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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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For lesson B, students have more opportunities to engage in student-directed learning and exploration.

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Difference in degree of student engagement

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Difference in degree of student engagement

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In lesson B, teacher is able to engage the whole class as individual students by getting them to do SLS packages (ITT) and discussing with their peers.

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Student has a greater role in learning in scenario B. This is because there are more channels for students to demonstrate learning and also to think deeper through suitable prompting by students.

In scenario B, there is also an opportunity to collaborate and sees into what peers are writing, providing opportunity to reflect on learning.

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Provide opportunities for all student to express their views/ answers

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Provide opportunities for all student to express their views/ answers

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In B students takes ownership of learning individually and in groups to via guided inquiry. In A, student is in a teacher centred lesson, nothing much for him to do but to listen and absorb.

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Students in B are actively trying to find out the answers to the questions/observations through internet or experimentation.

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Full engagement by students as they are required to input in the various platforms in SLS

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Activity is more student directed with the inquiry approach. There are opportunities for collaborative learning as well.

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Teacher in lesson B has to make use of students' responses on SLS to address misconceptions; requires more facilitation skills by teacher in lesson A. Teacher in lesson A is simply teaching from prepared slide deck and from selected student responses.

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Student B gets to explore and construct their learning

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In A, the teacher provided feedback to the individual student who has answered the questions

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In A, the teacher provided feedback to the individual student who has answered the questions

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Activity caters to individual students' learning as each student is able to provide a response.

Responsibility of learning also shifts more towards students as they are required to search for the answers themselves, with teacher playing a more passive role.

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Students in B actively looks for an explanation for the prediction made as compared to content being taught by teacher in A. Hence, students are 'forced' to actively process information instead of being spoon-fed.

There are more opportunities for students in B to demonstrate ways of thinking in Science (e.g. making prediction, designing investigation, communicating findings).

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Teacher is trying to see what students are thinking on a larger scale in scenario B compared to that in scenario A. Also, through use of technology, teacher in scenario B is also able to obtain immediate feedback as compared to that in scenario A, where feedback is delayed.

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More student engagement and active learning in B than in A. In lesson A, teacher calls upon selected students for answers. There is no opportunity for students to do independent as well as collaborative activities

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In B, there is a greater degree of participation by students in the learning process.

Students are doing collaborative discussion through group work (Promote thinking and discussion)

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Teacher facilitates the learning instead of being a sage on the stage. AfL for all students instead of targeted at certain individuals.

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Students are actively constructing explanation for their observations and make predictions for another scenario to extend their learning.

Opportunities for collaborative learning that promotes deeper thinking and discussion.

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In B, teacher encourages students' self-directed learning and facilitates students' learning by helping to ensure that the information collected is relevant and accurate.

In A, teacher has to take a more active role in teaching the concept, and only relies on a small number of students to provide responses to further the lesson along.

In B, teacher is also able to better know students' (mis)conception as they are able to collect data from each student individually rather than only dipstick a few students' understanding.

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More pre-work required for Teacher in B in planning and structuring the lesson. Once that is done, teacher can play facilitator role while students take charge of their learning individually and in groups. But Teacher in B need to think on the feet and respond base on students work, product or progress.

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Activity B uses the inquiry based approach where the learner takes responsibility in curating information from internet, learns and draws conclusion and proposes possible solutions. There is also the element of group work whether students build on each others' understanding via collaboration

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Teacher facilitates learning in a more progressive manner with learning activity for each phase as opposed to a main lecture in scenario A.

Teacher provides a safe space for errors to be made and co-construction of knowledge. Students learn from each others' answers when teacher clarifies misconceptions.

Feedback is also provided immediately to the students after they complete the SLS Quiz and FRQ.

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In B the teacher is facilitating student focused interaction for learning. There is a spiral of learning interaction from individual to class.

Facilitation of learning is done using SLS as the main platform with the various tool embedded. There is also assessment of learning provided by the teacher to all the students through the ITT in SLS. The quiz at the end provides each student with their own specific feedback of their learning, while at the same time providing info to the teacher through the heatmap to check for any gaps in learning that need to be closed in the subsequent lesson.

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Activity B allows more student agency in its LEs. Responsibility is shifted towards the student