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Use of flipped classroom model especially for pre-practical briefing sessions. Practical videos by chem unit were recorded and assigned to students to view prior to the practical sessions. This allowed students to be more prepared in the conduct of the actual practical so that more time could be channeled to the discussions and conclusions.

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Technology is used to facilitate or bring about the student to formulate ideas and thoughts that will help them craft the understanding for the concepts taught.

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The activity is more varied and allowed for more processing of information and having to sieve through information and make value judgement on what information is relevant and important.

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It does not really stretch the students as the tasks seemed like what they could have taken from the textbook. The students do not really need to think hard to get the answers.

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Being able to answer student's question instead of telling them to memorise certain facts will mean that students are learning actively. 

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Being able to answer student's question instead of telling them to memorise certain facts will mean that students are learning actively. 

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More coherence between learning outcomes, activities and assessment tasks. More supported and structured learning experiences. Varied learning interactions like student-content, student-peer and student-teacher. More intentional use of technology affordances like use of google doc and google slides to enhance learning process

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Students' profile and abilities were clearly considered when activities were planned. Success criteria and lesson objectives were clearly stated for the lesson.

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Students' profile and abilities were clearly considered when activities were planned. Success criteria and lesson objectives were clearly stated for the lesson.

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No success criteria and not much assessment and monitoring. Lesson flow could be improved.

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Lesson B - Profile of students was considered. Prior knowledge of students was taken into account. There was scaffolding to guide the learning process. Various activities to engage students, eg research work, video, etc.

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Lesson B - Profile of students was considered. Prior knowledge of students was taken into account. There was scaffolding to guide the learning process. Various activities to engage students, eg research work, video, etc.

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Inadequate Planning Considerations & Use of Technology to enhance Learning Interactions

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Inadequate Planning Considerations & Use of Technology to enhance Learning Interactions

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Inadequate constructive alignment in the lesson design, instructional flow can be improved, using different learning interactions instead of mainly student-content, better use of technology to enhance learning process

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Lesson A - No lesson objective, success criteria not mentioned. No activity to activate prior knowledge or close learning gap. No scaffolding to help students with the flow of the lessons. Too many learning tools without proper consideration of intent. eg, Role play, popplet, etc. 

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Lesson A - No lesson objective, success criteria not mentioned. No activity to activate prior knowledge or close learning gap. No scaffolding to help students with the flow of the lessons. Too many learning tools without proper consideration of intent. eg, Role play, popplet, etc. 