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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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In B, most teaching & learning activities are conducted on the SLS platform using PLD. There are opportunities for students to work as individual, group as as a class. The learning is more student-directed and facilitated by teacher's scaffolding.

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Student A - probably trying to match what the teacher says to what he/she observes in the video
Student B - forms conclusions based on evidence. More checkpoints along the way to clarify understanding with peers and teacher.

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Student B takes on a more active role in constructing their own knowledge.

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in B, all students are tasked to use technology to predict the outcome and are guided to construct their understanding.
Their learning is also supported by sharing data uploaded in SLS for all to see and learn.
Thus technology promotes independent learning as well as collaboration.

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Students in B were involved in investigating their hypothesis by conducting the experiment. They shared their results and the teacher invited students to comments and share the results with the class. The element of collaboration is strong in B.

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Student B - more scaffolding is provided by the teacher. After the video, time was allocated for discussion. And for the next stage, he also provided an inquiry question for students to investigate, which made the lesson more self-directed.

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Main difference in B is that technology was was used to mediate active learning.

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[SEMBSS] Ernest Yu
A: Teacher as instructor. Providing information.
B: Teacher play more of a facilitator. A guide, steering students to a certain direction.

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A: two students to offer an explanation and receive feedback. Student compared answers to teacher acting as receptacle of knowledge. Interaction is teacher- students

B: interaction is student -content and then student -student with SLS ITT as a communication tool.

Group work with collaboration that infuse the physical activity with digital documentation. It has an investigative confirmation practical component.

Ends of with self assessment on the concept

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A: Act as authoritative source of knowledge.

B : Plays a more active role in the process of formative assessment. Builds on students initial responds and expand the concept to changes in density.

Provide explanation of phenomenon in the practical and after which uses the heat map from the SLS quiz to clarify misconception

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Teacher deploys more affordances of SLS features to facilitate active learning experiences such as inquiry, discussion, collaboration and practice. Not forgetting to incorporate digital literacy skills. Teacher is able to use assessment data collated from the SLS Quiz to address gaps and consolidate learning

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In B, students have the opportunity to construct their own knowledge through research, conducting experiments to collect data for analysis and interpretation while A's learning is mainly teacher-directed. In B, there are also more chances for students to present their ideas to others thus students are also resources to their peers.

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1) Same trigger video

2) In A, only a few students have to come up with an explanation as selected students are asked to respond in class.
In B, since the SLS ITT is used, everyone has to come up with an explanation as they have to submit it.

3) In A, students then have to acquire the theory from the teacher and match the content to the video.
However in B, students get the opportunity to design and carry out investigations in groups and form conclusions about the theory.

4) In A, delayed feedback on students' understanding
In B, immediate feedback on students' understanding with the use of SLS ITT

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Acquistion of concepts is done through individual and collaborative learning for design map B. Less teacher talk approach in design map B.

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Design B makes students go through a wider range of learning experience and gets to demonstrates more ways of thinking and doing Science. From making observation and prediction to conducting experiments, interpreting data

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Student B used SLS and the PLD to search safely and give input

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A: Students listen to teacher, probably will be bored, I guess until teacher ask questions. Then depending of their luck.
B: More participation. More collaboration between students. More interactions

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Fewer students are able to participate in A compared to B. Students also conduct their own guided experiments to collect their own experimental data in B, so it is more student centred. Students have a chance to design their own experiments, conduct experiments and test solutions, and to analyse and interpret data. Students are then able to communicate, evaluate, and defend ideas with evidence. (WOTD?)

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Student A: may have a question, way of thinking that is not addressed when the teacher discusses 'common misconceptions'.
may just passively absorb what the teacher says.

Student B: because everyone's inputs are collected, may be interested to see how others think about the experiment and questions that others may have. finds it interesting to work as a group to explore during the inquiry activity.

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The teacher has a clear understanding of the learning outcomes. She picked on activities that can activate learning, and engages the students. She does not depend solely on ICT tools, and used hands-on scientific investigation. There are platforms that provides students for self-directed with teacher’s scaffolding and also student collaboration.

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In B: The lesson was more student centric and students had the opportunity to construct their own knowledge. They are also able to learn soft skills e.g. collaboration skills