Pedagogic innovation Reflection Report 3

Sumaya Husain Amari 021033

“Department of Education, Emirates College for Advanced Education”

Professional Development Placement (EDUPDP-2)

Dr. Farah ElZein

Oct/2023
In Section 2, we examine the interesting world of water and its solutions, with a specific focus on

two basic points: water's polarity and mixing with water. In this reflective report, I will present

my experience teaching the topic of water polarity. The main objective of this lesson is to

describe the basic properties of water and its important role in sustaining life on Earth.

The following is a summary of the learning outcomes:

Describe Water's Properties: The primary aim is for students to be able to explain the basic

properties of water, including its molecular structure, polarity, and various behaviors.

Relating Water's Properties to Life Support on Earth: The lesson aims to foster the ability to

connect water's properties to their profound significance in sustaining life on our planet. For

example, water can travel up the stem of a plant without needing energy through the water's

capillary action.

Several activities have been designed to achieve these learning objectives:

Search for Quranic verses about water. To highlight the importance of water, students were

directed to search for Quranic verses that reference this essential resource.

Interactive Video Presentation: A video explains the water's structure and properties, with

students encouraged to take notes for better understanding.

Examine the role of water in maintaining life on our planet. Through classroom discourse,

students could analyze and discuss how water's special attributes, for instance, the flotation of ice
and its ability for thermal insulation, contribute to the survival of fish and other organisms in

frozen regions.

Lab experiment: To offer a hands-on experience, students engage in a lab exercise where they

observe water travel up in a capillary tube. They also observe how water adheres to the sides of a

test tube, solidifying the concept of water's cohesive and adhesive properties.

Assessment tools include:

PowerPoint-Basis Questions: Embedded during the lesson, these measure students'

understanding in real-time.

Oral Questions and Discussion: In-class oral questions and discussions measure deeper

comprehension and critical thinking skills interactively.

LMS Quiz: A final quiz on the LMS platform measures overall knowledge and ensures that

learning objectives are met. (Figure 1)

 Figure 1:
screenshot
from LMS.

 The pedagogic strengths that helped the lesson succeed are:

Cultural and Religious Participation: The starter activity that included Quranic verses

promoted an awareness of the importance of water, connecting students to the topic on a deeper

and more moral level.

Use Multimedia: The use of an interactive video, which includes questions to support many

learning forms, made difficult concepts more affable.

Hands-On Lab Experience: The lab observation added a practical element to the lesson,

strengthening concepts and increasing engagement.

Guided Discussion: The discussion supported critical thinking and allowed students to

demonstrate their understanding, stimulating a deeper understanding of the role of water in

maintaining life on our planet.

Various Assessment Techniques: The lesson included a variety of assessment tools, including

PowerPoint questions, oral discussions, and a quiz, allowing for a well-rounded evaluation of

student learning.

Overall, these pedagogic strengths together played a role in the success of the lesson, engaging

students and promoting a deep understanding of the material.

"Identify a Pedagogic Challenge"

The pedagogical challenge I faced during the lesson was effectively managing disruptions and

maintaining discipline, especially during the practical activity. This challenge became evident

during the practical exercise. Despite the simplicity of the lab work, students were highly

enthusiastic, and during the activity, discussions began among groups regarding their

observations and why certain phenomena were occurring. Some students even left their own

groups to observe their classmates' experiments. While student enthusiasm was positive, it

became excessive and led to disorder in the classroom.

As a result of this challenge, an unsatisfactory aspect appeared within the lesson. The disruptions

caused the loss of a portion of teaching time, consequently impeding the pace of the lesson.

After these disruptions, it took more effort to address and recover control of the classroom.
While it is true that the practical performance was simple and safe, maintaining discipline during

practical activities is of extreme importance for safety aspects.

Overall, the challenge of managing classroom disturbances and maintaining discipline during lab

activity results from students' enthusiasm, curiosity, and tendency to interact with the lab

environment. This challenge had an effect on time management, safety, and the effectiveness of

the lesson in terms of student participation.

"Plan and Innovate"

I was looking for a solution and found many articles that offer solutions for organizing work

inside groups, including a study published by Gericke et al. (2023), where they proposed several

strategies to promote teamwork within a group and improve learning achievements in science lab

group work, such as establishing clear roles, improving group size, stimulating diversity,

providing clear instructions, managing time efficiently, supporting communication, and actively

monitoring progress. According to the study (Rong et al., 2023), individuals can better regulate

and manage distractions when they expect to get a reward.

