Designing a Project-Based Learning (PBL - 2) for Physics Form 4 KSSM: Heat

 Assalamualaikum wbt and hi everyone.

As soon as we finished the assessment of PBL 1, we continue to our next PBL for semester 2 in the chapter of HEAT. 

Ministry of Education (MOE) through curriculum specification suggests a Project-Based Learning for Form 4 students and one of them is in the chapter of Heat. The instruction was given in the textbook. Thus, I provided my students with a handout that consists of the instruction together with the rubric of assessment.

Rubrics are given early before the students start their project so that they aware of the criteria being assessed. Once again, Peer assessment is part of the assessment for the PBL 2

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Instruction:

Thinking Strategy: Problem-Solving

Element across the curriculum: Environmental Sustainability Awareness, Science & Technology and Creativity & Innovation, ICT, Global Sustainability.

HOTS: Critical thinking skill, Reasoning thinking skill, Thinking strategy

Scientific Attitudes and Noble Values: Interest and Curious about the Environment, Flexible and open minded, Diligent and persistent when carrying tasks, Collaborate.

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Rubrics:

Peer Evaluation Form

	EXCELLENT!	GOOD JOB!	PRACTICE MORE..
Research /20	Research is thoroughly and content related to the greater issue and the specific project need	Research is adequate and addresses content related either the greater issue or the specific project need	Research is inadequate or does not address content related to the greater issue and/or specific project needs
Writing /20	Writing is full of creative, original ideas that support the main issue and make it interesting. Ideas are organised and supported by evidence	Writing is expressed clearly. The main idea is supported with details. Most of the details related to the main ideas	Writing is difficult to follow with no clear main ideas and details that don’t match the idea.
Project /20	The project shows significant evidence of originality and inventiveness. The majority of the content and idea are fresh. Develop sustainability thinking	The project shows some evidence of originality and inventiveness. Develop a few of sustainability thinking	There is little or no evidence of fresh thought. Did not develop sustainability thinking
Presentation /20	All messages are clear and thoughtful, presented with confidence and poise. The audience can easily follow the information and thinking. Students listen actively and responding appropriately	Some messages are clear and thoughtful, presented with some confidence and poise. The audience can follow most of the information. Students listen actively and responding appropriately	Messages are unclear or lacking thought and presented without confidence or poise. The audience has difficulty following information and thinking. Students do not listen actively or respond appropriately
Teamwork /20	There is clear evidence of quality collaboration among all members of the team resulting in a superior project overall.	There is some evidence of collaboration among members of the team resulting in a good project overall.	There is little or no evidence of collaboration among members of the team resulting in a project that is clearly the work of one or a few members. The team member was fired.

This assessment is just an idea from me and of course, you can generate your own version of rubrics according to the criteria that you want to assess.

Hopefully, my sharing would benefit the teachers in terms of assigning the Project-Based task and plan for the assessment of students' work.

I would appreciate any comments for improvement. Thank you.

Peer Assessment; my Best Practice. Planning, Implement and Assessment Guide for KSSM Science PT3

Chapter 2: Human Respiratory System


Assalamualaikum wbt and have a good day ahead.

The word  'best practice' had been circulating my mind in the past few weeks. I've been thinking of writing about my best practice in the classroom and share it in the blog and get feedback about it.

What is the definition of "Best Practice" in education?

I am still in search of it... I hope YOU can help me with this. From my understanding; Best Practice is something or anything that "works"! as for the teachers, we want to achieve the Learning standard with fruitful results in a manageable time by implementing ACTIVE learning, technology/STEM embedded and adapting 21st-century learning elements such as 4C's. Still, remember 4C's? Communication, collaboration, creativity, and critical thinking.

"Teachers give students opportunities to become problem solvers who take responsibility for their own thinking"

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There are many examples of Best Practice in the classroom. For now, I want to share my best practice for peer assessment.

1. Planning

Plan early. You don't enter the class and suddenly had this in mind. It must be planned properly by setting up the next activity while students are completing the current one. This makes for a smooth and speedy transition from one activity to the next.

