PMM SCE 3108

NOVEMBER 2009 SECTION A (20 Marks)

1. 2. 3. 4. 5. 6. 7. 8 9. 10

B D B C A B C A D B

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

A A C D C D C C C D

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PMM SCE 3108

NOVEMBER 2009 PMM SECTION B (40 MARKS)

1. Lesson plans are written by teacher to help them structure the learning for themselves and for the students. Lesson plans are first of all is thinking process. (a) State four reason why teacher needs to do a lesson planning as a guideline for teacher to create the structure of the lesson to controlling how the class time is used to be systematic in teaching to make sure the activity is suitable for the student to plan what to teach to plan students homework. to teach according to the syllabus Any 4 relevant reasons x 1 mark = 4 marks (b) Identify four thinking process when written a lesson plans. 1. Determine the curriculum; that is, what the children will learn, what they will be able to do upon completing the activities or work of the lesson. 2. Determine what the students already know, before beginning the lesson, that can lead into the new curriculum of the day. 3. Determine at least one way to assist the students in learning the new curriculum. 4. Determine at least one way to evaluate the learning outcomes of the students. Any 4 thinking process x 1 mark = 3 marks

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(c)

What is the rationale for lesson planning. Carefully prepared and written lesson plans show your students that you are a committed professional. Written and detailed lesson plans provide an important sense of security, which is especially useful to beginning teacher. Written lesson plans help you organize material and search for loopholes, loose ends, or incomplete content. Written lesson plans help other members of the teaching team understand what you doing and how you are doing it. Written lesson plans also provide substitute teachers with a guide to follow if you are unable to carry out the lesson. Any 2 relevant answers x 2 marks= 2 marks

2.

Learning outcomes are one of the statement in daily lesson plan. (a) What is learning outcomes and give one example. Learning outcomes - are statements that indicate what learners will know or be able to do as a result of a learning activity. - are usually expressed as knowledge, skills or attitudes. 2 marks Example of learning outcomes the statement of learning outcomes should contain the action word, learning statement, and criterion. 2 marks (b) What are the characteristic of good learning outcomes. Learning outcomes have three distinguishing characteristics: observable measurable
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NOVEMBER 2009 obtainable Any 3 characteristics x 1 mark = 3 marks

Topic Light (c)

Learning Objective Understanding that light can be reflected

Table 2

Table 2 shows the information from year 5 science curriculum specification. Rewriting learning objective to three learning outcomes. -

The student will be able to state that light can be reflected. The student will be able to draw ray diagrams to show reflection of light. The student will be able to give examples of uses of reflection of light in everyday life. Any 3 learning outcomes x 1 mark = 3 marks

4. Topic/ Learning objective Light Understanding that light travels in a straight line Learning Outcomes state that light travels in a straight line give examples to verify that light travels in a straight line.

Table 3 Table 3 shows the information from year 5 science curriculum specification. You decided to teach this using Needham 5 Phase Model. (a) (i) State a suitable method to achieve the above learning outcomes Experiment / inquiry 1 mark (ii) Explain why you choose the above method.
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NOVEMBER 2009 making learning more effective, enjoyable and meaningful more sources of natural and man-made materials available using inquiry-discovery approach any relevant answers Any 2 answers x 1 mark = 2 marks

(b)

State the aim and suggest a suitable activity for each of the following phase in this model. (i) Orientation. Aim: to develop a sense of purpose and motivation for learning the topic. Activity: Demonstration/ viewing video/ laboratory practical work/ solving problem/ Newspaper articles. Aim = 1 mark Activity = 1 mark (2 marks) (ii) Elicitation of ideas. Aim: identify students prior knowledge/pupils make their current ideas on the lesson clear. Activity: Practical in the laboratory/ Discussion in small groups/ concept map/ report. Aim = 1 mark Activity = 1 mark (2 marks)

(iii)

Restructuring of ideas. Aim: clarification and exchange of ideas/ construction of new ideas Activity: discussion in small groups or whole class/ make a report/reading/teachers input/ practical work/ project/
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NOVEMBER 2009 experiment Aim = 1 mark Activity = 1 mark (2 marks)

(c)

State one advantage of this instructional model. Helps students in generating new ideas. Helps students in being creative and thinking critically Allows students to expand the knowledge that they have through prior ideas. Any 1 advantage x 1 mark = 1 mark

4.

Cikgu Ahmad has taken the following steps in preparing her daily lesson plan on the topic of States of Matter for her year 5 science class.

