guru Pembimbing

Having both a pensyarah pembimbing (lecturer supervisor) and a guru pembimbing (mentor teacher) during teaching practice has been invaluable. The pensyarah pembimbing provides guidance from an academic and pedagogical perspective, helping me refine my teaching methods and lesson structure. Their feedback is often theoretical, offering insights on how to align my teaching with educational standards. On the other hand, the guru pembimbing offers practical, real-world advice on managing the classroom, understanding the students, and navigating school-specific challenges. Both play complementary roles in my professional development, as the pensyarah pembimbing focuses on long-term teaching growth, while the guru pembimbing helps with day-to-day teaching improvements.

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1.Reflection on Pair Teaching with a Peer

My experience in pair teaching with a peer was an enriching and collaborative one. Working together allowed us to combine our strengths, share ideas, and provide different perspectives on lesson delivery. We supported each other in planning and managing the classroom. One notable benefit was the division of responsibilities, where one could manage the classroom while the other focused on content delivery. This approach also helped in providing individualized attention to students, especially during group work or when students needed extra clarification. Pair teaching fostered a stronger classroom dynamic, as we alternated roles, keeping the students engaged and attentive. However, it also presented challenges, such as coordinating lesson timing and ensuring seamless transitions between activities. Overall, the experience enhanced my teaching practice by fostering teamwork and encouraging reflective teaching through feedback from my peer.

2.Using Multiple AI to Prepare RPH

I utilized various AI tools to prepare the RPH (Rancangan Pengajaran Harian), which greatly streamlined the planning process and improved the quality of my lessons. Here’s how I incorporated different AI tools:

- Magic School: Magic School helped in curating resources, worksheets, and materials tailored to my lesson topics. The AI's ability to generate customized learning aids allowed me to differentiate instruction based on students' levels and needs. It also provided a platform for collaborative resource sharing, which saved time and enriched lesson content.

- ChatGPT: I relied on ChatGPT for brainstorming lesson ideas, generating explanations, and drafting reflection questions. This AI was particularly helpful when I needed creative teaching strategies, higher-order thinking questions, or quick content summaries. Additionally, it assisted in refining lesson objectives and aligning them with learning standards.

- Canva: I used Canva to design visually appealing slides, posters, and worksheets. The platform’s AI features allowed me to create engaging visuals without needing advanced design skills. This helped to maintain student interest and catered to diverse learning styles, particularly visual learners. Canva was also invaluable for creating group activity templates and multimedia content that made lessons more interactive.

The combination of these AI tools provided me with an efficient way to plan, design, and deliver engaging lessons while also ensuring that my RPH was comprehensive and aligned with learning standards.

3.Experience Using the PEOE Approach

The PEOE (Predict, Explain, Observe, Explain) approach has been an effective teaching method in my science classes. I found that this strategy promotes critical thinking and engages students in the learning process by encouraging them to predict outcomes, observe real-time phenomena, and explain their reasoning. The predict phase helped students activate their prior knowledge, while the observe phase allowed them to test their predictions through hands-on activities or demonstrations. This process encouraged scientific thinking, and students felt more involved in discovering answers rather than passively receiving information. However, the challenge with PEOE was ensuring that students accurately connected their predictions to their observations and explanations, especially for slower learners who sometimes struggled to articulate their thoughts clearly. Despite this, the approach fostered a deeper understanding of the content, and students found it rewarding to see their hypotheses either confirmed or disproven.

4.Opinion on Having Pensyarah Pembimbing and Guru Pembimbing

Having both a Pensyarah Pembimbing and a Guru Pembimbing was highly beneficial in assisting me with carrying out my lessons. The Pensyarah Pembimbing provided academic and pedagogical guidance, offering insights into teaching strategies, curriculum alignment, and lesson planning. Their feedback was particularly useful for improving my theoretical understanding and reflective practice. Meanwhile, the Guru Pembimbing offered practical, classroom-based support, such as managing student behavior, classroom organization, and real-time teaching techniques. They were invaluable in helping me adapt my lessons to the specific needs of the students and the school environment. Having both mentors allowed me to grow both theoretically and practically as a teacher. The dual support ensured that I was well-rounded in my teaching practice, combining strong content knowledge with effective classroom management strategies.

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1. Reflection on Pair Teaching Experience
Pair teaching with my peer was a great experience. We shared the load of planning, delivering, and reflecting on our lessons, and it was beneficial to see each other’s teaching styles and learn from one another. Working together made managing the class easier and helped us meet the needs of different students. We gave each other constructive feedback, which helped us improve. Overall, this experience boosted our communication skills and teamwork since we had to ensure our approaches were in sync.

2. Using Multiple AI Tools to Prepare RPH
When preparing my lesson plans (RPH), I used various AI tools to help me work more efficiently. For example, I used ChatGPT to come up with creative lesson ideas and interactive activities, and Magic School was great for automating some of the planning tasks and personalizing learning materials. Canva was my go-to for creating visual materials, like diagrams and infographics, to make my lessons more engaging. Overall, these tools saved me time and really improved the quality of my lesson plans.

3. Experience with the PEOE Approach
The PEOE (Predict, Explain, Observe, Explain) method worked well in my lessons on levers. It encouraged students to make predictions based on what they already knew, which got them excited and curious. After predicting, they did hands-on experiments to see what actually happened, which helped them understand the principles behind levers better. The whole process of predicting, observing, and explaining helped them refine their ideas and deepen their understanding of the topic.

