2. How would you describe who you want to be in 10 years’ time and how would you like to change over time period?

TED Talk
3. How did Mariappan develop his identity? Use the Identity theory we have discussed earlier.    

1. I am a science pre-service teacher who is dedicated to helping others achieve that ‘light bulb moment.’ I am motivated and enthusiastic about teaching adolescents. 

2. In ten years time I would like to be a full-time science teacher who is well equipped with the tools to teach students effectively and efficiently. I’d like to be well organised and have all the attributes of a good teacher – ie. active listening, engaging, etc. I think overtime I am going to face obstacles which will help me improve my ability to lesson plan, and to do so quickly, to be able to think of my feet in front of a class, learn to use a range of resources including ICT effectively in order to engage students into self-directed learning (inquiry based). 

 

1. Mariappan began teaching and feeling as though something was missing in his teaching, he realised students were not actively engaged so he tried to be more creative with his lessons. He learnt to be original and to be yourself, good teachers seem to be different, they are not boring, and do not copy other people. He adapted his approach and moved away from a teacher-centred approach to a more student-centred approach simply by asking the question “what do you think?” This allowed his students to be engaged and make deeper connections in learning, attributing him as a good teacher. 

2. Differentiation 

3. Practicality 

4. Constructivist/Inquiry-based teaching

5. Engaging – content and resources

6. Promote higher order thinking?

7. Resource appropriateness and integration (website)

Before:
- Study and describe human eye anatomy. Label diagram.
- Students do pre-work optics activity (Week 3's activity). Experiment with magnifying glasses, concave and convex lenses. Questions about how light refracts through different shaped lenses.
After:
- Identify and describe parts of cow eye (e.g. labelled laminated sheet used in dissection activity). 
Differentiation:
Low-ability: lens, cornea, humors
Higher-ability: + retina, iris, optic nerve, tapetum
Compare parts with that of human eye, hypothesise and research the importance and function of these parts for cows.
- Test effect of cow eye lens on backdrop (words) and describe observation. Identify type of lens with relation to pre-work activity, and relate to how cows perceive light.

-    Candle flame uses oxygen in the beaker

-    Volume of air decreases due to oxygen being used up

-    Water rises 

-    Will water rise faster with more candles, or to higher level?

Observations:

-     2-3 candles: No difference. Water rose to same level

-     6+ candles: Water rose to higher level

Questions: 

-     Why does water keep rising when flame is out?

-     Water droplets on the glass – condensation on cooler glass (beaker maintained low temperature)

-    Consider the carbon dioxide produced by flame

Explanations:

-    Possible reasons: Expansion of water, or reduction in air volume?

Stressful but engaged meaningful learning. The impending presentation at the end encouraged efficient working and achieving desired results.