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The students were highly engaged in the projector-making activity, fully immersing themselves in observation and learning.

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1. Reflection: Experience in Pair Teaching with my peer (Ming Ming)

During my experience in pair teaching with her, I learned many valuable lessons about collaboration, task division, and how to respond flexibly to classroom challenges. By reviewing the strengths and areas for improvement in our teaching, I better understood the importance of teamwork in teaching.

a. Strengths:

- Clear Division of Responsibilities and Smooth Collaboration: When preparing the lesson plan, my peer and I were able to clearly divide the teaching stages. For example, my peer was responsible for the Exploration Stage, while I handled the Development and Evaluation Stages. We co-managed the Explanation Stage, which ensured the lesson flowed smoothly, with each part having someone in charge, preventing confusion during teaching. We also helped each other by taking photos and recording videos to facilitate post-lesson reflection and improve the RPP.

- Innovation in Teaching Activities: Through collaboration, we exchanged creative teaching ideas. In the Development Stage, my peer and I agreed to let students use flashlights for the constellation projection activity, which increased students' hands-on involvement and made the lesson more engaging and interactive.

b. Weakness:

- Coordination Consistency: Although we worked well together most of the time, there were still some coordination issues with specific teaching details. For instance, when guiding students to understand certain concepts, my peer and I had different questioning approaches, which caused some confusion among students. This made me realize that in pair teaching, both parties need to reach a better consensus on the details of the teaching content.

c. Improvement Measures:

- More Communication and Rehearsal Beforehand: To avoid inconsistency in the classroom, we should spend more time rehearsing the teaching process before the lesson, particularly in how we guide and answer questions. This would ensure that we maintain a consistent approach to guiding students during the lesson, preventing confusion.

2. Experience in Using Multiple AI Tools to Prepare RPH

While preparing my daily lesson plan (RPH), I used multiple AI tools to enhance my teaching content and methods.

a. Content Generation and Optimization: I used AI tools to generate explanations of scientific concepts, such as how to effectively introduce topics like constellations and materials science. AI helped me simplify complex scientific concepts, making them easier for Year 5 students to understand​.

b. Teaching Design Assistance: I used AI to create creative teaching activities, such as the constellation projector-making activity and designed interactive classroom exercises like the "Find Out Who I Am" game to strengthen students' hands-on skills and teamwork​.

c. Resource Integration: AI tools helped me integrate different teaching resources, such as slides, videos, and presentations, ensuring the diversity of course materials. I also incorporated students' real-life experiences and interests to design engaging lesson flows.

d. Reflection and Improvement Suggestions: After the lesson, AI helped me quickly generate teaching reflections and provided targeted improvement suggestions based on student feedback and performance.

With the help of AI tools, I could efficiently prepare detailed RPH while ensuring that the lessons were creative and tailored to the student's actual needs.

3. Experience Using the PEOE Teaching Approach

PEOE (Predict-Explain-Observe-Explain) is a highly effective science teaching strategy, which I have widely applied when teaching constellations and materials science.

a. Predict: Before showing students a video about constellations, I asked them to guess what content or constellations they would see. For example, when introducing the Big Dipper and Orion, I had students predict the characteristics of these constellations based on their prior knowledge​.

b. Explain: After making their predictions, I guided the students to explain why they made such predictions. Through questioning and guidance, I encouraged students to use their previous experiences to offer reasonable explanations.

c. Observe: Students validated their predictions by observing constellation patterns or watching the video. During the observation phase, students used the Star Walk app to view the real night sky, greatly enhancing their learning experience.

d. Explain: After the observation, I had the students explain their findings again and correct any misunderstandings. This approach helped students deepen their understanding of scientific phenomena and fostered their critical thinking skills.

To sum up, using the PEOE method not only kept students highly engaged but also significantly improved their ability to learn independently.

4. Opinions on the Support from Mentoring Lecturer and Classroom Teacher

Throughout the teaching process, the support of both the Pensyarah Pembimbing (Mentoring Lecturer) and the Guru Pembimbing (Classroom Teacher) was invaluable:

a. Guidance from the Lecturer: The Pensyarah Pembimbing provided detailed feedback during the lesson preparation phase, helping me refine the lesson structure and teaching strategies. For instance, they gave advice on how to better incorporate cross-curricular elements to ensure lesson diversity​​.

b. Support from the Classroom Teacher: The Guru Pembimbing and Pensyarah Pembimbing offered critical support during the actual teaching, especially in classroom management and time management. Their assistance allowed me to handle classroom discipline more confidently. They also helped observe each student's performance, enabling me to adjust the teaching content as needed.

c. Collaborative Experience: Both mentors provided valuable insights and suggestions, especially in reflecting on each lesson. They helped me evaluate student feedback after each class and adjust the lessons based on the varying learning needs of the students.