As a result, I decided to improve my pedagogic practices by a set of behavioral expectations and

reward systems to manage group behavior.

. First, I added a list of behavioral expectations to the laboratory safety guidelines. (Figure 2).

These instruction including points that is student must follow inside the laboratory. Students

were also instructed to put their personal experiences first and not to bother others. These

controls served to keep things in check and made sure that everyone had an equal opportunity to

complete their experiments successfully. Developing clear laboratory rules, including behavioral
expectations and clear guidance for group work, is an effective approach. This is consistent with

Hadiati et al.'s (2019) focus on the importance of organized group work through clear guidelines

and respectful interactions between group teammates.

Second, I will use a simple and clear reward system to manage group behavior. We will write

down the names of the students in each group, display them during the practical performance,

and if the group follows the rules of conduct and safety, they will receive a star. (Finger 3)

Finally, Pre-lab preparation: Before the lab session, I will supply students with videos or

questions related to the experiment. This warm-up work will help students become comfortable

with the purpose and methods of the experiment, minimizing any disruptions throughout the

activity.

The application of this strategy allows students to feel responsible for managing their own

behavior by clearly defining and illustrating safety procedures and behavior requirements. The

need for constant instructor involvement and repeated reminders is eliminated as a result of

students taking an active role in managing their behavior.

Additionally, the method promotes a peer-responsibility culture in which students work together

to get the star. This group-oriented behavior encourages shared control over respect for set rules,

which reduces the teacher's responsibility for ongoing disciplinary enforcement.

Peer accountability is essential in collaboration because it makes

students accountable for both their individual and teamwork

while also
 ensuring that each team member contributes equally to the team's performance. (Hadiati et al.,

2019)

Figure 3: reward system to manage group behavior.

Figure 2: behavioral expectations

I will collect quantitative information to measure the success of this educational innovation.

Quantitative data

• Preserve the behavior document of the groups: I will record instances of disruption, adherence

to procedures, and cooperative participation during laboratory activities. This quantitative data

will shed light on how innovation in general affects classroom behavior.

• Assess laboratory learning objectives: I will assess how well students are achieving the

intended learning objectives for the laboratory activity. By evaluating them, this will help

evaluate whether the innovation improves student learning and achievement.

New limitations may occur through the use of this pedagogical innovation, including possible

resistance to change on the part of students, different reactions to the group reward tract, and the

need to spend more time and effort on behavior records. Managing these challenges will be vital

to the successful implementation and assessment of educational innovation, involving continuous

interaction with students and flexibility in applying the educational plan.

In conclusion, teachers should reflect on their teaching methods. By doing so, teachers can

evaluate the success of their strategies and identify areas for development. To provide students

with the best possible education and ensure they acquire the necessary knowledge and skills,

self-reflection is important that helps teachers create a learning and engaging environment that

encourages inquiry through regular analysis and adjustment of their teaching strategies.

Reference
Hadiati, S., Kuswanto, H., Rosana, D., & Pramuda, A. (2019). The Effect of Laboratory

Work Style and Reasoning with Arduino to Improve Scientific Attitude. International

Journal of Instruction, 12(2), 321–336.

https://doi-org.ezproxy.ecae.ac.ae/10.29333/iji.2019.12221a

Ainsworth, J. (2021). Team-Based Learning in professional writing courses for

accounting graduates: positive impacts on student engagement, accountability and

satisfaction. Accounting Education, 30(3), 234–257. https://doi-

org.ezproxy.ecae.ac.ae/10.1080/09639284.2021.1906720

Gericke, N., Högström, P., & Wallin, J. (2023). A systematic review of research on

laboratory work in secondary school. Studies in Science Education, 59(2), 245–285.

https://doi-org.ezproxy.ecae.ac.ae/10.1080/03057267.2022.2090125

Rong, Y., Li, Y., Müller, H. J., & Wei, P. (2023). Reward expectation enhances reactive control of

distraction by emotionally negative stimuli. Emotion, 23(5), 1349-1359.

https://doi.org/10.1037/emo0001171