(a)

Identify pupils prior knowledge. Choose appropriate strategy. Determine the scientific skills. Determine the thinking skills. (i) State three other steps that could be taken by Cikgu Ahmad prepare a good lesson plan. Identify the learning objective Identify the learning outcomes Determine the teaching and learning materials. Choose the noble values and scientific attitudes. Any 3 steps x 1 mark = 3 marks

(ii)

Determine two basic science process skills that can be developed during teaching and learning. Classifying Observing Communicating
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Any 2 relevant answer x 1 mark = 2 marks (iii) State two thinking skill can be inculcate in the lesson plan. The thinking skills should be relate to the science process skills in (a)(ii). - Any 2 thinking skills x 1 marks = 2 marks

(b)

After implementing her lesson for that day, Cikgu Ahmad would like to reflect on her teaching. Why does he need to do this? To identify her strengths. To identify her weaknesses. To suggest ways to improve her teaching. Any 3 answers x 1 mark = 3 marks

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PMM SCE 3108

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SECTION C ( 40 Marks) 1. (a) One of the main responsibilities of a teacher is to prepare a detailed lesson plan. What are the purposes of preparing a daily lesson plan? Preparing instruction Teach effectively Teach according to the syllabus Arrange activities in sequences To create the structure of the lesson. Any 4 answers x 1 mark = 4 marks

(b)

Constructivist lesson plans have been widely used in the teaching and learning of science in primary schools. Based on the Needhams 5 phase Constructivist model, explain how you can carry out activities in each phase to teach the topic of Absorption from year 3 of the primary school science syllabus. (16 marks) 5-phase Needhams Constructivist model format = 1 mark Any appropriate 5 activities x 1 mark = 5 marks Explanation of 5 activities x 2 marks = 10 marks Total = 16 marks Overall total = 20 marks

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2.

(a)

Questioning is an important technique carried out in microteaching sessions. List out the objective of questioning. -

To arouse interest and curiosity To focus attention on an issue To stimulate learners to ask questions To diagnose specific learning difficulties To encourage reflection and self-evaluation To promote though and the understanding of ideas To review content already learned To help recall specific information To reinforce recently learned material To teach via student answer Any 6 objective x 1 mark = 6 marks

(b)

Feedback is an assessment by observers on the specific teaching skill performed in a microteaching session. Suggest one feedback form that can be used to evaluate the set induction skill. This feedback form should contain the items used in the analysis session to help trainee teacher improves the skill.

(14 marks)

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Set Induction Feedback Form Components Of Set Induction Attention Gaining 1. Use of voice to focus interest 2. Use of audio-visual aids 3. Use of gestures and eye contact 4. Introducing something unusual Motivation stimulation 1. To arouse curiosity (use of analogy) 2. Use of story telling technique 3. Involve students in their tasks 4. Ask provocative questions Cognitive Link 1. Relate to past experience 2. Relate to new experience 3. Relate to current events 4. Relate to students interest and experience Structure Prevision 1. Stating the limits of the task 2. Using a series of questions 3. Stating ways to accomplish task 4. Stating activity, task or project Please (/) at the relevant column Yes No

3 item x 1 marks = 3 marks Listed components of each item = 3 x 3 marks = 9 marks Table with rows and columns = 2 marks Total = 14 marks Overall total = 20 marks

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PMM SCE 3108 3. (a)

NOVEMBER 2009

Planning and carrying out a macro teaching is an important part of teacher training. Using an appropriate graphic organizer, list out the advantages of conducting macro teaching.

Opportunity to apply all teaching skills. To increase trainee teachers confidence to face the actual classroom teaching situation. To practice teaching techniques under controlled situation To obtain immediate trainee feedback to gauge personal strengths and weaknesses. To practice good time management so as to ensure lesson objectives are achieved. To conduct reflective sessions after macro teaching ti think of ways to improve teaching.

Any 4 advantages x 1 marks = 4 marks

(b)

You are required to conduct a macro teaching session. Write a complete daily lesson plan for half an hour lesson on the topic of Finding out about things that float and sink for year 1 pupils using Needhams 5 Phase Constructivist format. (16 marks)

Correct and complete format = 1 mark Statement of learning outcomes with Action word, learning statement and criterion = 1 mark Suitable previous knowledge = 1 mark 5 phase and appropriate activities 5 x 2 marks =10 marks Scientific skills illustrated with activities = 1 mark Scientific and noble values illustrated with activities = 1 mark Creative thinking skills illustrated with activities = 1 mark Total = 16 marks
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Overall total = 20 marks

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