Overall, the support from both the mentoring lecturer and the classroom teacher greatly enhanced my effectiveness in the classroom and helped me better tackle challenges during the teaching process❤️❤️.

Thanks for all the help from you all❤️❤️.

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1. Reflection on Pair Teaching Experience

Working with a peer in pair teaching was highly beneficial. The collaboration allowed us to divide tasks, play to each other’s strengths, and reflect on areas for improvement. For instance, while one of us focused on delivering instructions, the other could manage classroom behavior or assist individual students. This balance not only ensured a smoother lesson flow but also created a supportive environment. By planning and teaching together, we could share insights and strategies, making the learning experience more engaging for students. Furthermore, after each session, we reflected on student outcomes, which helped refine our methods for the next lesson.

2. Using AI for Lesson Plan (RPH) Preparation

I utilized multiple AI tools, such as ChatGPT and MagicSchool, to efficiently prepare my lesson plans (RPH). ChatGPT was instrumental in generating structured lesson plans, brainstorming activities, and coming up with differentiated teaching strategies. Meanwhile, MagicSchool offered valuable resources such as ready-made templates, assessments, and content ideas tailored to the curriculum. By combining the capabilities of both, I could ensure that my lesson was comprehensive, aligned with learning objectives, and engaging for students. The AI tools saved time and enriched the quality of the lessons with creative suggestions.

3. Experience with the PEOE Approach

The Predict-Explain-Observe-Explain (PEOE) approach was a powerful method to promote inquiry-based learning. When I implemented this strategy, it encouraged students to think critically from the outset by making predictions about outcomes. This piqued their curiosity and prepared them to engage deeply with the experiment or activity. After making predictions, their observations helped solidify their understanding as they could see firsthand whether their predictions aligned with the results. This iterative process of explanation and observation fostered a deeper grasp of scientific concepts and helped students develop analytical thinking skills.

4. Opinion on Having a Supervisor and Mentor Teacher

Having both a supervisor (Pensyarah Penyelia) and a mentor teacher (Guru Pembimbing) was invaluable during the teaching practice. The mentor teacher provided practical guidance and immediate feedback on lesson execution, classroom management, and interaction with students. Their insights helped me adapt my teaching style to suit the classroom dynamics. The supervisor, on the other hand, offered a broader perspective, evaluating my performance against educational standards and providing constructive feedback to improve my instructional techniques. Their combined support helped me grow as a teacher and ensured that my lessons were effective and well-rounded.

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1. Write your reflection on your experience in pair teaching with your peer.

Pair teaching with my peer has been an enriching experience, allowing us to complement each other’s strengths and collaborate to enhance student learning. One of the key benefits of pair teaching was the shared responsibility. We could divide the lesson into segments, allowing us to focus on specific aspects of the content and delivery. When one of us led the class, the other provided support by monitoring student engagement, answering individual questions, and ensuring a smooth flow of activities.

We encountered challenges in coordinating our styles initially, as we both had different approaches to teaching. However, through constant communication and planning, we were able to create a more cohesive and synchronized teaching environment. This collaboration taught me the value of flexibility and open-mindedness in teaching, and it has sharpened my ability to adapt to different teaching methods. Overall, the experience was both rewarding and eye-opening, as it deepened my understanding of team-based teaching.

2.Using AI Tools for RPH Preparation

AI has been an invaluable tool in helping me prepare my lesson plans (RPH). I utilized multiple AI platforms to refine and improve the structure and content of the lessons. First, I used ChatGPT to brainstorm ideas and get creative teaching strategies. For example, when I was stuck on how to approach the "Engage" phase of my lesson, ChatGPT helped suggest activities that would capture student interest. It also provided me with questions to challenge students during the "Elaborate" phase, integrating higher-order thinking questions to push students’ critical thinking skills.

Additionally, I explored Magic School AI, which helped automate some parts of lesson planning, such as generating quizzes and quick assessments that I could use in the classroom. This AI also helped with organizing the flow of my lessons, making sure the objectives were met in each phase of the lesson.

By combining these AI tools, I could prepare a more dynamic and thoughtful lesson plan, reduce time spent on tedious tasks, and improve the overall quality of the lesson by including more interactive and student-centered activities.

