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I like what Einstein said about learning: “Education is what remains after one has forgotten what one has learned in school.” Students may not remember the subject content after graduation, but they will remember the process they went through in learning. My goal is to use inquiry-based approaches, so that they can develop critical thinking skills and transfer skills in their lives.

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using simulations and hands-on activities

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using simulations and hands-on activities

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In my science 8 classes, students explore phase change simulations to draw relationships between energy and state of matter before I teach them the concepts. Students constantly engage in small group discussions to help each other learn and share different ideas.

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To prepare for group discussions, students need to do readings before coming to classes. They research about topics they like to discuss, post articles for classmates to read before coming to class, and lead small group discussions using questions they made beforehand.

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Concept-based instruction is driven by “big ideas” rather than subject-specific content. Concept-based Learning:

- creates connections to students’ prior experience.
- brings relevance to student learning.
- facilitates deeper understanding of content knowledge.
- acts as a springboard for students to respond to their learning with action.

I would implement concept-based learning so that students will be able to make interdisciplinary connections using key concepts. The world is developing rapidly and it’s possible that students will need to solve questions that don’t exist currently. Enabling them to see bigger and broader perspectives is one of the most important things I believe teachers should do. In order to achieve it, I would use case studies and real-life context questions in my lesson planning to help them make connections with broader concepts.

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To help students draw connections between facts, key concepts and generalization learned in class, students create a concept map to show their understanding.

step 1: choose 3 concepts that describe things we learned in this unit (science 8 chemistry).
- e.g. interaction, conditions..etc
step 2: add key topics that are related to these concepts.
- e.g. chemical change, physical change..etc
step 3: add details, stats and information to your map as a form of evidence
- e.g. molecules interact and collide with each other to form new products.
- e.g. evidence of chemical change: colour change, odour...etc

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When parents ask their children, "What did you learn in school today?", some of the common answers are "nothing", "we did an experiment". Teachers design their lessons with certain learning objectives in mind, but students may not "see" it clearly.

Visible learning means two things to me:
1) make students' learning visible to teachers so they can know whether the lessons have an impact on students' learning.
2) make teaching visible to students so that students understand why they need to learn, how much they have learned and become self-motivated learners.

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1) give simple and clear learning objectives for each lesson
e.g. I can identify physical and chemical change in daily life.
I can explain physical and chemical change with evidence.

2) self-reflections
students reflect about their strengths and weaknesses with evidence, and set goals for improvement.

3) science journal
students write reflections, progress of project, article analysis in a journal to keep track of their learning progress

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Each students has unique talents and different learning style. These are some ways I incorporate differentiation in my classroom.
1) content: enrichment and IEPs
2) multimodal approaches to present concepts
3) products

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When I teach a lesson, I always lay out 3 sections in my lesson plan and notes: enrichment, main/basic contents and contents I can leave out for IEPs.
Enrichments include challenge questions or additional information students

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By involving a number of senses in learning - visual, auditory, kinaesthetic – students are more engaged during learning, and they understand and remember more.
- using text sets: combining videos and reading passages for students to explore new information.
- using small whiteboards in classrooms: students write down discussion question answers together and share answers with each other.
- using simulations and demonstration: students explore new concepts with computer simulations and class demonstration. Student volunteers act out the concepts (e.g. physical and chemical change)

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This is commonly done with class activities, assignments, and projects.
For example, when students do a research project on different diseases, they can choose differnt format to present their project: Brochure or pamphlets , webpage(s), website, story book, video (3-5mins), poster, newspaper article, or any other format they discuss with me in advance.

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Using story telling to model appropriate behaviour is one of the most useful and enjoyable class management methods I used in my classes.
When I was teaching science 8, I showed the students a youtube video about "Why is it important to listen?". Students enjoyed watching it and they all agreed to not talk over the teacher and peers to show respect.