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)

Closed End Air columns (Finding Sound Velocity)

Assalamualaikum and good morning...


Theory:

A musical instrument has a set of natural frequencies at which it vibrates at when a disturbance is introduced into it. These natural frequencies are known as  the harmonics of the instrument. Each harmonic is associated with a standing wave pattern.

Aim: To Investigate the relationship of frequency and Lenght of air column

Problem Solving:
Internalize the mathematical relationships for the closed-end air columns in order to perform calculations predicting the velocity of a sound wave produced by a known length of air column and  given a natural frequencies.

The graphic  below depicts the relationships between the key variables in such calculation.

High amplitude to high amplitude shows in the Visual analyser is = 𝞴/2

𝞴, v, L and f can be relate by the equation  v =f𝞴   where  𝞴=L

Apparatus/ Materials:
speaker, meter tape, one end closed tube  microphone, connecting wires

Software: Visual Analyser

Variables:
Maipulated: Frequency,f      Responding: Wavelength, 𝞴      Constant to find: velocity of s/wave, v

Arrangement of Apparatus:

App. and Software

with co-partner

with an assistance

 Procedure:

1: Experiment done by viewing the amplitude of wavelength in the visual analyser, VA generate wave with desirable frequency 1200 Hz.
2. The microphone is move further from the speaker until the highest peak is shown on the VA screen. that is  𝞴/2. More further more until one more highest peak is shown on the VA screen and marked the distance as 𝞴.
3. Repeat Step 1 and 2 with different frequecy 1400 hz, 1600 Hz, 1800 Hz and 2000 Hz.
4. Tabulate data
5. Plot graph of f against 1/𝞴

Tabulation of data:

Analysis from graph:

  Calculation:
  Gradient of the graph =  1400 - 1200 / 0.0417 - 0.0357
                                     =  200 / 0.006
                                     =  33333.33cms-1
                                     =  333 ms-1

Since v = f𝞴
          f = (1/𝞴) v
          f ∝ 1/𝞴    graph plotted ⏫

Conclusion:

• The graph of  f against 1/𝞴  is equal to Velocity Of Sound Wave
•  Velcity of Sound Wave, v = 333ms-1

Visualising on the VA:

Authentic Link:

Electricity, Magnetism and Movement

The basic idea of an electric motor is very easy,  put electricity at one end of a metal rod and it rotates at the other end giving you the power to drive a machine.

Group experiment. EVIDENCE-BASED LEARNING

Basic knowledge:

1.  When current flows along a CCC (Current Carrying Conductor), Electromagnetic Force, B is produced around the wire.
2. Direction of current, I is from positive to negative terminal of battery
3. Direction of B can be determined by Right-Hand Grip Rule

FRONT VIEW

SIDE VIEW

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...

See Sound 3 : Interference Reflection

As a conclusion to my 5 period of Sound Interference Lesson, I will share the misconception and reflection upon the Lesson

Misconception:

1. As a increase, x increase.

A good thing is... students acquired knowledge by self-learning. This photo is from Polee. She wants to undrstanding that when a increase, x decrease. Good Effort!!!!!!!!!!!!!!!

Writing a scientific report:

1. Consistency in tabulating data
2. Manipulated variable always at the first column and next column is the responding variable.

Teachers' Conclusion:

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.....................................................