3.Experience with PEOE Approach

Using the Predict-Explain-Observe-Explain (PEOE) approach was quite beneficial in helping students engage with the learning content in a hands-on way. During my science lessons, I applied the PEOE approach, where students first made predictions about an experiment or phenomenon. For instance, I asked students to predict what would happen to a piece of food stored in different preservation methods. Afterward, I explained the scientific background, followed by a demonstration or experiment.

The observation phase was where students really engaged, as they had to compare their predictions with the actual outcomes, which piqued their curiosity. Finally, the last explanation phase allowed students to reflect on their observations and adjust their understanding. This method was particularly useful for slow learners, as the predict-observe process gave them more concrete learning experiences and allowed them to develop their critical thinking incrementally.

4.Opinion on Support from Pensyarah Pembimbing and Guru Pembimbing

The support provided by both the Pensyarah Pembimbing and Guru Pembimbing has been instrumental in my teaching journey. Their constructive feedback helped me to reflect on my teaching strategies and refine my approach. The Pensyarah Pembimbing offered broader pedagogical insights and highlighted areas where I could integrate more student-centered techniques, especially emphasizing active learning and critical thinking.

The Guru Pembimbing, being more familiar with the school environment, provided practical tips on classroom management and student engagement. Their experience with the specific class dynamics helped me adjust my lessons to suit the students’ needs, especially in handling group activities and participation challenges.

Both of these mentors created a supportive learning environment, helping me gain confidence in my teaching abilities while encouraging me to continuously reflect and improve. I appreciate their patience and guidance, as they provided a balance of encouragement and constructive criticism that has been essential in developing my teac

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1. Write your reflection on your experience in pair teaching with your peer. My experience with pair teaching has been highly collaborative and enriching. Working with my peer has allowed us to exchange ideas, divide tasks based on our strengths, and provide each other with feedback, which enhances the lesson delivery. It also fosters a sense of shared responsibility, as we jointly plan, execute, and reflect on the lessons. Having someone to discuss different teaching strategies with has improved the overall quality of our lessons, making them more dynamic and engaging for students. Additionally, it has provided a support system where we can learn from each other's experiences and teaching styles.

Working with peers, including observing their teaching methods, has expanded my repertoire of strategies, making my lessons more diverse and adaptive to student needs. This experience has helped me become more flexible in my approach and more open to experimenting with new techniques.

2. Share how you use multiple AI to prepare RPH.

I use AI tools like ChatGPT and Magic School to streamline the process of preparing lesson plans (RPH). ChatGPT helps generate ideas and suggestions for lesson structures, interactive activities, and assessments tailored to specific learning outcomes.

Magic School, on the other hand, offers more targeted support for lesson planning, with templates and resources that can be directly adapted to my teaching context. Magic school is more complex as it can type in objectives, leraning criteria and all information and criteria i needed to perform a lesson plan. By using these tools together, I can draft multiple versions of my RPH, refining them to fit the unique needs of my students while ensuring that they are both engaging and aligned with curriculum standards.

3.Share your experience of using PEOE approach.

The PEOE (Predict-Explain-Observe-Explain) approach has proven highly effective in promoting critical thinking and active learning in the classroom. It encourages students to make informed predictions before diving into observations, which fosters curiosity and engagement. By asking students to predict the outcome before understanding concepts, they actively engage with the material and think critically about their prior knowledge. The subsequent explanations and observations help students grasp concepts more effectively, as they see the results unfold in real-time. This approach has also enriched classroom discussions, as students compare their predictions to the actual outcomes, leading to deeper understanding.

During lessons, I’ve found that students are more involved in the learning process when they are asked to justify their predictions, and they become even more intrigued when their observations either confirm or challenge their initial ideas. This approach has deepened their understanding of scientific concepts, as the process of explaining their thoughts and observations promotes a reflective mindset. I also appreciate how it encourages students to think beyond rote memorization, fostering a more inquiry-based learning environment.

4.Share your opinion of Pensyarah pembimbing and guru pembimbing assisting you in carrying out the lesson.

The guidance from both a Pensyarah pembimbing and a guru pembimbing has been instrumental in my teaching development. Our Pensyarah penyelia has played a significant role in guiding us through the teaching process, especially in the use of technology and instructional strategies. One key area of support has been teaching us how to utilize Magic AI for planning our RPH. This tool has made it easier for us to structure our lessons effectively, ensuring that all the necessary components are included while also allowing for creativity and adaptability in the classroom.

