1. Focus on specific WOTD to not dilute efforts

   1. CER framework (visibility) --> aligns with W4 & W8

   2. Setting routines:

      Claim --> description

      Evidence --> data

      Reason --> Explain

2. Deliberately emphasising paying attention to command words.

3. Going through good and not so good answers visibly as a routine for students to reflect on --> MC + allows students to practice self/peer assess

Would be okay to ask questions eg. on why are noble gases inert which would be questions that students may ask intentionally. Subsequently direct them to the realisation of the reasons behind the inert nature.

Breaking down mode for the students to craft out their answers and provide waiting time for them to slowly formulate their responses.

Another example would be KPT which involves data-based questions and students are expected to interpret data for KPT which aligns to W4 interpreting and analysing data

For Chemical Calculations, it also involves the students to analyse data and come up with solutions, given some information. Getting the students to do some decision-making based on their already acquired knowledge.

1. Students being able to identify the missing points in their answers and not copy corrections wholesale. (Ability to self assess their answers)

2. Being able to reflect on the work and see how to move forward. Sees the value in own reflection

3. Being able to identify question demands through command words

4. Transfer and apply content knowledge accordingly for novel situations / questions

5. Students ask relevant questions when exposed to novel contexts

Observable traits in students e.g.

• to be able to make sense of the rationale behind a certain investigation

• be able to apply what they have learnt in a certain topic to subsequent topics and demonstrate some transferable skills

• Allow students to find out information on their own and to be able to identify and pick up certain skills essential for the learning of Chemistry

• To be able to think like a scientist and realise that everything is interconnected

• To be able to communicate their findings or theory to a small audience group confidently and that would be a good scientific communication skill set to have.

• Intentional questioning to guide students thinking

  • Eg. What is the command word? What topic is this from? What are some key words? What is the key concept?

• Being ready to ride on student's thinking processes / misconception - getting to know why students think in a particular way (affirming & clarifying)

Leveraging on CER framework, acquiring W4 and W7 - USING AND DEVELOPING MODELS, W8-Constructing explanations

Bio: energy passed on from one organism to another, that energy is never created nor destroyed, that it is converted from one form to another. That the energy is stored in chemical bonds of molecules when it is passed from one organism to another, and also lost in the form of heat.

Kinetic particle theory --> movement of particles and how these are affected by energy (temperature) etc (e.g enzymes)

1. Structure & Function: intentional incorporation across different topics

2. Systems: linking different topics together, e.g respiration and photosynthesis (Product of photosynthesis used for respiration)

Draw connections between what students are learning (photosynthesis) and previous chapters that they have learned (respiration). Emphasise on how different systems interact.

SLS already has integrated packages for both chem/phy in KPT. However, lies the challenge of ensuring they are assessment ready, in terms of answering both chem/phy which might have different requirements.

polymer --> Chemistry + Biology (polysaccharide)

students may confuse the concepts across the different sciences or mix up the key words (yellowish brown vs reddish brown)

Metacognitive strategy: managing information (roundhouse) + debugging (peer-assessment after roundhouse)

1) Planning was rather macro, we were focused on topic selection based on SOW and our past teaching experience.

2) Monitoring was manageable because of the resources were both hard (scaffold) KWL and soft copy (the extension of learning) ITT.

3) Use of ITT allows a quick glance of students' thinking and understanding of the topic.

AFG

1) We will need to further develop our students to do reflecting thinking and provide proactive and concrete comments.

2) We did not further evaluate their learning beyond the ITT. Although the topic was included in the WA2.

• making thinking visible!

• Students have to digest the info on the spot + organise the info + make it their own!

• take ownership over their own learning.

1. monitoring & debugging

   (Padlet)

   Students come up with questions that can be used to test their understanding after they have learned the content.

   They are to answer the questions and give peer feedback to improve the answers.

Taps on intrinsic motivation and curiosity and students will naturally want to engage in their own chromatogram and why it looks different from their peers. This could possibly equip them to peer assess to build thinking process.

1) They were more cognisant of their learning, they need to list down their learning.

2) They were empowered to comment on their friend's answers.

-Students are engaged in the process of giving feedback.

Managing information (SLS)

-Students take ownership of their own learning by finding out information online themselves.

-They will assess their own learning by checking if they are able to answer the questions they asked at the start of the lesson.

https://activatelearning.com/science-communication-skills-for-middle-and-high-school-students

2. One question or suggestion, you would like to offer to the presenting team? (This is just to help each other grow—feel free to share constructively.)