2. Implementation

    (i)    Giving instruction

- Design the end goals and end product first (Backward planning)


- Give a room for clear instruction on the task that you had planned before the class.
A handout would be sufficient.

 Example of instruction

- To design a model, give some examples and ideas of their end product/outcome.
A rubric would be sufficient.

What is rubric? Visit 🠇
http://cikgufazilah.blogspot.com/2018/04/using-rubrics-to-guide-learning.html

Example of Rubric

    (ii)   Sufficient time

Give ample time for the students to discuss in group, plan for the activities, writing the report and plan for the way they choose to present their report of the task.

    (iii)  Continuous assistance and progress report

For the KSSM students,  whether they are in Form 1, Form2 or Form 3, in my opinion, it is best for the teacher to observe the students' progress on the task that had been given. Give continuous assistance and support.


3. PEER ASSESSMENT

Let them present in the class.

(i) If the task is an individual task, let them present in a group where each of the group members would give marks/grades based on the rubric prepared by the teacher.

(Rubric for an individual task usually is more simple/easy/uncomplicated)

(ii) If the task is a group task and the class has 6 groups of four students (total number of students in class = 24), then give every group the rubrics and they will evaluate the other groups' end products with the rubric.

(Rubric for a group task usually is more complex; which they have more objectives to be achieved)

This will be the atmosphere in the classroom:

Teachers, you will be surprised when doing this activity you find the most creative students come from the lower achievement class, whereas the need-to-do-again model comes from the higher achievement class.

a good example 🎕

a good bad example 😀

Problem-Based Learning in Determine the Cost of Electricity Science Form 3 KSSM

By using the same scenario of Problem-Based Learning such in my previous teaching material @ PBL Electrical Energy Power & Efficiency , I implement this lesson to my 3 Lily and 3 Orchid as part of their Project-Based Learning (which Problem Based Learning is a subset of the Project- Based Learning for PT3 assessment)

THEME: Energy and Sustainability

Activity 6.11
To audit the cost of electrical energy used at home as a way of saving electrical energy

Teaching aids:
Textbook, reference book, internet, Electricity bills, manila card and marker pen

Cross-curricular element: Science and Technology, Environmental studies

Moral values: Helpful, diligent, responsible, thankful and cooperation

21st-century Learning: Problem-Based Learning

Thinking skills: HOTS: applying, analyzing and evaluating

T & L evaluation: Presentation, Group work and Project-Based Learning

                                        The pictures below were during the presentation of 3 Orchid:

Misconceptions:
1. The unit of electrical energy was repeatedly pronounced as Kilowatt per hour.
2. The power of night light is too big eg: 123 Watt
3. The electrical cost per unit is not consistent as what is stated in the electrical bill and TNB Taarif in TNB website:
The first 200 unit = RM0.218
Next 100 unit       = RM 0.334
Another 300 unit = RM 0.514

So they need to REVISE their calculation and report that in their Project-Based Learning group report.

WHILE IN THE OTHER HAND, the struggle is real with 3 Lily

Misconceptions:

1. Challenge in converting number from Watt to kW

2. Challenge in converting time from minutes to hour. 

3. In interpretation of RM0.218 and 21.8 cents to calculate for cost

Lesson Planning: 5E Model + Technology

Lesson Plan : Daily Lesson Plan using the 5E Teaching Model/Learning Cycle for an Inquiry Lesson

Class           :	5 Rose
Duration / Period         :	90 minutes / 3 period
Learning Area            :	Waves
Learning Objectives  :	1.5 Analysing interference of waves
Learning Outcomes  :	A student is able to: 1.     State the principle of superposition 2.     Explain the interference of waves 3.     Draw interference patterns 4.     Interpret interference patterns 5.     Apply the following formula in problem solving
Apparatus/ Materials   :	Metre rule, mahjong paper, wave generator, speakers.
Software    :	Video analyser (laptop) or Frequency Sound Generator (handphone), Spectrum Analyser (handphone)
Process skills            :	Design and implement investigative procedures including making observations, asking well defined question, formulating hypothesis,  identifying variables, selecting appropriate equipment
Noble values         :	Appreciate science and technology, Being honest and accurate in recording and validating data
Vocabulary:	Interference, Interference patterns, superposition
Existing knowledge :	Wave front, wavelength, wave, amplitude, propagation, sound wave, distance.