In addition, our Pensyarah penyelia has introduced us to the PEOE (Predict-Explain-Observe-Explain) concept, which has been instrumental in making our science lessons more interactive and student-centered. By incorporating this approach, we are able to engage students in active learning, prompting them to think critically and reflect on their observations.

Meanwhile, the guru pembimbing offers practical advice that I can apply immediately in the classroom, such as tips for managing student behavior or adapting lessons for different learning styles. This combination of theoretical and practical feedback has been incredibly helpful, giving me a well-rounded perspective on how to improve my teaching. Their support has also given me confidence, knowing that I have experienced mentors to turn to for guidance as I continue to refine my practice. Besides, they always take the time to discuss our concerns, provide feedback, and offer assistance whenever needed. This ensured that we are well-prepared to deliver our lessons effectively.

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1. Reflection on Pair Teaching Experience

During my recent experience of pair teaching with my peer (Annie), I found it to be a highly enriching experience. Collaborating with another educator allowed us to share ideas and strategies for teaching constellations effectively. We divided responsibilities, which not only reduced individual workload but also enabled us to deliver a more dynamic lesson. Our combined efforts led to a well-structured lesson where we could address different learning styles. For instance, while one of us focused on explaining the concepts, the other engaged students through interactive activities. This partnership fostered a supportive environment that encouraged student participation and enthusiasm.

2. Using Multiple AI to Prepare RPH

To prepare the lesson plan (RPH), I utilized various AI tools for different aspects of planning. For instance, I used AI-driven platforms to gather information on constellations and their cultural significance, which helped me incorporate diverse perspectives into the lesson. Additionally, I employed AI tools such as Magic school AI to generate engaging quiz questions and interactive activities tailored to my students' comprehension levels. This approach not only saved time but also ensured that the materials were relevant and engaging, catering to the varied learning paces of my students.

3. Experience Using PEOE Approach

Implementing the PEOE (Predict-Explain-Observe-Explain) approach in the lesson was particularly effective. Initially, students were prompted to predict what they might see in the night sky and how they could identify constellations. This activation of prior knowledge helped them connect with the new content more meaningfully. As they observed the star patterns using the Star Walk 2.0 software, they were able to verify their predictions and discuss their findings. The subsequent explanation phase allowed them to articulate their understanding and solidify their learning. This method not only engaged students actively but also encouraged critical thinking and collaboration among peers.

4. Opinion on Having Pensyarah Pembimbing and Guru Pembimbing

Having both a Pensyarah Pembimbing (supervising lecturer) and a Guru Pembimbing (teacher mentor) has been instrumental in my professional development. The Pensyarah Pembimbing provided valuable feedback on lesson planning and teaching strategies, ensuring I was well-prepared for classroom delivery. Meanwhile, the Guru Pembimbing offered practical insights from their teaching experience, guiding me on classroom management and student engagement techniques. Their support created a balanced mentorship experience that enriched my teaching practice, enabling me to implement new ideas with confidence while still relying on established methods.

Overall, this teaching experience has highlighted the importance of collaboration, innovative teaching methods, and strong mentorship in fostering a rich learning environment. I am motivated to continue integrating these elements into my teaching practice, ensuring that my students not only learn but also enjoy the process of discovery.

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1. Reflection on Pair Teaching Experience

During my recent experience of pair teaching with my peer (Annie), I found it to be a highly enriching experience. Collaborating with another educator allowed us to share ideas and strategies for teaching constellations effectively. We divided responsibilities, which not only reduced individual workload but also enabled us to deliver a more dynamic lesson. Our combined efforts led to a well-structured lesson where we could address different learning styles. For instance, while one of us focused on explaining the concepts, the other engaged students through interactive activities. This partnership fostered a supportive environment that encouraged student participation and enthusiasm.

2. Using Multiple AI to Prepare RPH

To prepare the lesson plan (RPH), I utilized various AI tools for different aspects of planning. For instance, I used AI-driven platforms to gather information on constellations and their cultural significance, which helped me incorporate diverse perspectives into the lesson. Additionally, I employed AI tools to generate engaging quiz questions and interactive activities tailored to my students' comprehension levels. This approach not only saved time but also ensured that the materials were relevant and engaging, catering to the varied learning paces of my students.