4. Opinion on the Role of Pensyarah Pembimbing and Guru Pembimbing
Having both a Pensyarah Pembimbing and a Guru Pembimbing was helpful. The Pensyarah Pembimbing gave me a lot of theoretical insights and teaching strategies, which helped me improve my lessons. On the other hand, the Guru Pembimbing provided practical advice for dealing with the day-to-day challenges in the classroom. Together, they helped me connect theory with practice, making sure my lessons were both well-designed and practical. Their support was key in helping me overcome difficulties and continuously improve my teaching.

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LU HUI SZE

1. Reflection on Pair Teaching with Peer
Pair teaching with my peer has been a valuable experience. It gave me the chance to observe different teaching styles and learn new strategies from my peer. One key lesson I learned was how to effectively manage time and break down complex concepts into simpler parts to improve student understanding. My peer excelled in using creative examples during lessons, which made the content more engaging. We worked collaboratively, giving each other constructive feedback, and this helped us refine our teaching techniques. The support and collaboration boosted both our confidence in the classroom.

2. Using Multiple AI to Prepare RPH
I have used ChatGPT and Magic School AI to prepare my RPH. ChatGPT helps me generate comprehensive lesson ideas, activity suggestions, and even assessments based on the subject and objectives I input. I often use it to brainstorm engaging activities that match the learning goals. Magic School AI, on the other hand, provides me with ready-made templates, classroom management tips, and lesson structures tailored to specific educational standards. Combining these two AI tools enables me to create detailed, organized, and interactive lesson plans efficiently, saving me time while ensuring the lessons are effective and dynamic.

3. Experience Using the PER Approach

Using the PER (Predict, Explain, Reasoning) approach in experiments like sink and float, water absorption, and elasticity of materials has significantly enhanced student engagement and understanding. By encouraging students to predict outcomes, explain concepts, and reason through their observations, this method promotes active learning and critical thinking. It helps students connect theoretical knowledge with practical experiences, reinforcing key scientific principles in a meaningful way. The approach not only deepens their understanding but also demonstrates the real-world relevance of the concepts they are learning, making science more interactive and relatable. For this experiment, I started by asking students to observe and predict whether various objects (e.g., a plastic spoon, paper clip, chopstick and others) would sink or float when placed in water. They wrote down their observation and shared their ideas with the class. Next, I explained the concept of buoyancy, density, and how the properties of materials affect whether an object sinks or floats. In reasoning phase. students were asked to justify why some objects floated and others sank based on what they learned about density and buoyancy. This phase deepened their understanding by connecting theory with actual observations.

4. Opinion on Having Pensyarah Pembimbing and Guru Pembimbing
Having the guidance of both the Pensyarah pembimbing and Guru pembimbing has been incredibly beneficial. They always help us modify our ideas and provide valuable feedback on our lesson plans and teaching techniques. Their insights have enabled me to approach lesson preparation and execution with more structure and clarity. They help highlight areas of improvement while encouraging innovative ideas. The ongoing support from both gives me confidence in implementing lessons that are well thought out and aligned with educational standards.

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1. Reflection on Pair Teaching Experience

Teaching in pairs with my peer has been a rewarding experience, allowing for collaboration, support, and the opportunity to learn from one another. Throughout the process, we balanced our strengths and complemented each other's teaching styles. One key takeaway from this experience was the importance of communication and planning. We had to work closely to ensure our lesson plans were cohesive and that our roles in the classroom were clear. This collaboration helped to reduce pressure, and I gained new insights into classroom management and student engagement by observing my peer's techniques. We handle the experiment and lead the groups together. Overall, pair teaching fostered a dynamic learning environment where we could both reflect on our practice and improve together.

2. Using Multiple AI to Prepare RPH

When preparing my lesson plans (RPH), I use a combination of Magic School and ChatGPT to streamline and enhance the process. Magic School is useful for organizing the overall structure of my RPH. It helps me set objectives, define learning outcomes, and plan out the lesson stages (introduction, activity, closure) efficiently.

I rely on ChatGPT to add creativity and engagement to the lessons. For example, it helps me design interactive icebreaker activities, come up with interesting story for my engagement phase. I also ask ChatGPT to generate teaching ideas tailored to the specific needs of my students, whether it's simplifying a difficult concept or offering alternative ways to introduce a topic.

3. Experience Using the PEOE Approach

For penyeliaan 2, I used CER strategy in my class. The Claim, Evidence and Reasoning(PER) approach has been an effective strategy in my teaching. It encourages students to think critically and engage with the material more actively. During my lesson on materials properties, I begin by teaching students how to make a clear, concise statement or claim about a property of a material. For example,a student's claim was: "Iron will sink in water."

For evidence, I encourage students to gather and present evidence based on their observations or data from experiments. In this case, the student said that he noticed that the iron is sink at the bottom of the bottle in the experiment.For reasoning phase, I guided students through this process by helping them relate their observations to scientific concepts such as density. The student explained that the iron will sink because it is denser than the water.

4.Opinion on the Role of Pensyarah Pembimbing and Guru Pembimbing

Having both a Pensyarah Pembimbing and Guru Pembimbing has been invaluable in supporting my teaching journey. The Pensyarah Pembimbing provided insights from an academic perspective, offering feedback on lesson planning and the theoretical underpinnings of my teaching strategies. They encouraged me to critically reflect on my pedagogical approaches and pushed me to explore different methodologies. For example, my pensyarah pembimbing always remind to let students think and do not talk too much in class. On the other hand, the Guru Pembimbing provided practical, hands-on guidance. She gives me useful reflection after my every lesson. They helped me understand the school environment, student dynamics, and classroom management. The combination of both perspectives helped me grow as a teacher by ensuring that I balanced theory with practice, making my lessons more effective and relevant to my students.