5E in Teaching and Learning

5E	Technology Connection	Teaching and Learning activities
Engage	Video called “Cymatics” by Nigel Stanford on You Tube. (Cymatic is the visualization of sound waves)	Students watch the video. Teachers asked question and shared what they already knew about sound energy and vibration. Student gather existing knowledge
Explore	Provides student with a common experiment to understand the relationship between  𝞴, a, x and D	Teacher distribute the experiment question (Physic paper 3 Section C SPM) Students  -         making hypothesis -         set up the apparatus/ materials -         Experimenting -         Tabulate data
Explain	Debrief activity Interactive Teacher-Student open discussion (facilitated by multimedia, worksheet and educational technology tools that validates students’ knowledge, skills and uncovers and clarify misconceptions and misunderstandings	Students begin to explore essential question Teach concept facilitated by teacher Students plotting graph and analyse data Guide/ help students as they solve problems
Elaborate	Students apply the information learned in the Explain to answer question or solve problems	Students making conclusion Students relate between 𝞴, a, x and D Student making hypothesis
Evaluate	Students are assessed for mastery informally and formally by teacher (completion of activity sheet, presentation and exit ticket) Continues informal questioning by the teacher.	Lab reports Students apply knowledge and skills in an authentic task and support each other learning. Students making conclusion based on today activities with peer friends

Using Rubrics to Guide Learning

Assalamualaikum dan selamat petang cikgu-cikgu yang dikasihi.

Have u ever faced these challenge when u implement Problem- Based Learning or Project-Based Learning?

• Student shows resistance + Teacher expectation is very high
• Student lack of preparation + Ad-hoc, discontinuous and unconnected plan
• Greater demand for sources of information + Not given much time for 3C's (Communication, Creativity, critical thinking & Collaboration)

 Result in Increase in Stress Level 😭

"If tutors come from a teaching mode of using lectures and discussion, much work is required in changing the curriculum to Problem-based Learning. Each PBL project requires between 120 and 160 hrs to construct, field-test and revise (Bridges, 1992)"

What and why are rubrics?

Rubrics are a set of criteria or rules that provide direction in determining what students know and are able to do.

Rubrics provide teachers with new ways of viewing learning goals and a new ways of assessing student work. 

Rubrics enable the teacher to abandon subjective evaluation methods and replace them with carefully constructed instruments that communicate more clearly expectations for learning and identify students' strengths and weaknesses related to important learning goals.

One approach to designing holistic rubrics:

Aww.. a bit boring isn't it? 

Lets put aside the group that meets the standards and exceptional. Now let us focus on the Do Not Meet The Standards: minimally lacking or weak & those who are seriously inadequate.

When scoring rubrics for each of the group has been done, I would like to rearrange the students in these for the group to foster 4Cs'. I don't really like the idea of labeling students for their performance but YES for the rubric.

I really hope 3C's can improve the Minimally lacking or weak & the Seriously inadequate to reach the standard.

More Communication, Creativity, critical thinking & Collaboration and Less Competition

*Bridges, E.M. (1992). Problem based learning for administrators. Eugene, OR ERIC Clearinghouse on Education Management. (ERIC Document Reproduction Service No. ED 347 617)

Credit to my Assessment Lecturer: Dr. Razak Abd. Samad Yahya 

Habits of Mind

"Problem-based learning and project-based learning provide a rich opportunity for students to deepen their knowledge, expand their repertoire of technical skills, and enhance their appreciation of thinking tools, processes, and strategies.

It is not enough, however, to understand concepts and principles and to solve that one problem, as challenging as it might be. The essential outcome is to develop and expand the dispositions of skillful problem solvers who can apply their learning to an ever-expanding array of challenges not only in commonly taught subjects in school, but also in their communities, in their world and in their lives.