3. Experience Using PEOE Approach

Implementing the PEOE (Predict-Explain-Observe-Explain) approach in the lesson was particularly effective. Initially, students were prompted to predict what they might see in the night sky and how they could identify constellations. This activation of prior knowledge helped them connect with the new content more meaningfully. As they observed the star patterns using the Star Walk 2.0 software, they were able to verify their predictions and discuss their findings. The subsequent explanation phase allowed them to articulate their understanding and solidify their learning. This method not only engaged students actively but also encouraged critical thinking and collaboration among peers.

4. Opinion on Having Pensyarah Pembimbing and Guru Pembimbing

Having both a Pensyarah Pembimbing (supervising lecturer) and a Guru Pembimbing (teacher mentor) has been instrumental in my professional development. The Pensyarah Pembimbing provided valuable feedback on lesson planning and teaching strategies, ensuring I was well-prepared for classroom delivery. Meanwhile, the Guru Pembimbing offered practical insights from their teaching experience, guiding me on classroom management and student engagement techniques. Their support created a balanced mentorship experience that enriched my teaching practice, enabling me to implement new ideas with confidence while still relying on established methods.

Overall, this teaching experience has highlighted the importance of collaboration, innovative teaching methods, and strong mentorship in fostering a rich learning environment. I am motivated to continue integrating these elements into my teaching practice, ensuring that my students not only learn but also enjoy the process of discovery.

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1. Reflection on Pair Teaching Experience
Pair teaching with my peer was a highly enriching experience. We were able to complement each other's strengths and support areas where improvement was needed. Our collaboration helped us create a more dynamic and interactive lesson, as we could exchange ideas and adjust our teaching strategies in real-time. The feedback we provided each other fostered growth, and working as a team made classroom management smoother. Overall, it was a valuable learning opportunity that highlighted the benefits of cooperative teaching.

2.Using Multiple AI Tools to Prepare RPH
In preparing my Rancangan Pengajaran Harian (RPH), I regularly use both Magic School and ChatGPT. Magic School helps me to quickly generate lesson plans and ideas based on specific subjects and curriculum standards, while ChatGPT allows me to fine-tune the content, adapt it to my students' needs, and get suggestions for creative teaching methods. Together, these AI tools streamline the planning process, ensuring that my lessons are well-organized and engaging for my students.

3.Experience with the PEOE Approach
The PEOE (Predict, Explain, Observe, Explain) approach has been effective in engaging students actively in the learning process. When using it, I begin by asking students to predict an outcome, which encourages critical thinking. Afterward, they explain their reasoning, giving me insight into their understanding. The observation phase, where we conduct experiments or demonstrations, allows students to see the real-life application of their predictions. Finally, they explain any discrepancies between their predictions and observations, fostering deeper comprehension. This cycle promotes inquiry-based learning and improves students' analytical skills.

4.Opinion on Having a Pensyarah Pembimbing and Guru Pembimbing
Having both a Pensyarah Pembimbing and a Guru Pembimbing has been instrumental in my professional growth. The Pensyarah Pembimbing provides a broader, theoretical perspective, offering valuable ideas during RPH preparation that help align my teaching with educational best practices. Meanwhile, the Guru Pembimbing gives practical, on-the-ground advice based on classroom experience, helping me refine my teaching techniques and improve lesson delivery. Their combined support ensures that I can approach my lessons with both innovation and practicality.

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1.Reflection on Pair Teaching Experience
Pair teaching with my peer was a highly enriching experience. We were able to complement each other's strengths and support areas where improvement was needed. Our collaboration helped us create a more dynamic and interactive lesson, as we could exchange ideas and adjust our teaching strategies in real-time. The feedback we provided each other fostered growth, and working as a team made classroom management smoother. Overall, it was a valuable learning opportunity that highlighted the benefits of cooperative teaching.

2.Using Multiple AI Tools to Prepare RPH
In preparing my Rancangan Pengajaran Harian (RPH), I regularly use both Magic School and ChatGPT. Magic School helps me to quickly generate lesson plans and ideas based on specific subjects and curriculum standards, while ChatGPT allows me to fine-tune the content, adapt it to my students' needs, and get suggestions for creative teaching methods. Together, these AI tools streamline the planning process, ensuring that my lessons are well-organized and engaging for my students.

3.Experience with the PEOE Approach
The PEOE (Predict, Explain, Observe, Explain) approach has been effective in engaging students actively in the learning process. When using it, I begin by asking students to predict an outcome, which encourages critical thinking. Afterward, they explain their reasoning, giving me insight into their understanding. The observation phase, where we conduct experiments or demonstrations, allows students to see the real-life application of their predictions. Finally, they explain any discrepancies between their predictions and observations, fostering deeper comprehension. This cycle promotes inquiry-based learning and improves students' analytical skills.

4.Opinion on Having a Pensyarah Pembimbing and Guru Pembimbing
Having both a Pensyarah Pembimbing and a Guru Pembimbing has been instrumental in my professional growth. The Pensyarah Pembimbing provides a broader, theoretical perspective, offering valuable ideas during RPH preparation that help align my teaching with educational best practices. Meanwhile, the Guru Pembimbing gives practical, on-the-ground advice based on classroom experience, helping me refine my teaching techniques and improve lesson delivery. Their combined support ensures that I can approach my lessons with both innovation and practicality.

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Students explored the school surroundings to observe rusted objects and predict rust prevention methods. Back in class, they discussed how these methods help prevent rusting (PEOE integration).

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1. Reflection on Pair Teaching Experience

Strengths: One of the key strengths of our pair teaching was the ability to divide tasks based on our expertise. For instance, while my peer handled the initial engagement phase by introducing the concept of rust through visual aids and objects (e.g., rusty nails, wire), I focused on guiding students through the hands-on exploration phase. This division of roles ensured that we both had the opportunity to lead parts of the lesson where we felt confident, while also learning from each other’s teaching approaches and class control.

Additionally, while one of us facilitated discussions and made sure students understood the experimental setup, the other monitored group dynamics and ensured active participation. This collaborative approach helped us manage the class of 28 students more effectively, ensuring that every group had the guidance they needed.

Challenge: One teacher may be more invested in the lesson than the other, especially when it’s not the other teacher’s regular class. This can lead to a situation where one teacher is highly committed to ensuring the lesson's success, actively engaging with students and carrying out the planned activities, while the other teacher may take a less active role, providing less input or engagement. To address this challenge, clear communication and setting expectations with teaching partner beforehand can help. It’s essential to ensure both teachers understand their roles and feel equally responsible for the success of the lesson, regardless of whose class it is.

2. To prepare my RPH, I utilize two AI tools: Magic School AI and ChatGPT

1. Magic School AI:

- I begin by using Magic School AI to draft the initial lesson plan. My approach involves crafting highly detailed and specific prompts. I've noticed that the quality of AI-generated results is directly influenced by the clarity and precision of the prompts. The more context, expectations, and lesson specifics I provide, the more tailored and effective the lesson plan becomes. 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.

2. 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.

3. My Experience Using the PEOE Approach

Engagement Phase:

At the start of the lesson, I presented rusted objects for students to observe closely. They were then asked to predict why the rusting occurred and whether it would continue, drawing on prior knowledge. This initial prediction fostered curiosity and set the stage for critical thinking as they explained their reasoning.

Exploration Phase:

Students predicted the outcomes of their experiments based on prior knowledge of rusting factors and explained their reasoning. After conducting the experiments, they observed the results, compared their predictions with their observations, and discussed the accuracy of their predictions along with the reasons for the results.

Elaboration Phase:

Students explored the school environment to find real-life examples of rust prevention methods. After observing these, they returned to class to explain how each method worked in real contexts. This phase helped solidify their understanding by connecting theory to practical application.

4. Reflection on Guidance from My Lecturer and Guidance Teacher

Throughout the process of preparing and delivering my lesson, I received invaluable support from both my guidance lecturer and my guidance teacher, which significantly enhanced my teaching experience.

Guidance Lecturer

My guidance lecturer played a crucial role in refining my lesson plans. Their assistance included:

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

- Clarifying Instructions: They emphasized the importance of giving clear and concise instructions to the students, which I found vital in maintaining classroom management and ensuring that all students understood the tasks at hand.

Guidance Teacher

My guidance teacher offered practical support and resources that greatly aided in the lesson's implementation. Their contributions included:

- Alternative Solutions: Recognizing that certain materials were unavailable in the school, my guidance teacher provided few alternatives. For example, instead of using iron nails, she suggested utilizing stainless steel wool and replace calcium chloride with dehumidifier, which effectively served to control moisture levels during the experiments.

- 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 has taught me the importance of flexibility and adaptability in teaching, especially when working with limited resources.

In conclusion, the support and guidance from both my lecturer and guidance teacher were invaluable in helping me carry out my lesson effectively. Their expertise and feedback enhanced my lesson planning and execution, ultimately leading to a more enriching learning experience for my students. This collaborative approach not only boosted my confidence as an educator but also reinforced the significance of mentorship in the teaching profession.