While we are interested in how many answers individuals know, we are even more interested in how they behave when they don’t know—when they are confronted with life’s problems the answers to which are not immediately known. The larger goal is for enhanced performance under challenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship to resolve complex problems.

Achieving this vision requires the internalization of certain dispositions, propensities or Habits of Mind "

In our previous Technology and Innovation Class, Dr Nurulhuda teaches us about the Thinking- Based Learning.  But for this entry, I would like to discuss about HoM or Habits of Mind.

Other than this Techno and Innovation Class, I also meet with this HoM in the Assessment Class. So what 's about it? I would like to dig more and learn what is HoM.

Habits of Mind is knowing how to behave intelligently when you DON'T know the answer. It means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known: dichotomies, dilemmas, enigmas and uncertainties.

Reflection:
When implementing the Prob-BL and Project-BL, teacher will aware that their students are experiencing HoM. Students who seems as lack in initiative will gradually shifted to become more active and inquire learning as the teacher change their behaviour by certain techniques as applying the correct rubrics. In the next entry; I would like to share how rubrics.

(The 21st century learning is not as easy as A,B,C when it comes to behavioral and habits disposition.. even for the all-girls school, and the best class, it is challenging for the teacher to cater with student whose afraid of changing and weak in basic knowledge so didn't want to open up and take the challenge)

Elasticity Part 2, From Prob.-Based Learning to Project-Based Learning

.......... continued..

Previously in Part One, Student are given a  Problem-Based Learning  (Oh Poor Chicken!) for them to work on it, discuss, cooperate and collaborate in groups to find an open ended answer or solution.

Students are required to present their findings in a form of paper presentation and a product; which is a catapult itself.

A catapult / slingshot assigned  to each groups

    Problem-Based to Project-Based Learning

Problem-BL : Solve a specific problem
Project-BL   : Build a model based on the project

Awww yess... dont ever think  that school girls are obedient all the time. For those who did complete their task, there n then the are instructed by the teacher to produce the product with materials they can find around the school

Experimenting, measure the extension of the rubber  when given certain Force acting on it. Data is tabulated in a table.

Let them play for a while and find the longest distance the pebble can fly with 3 trials.
Aim: To relate the value of k to the distance of pebble.

The materials for the experiment. Mythbuster!

Plotting graph of F against x to find k and later.... find Energy of the rubber. (Area under graph)

                                                                                         ........................................to be continued...

PBL: Oh Poor Chicken! (Elasticity)

Assalamualaikum wbt and have a good day everyone.

For our second class (Technology and Innovation) we was taught by Dr. Nurulhuda to design  Problem for T&L. In 5 minutes I finish my task (with few correction by D. Nurul.. hicks 😂 ). Its really no trouble for me at all to design problem for PBL since I always ask myself am I able to design PBL? and Yes. I am able to do that.

Thinking...thinking....  what do I know about this problem?

Group 1: 

• Discuss about the thickness of the catapult and find the spring constant, k for brother's and fathers' catapult from the internet, Next they find the extension, x of each rubber and finally find its Force, F.
• Plotting the graph of F against x to find W = area under graph
• Compare the energy of both catapult by equation E = 1/2 kx2

Presentation by Harpreets' group.

Impromptu correction during presentation and calculatin of Potential Energy by equation

Finding Potential Energy by graph, Work done is equal to area under graph

Group 2: 

• Same as Group one (with different value of k, x and F due to different source of information in the internet) 
• Extension: Discuss Transformation of energy. 
• Potential Energy possess by the rubber band when pulling it TRANSFER to Kinetic energy possess by the pebble/ piece of paper once the rubber of the catapult is release.
• Find the velocity of the pebble/ piece of paper by equation Kinetic Energy = 1/2 mv2
• Find the Momentum posses by the pebble / paper by equation Momentum = mv

Presentation by Asilahs' group

Group 3:

• Same as group 1.
• Extension: Discuss about Intermolecular Force in the rubber during extension and compression

Previshna weighing a pebbles for next extension activity

                                                To be continue.....................................................