CS2: Chemistry
Semester 1
QCY52A: Pedagogies in Chemistry Education I
We learnt how to create Content Representations (CoRE) and each group had to write, present and respond to critiques to our CoRes for 2 to 3 chapters based on the students' textbook. This was helpful in helping me to see how CoRE can help a teacher breakdown any new chapters and inform them of how much and how deep is the content knowledge a student must have while learning this topic.
We had to record a video-presentation of the difficult concepts and misconceptions students may have regarding a topic of our choice to be taught in an one-hour lesson. We then had to create an instructional package containing the CoRE, slides and worksheets that can be used for the enactment of the lesson we had planned,
We learnt about:
Crafting Content Representations (CoRE) for each Chemistry topic
Identifying difficult points and common alternative conceptions
Creating instructional packages
Assessments:
Video presentation of the difficult concepts and alternative conceptions for a chosen topic (Inv)
CoRe and instructional package for same chosen topic (Inv)
QCY52B: Pedagogies in Chemistry education II
We learnt to write detailed lesson plans for a Chemistry lesson. We were introduced to various questioning techniques that can be used in our classrooms. We also learnt about lab-based instruction; a way to use practicals or micro-experiments as a way to arouse students' interest in a topic and using it to anchor students' learning.
We had to write two lesson plans for a full one-hour lesson, one for a normal classroom-based lesson and another lesson utilising lab-based instruction for a topic of our choice.
We learnt about:
Writing detailed lesson plan
Questioning techniques
Argumentation
Writing frames
Lab-based instruction
Micro-experiments
Assessments:
1-hour classroom-based lesson plan (Inv)
1-hour lab-based lesson plan (Inv)
Semester 2
QCY52C: Assessment practices in Chemistry
We were taught about the Bloom's Taxonomy of cognitive demand, and how to craft the Table of Specifications for assessments. We also crafted different assessment items for critique by our peers and tutors.
We had to set a 25-mark topical test paper of an assigned topic consisting of MCQ and open-ended questions, including a data-based question. We also had to evaluate our peer's test papers and provide constructive feedback. Lastly, we had to write a report of how a particular practical task can be used to help students master at least one of the testable skill areas for practical examinations.
We learnt about:
Bloom's taxonomy
Table of Specification (ToS)
Setting KU and HISP questions
Alternative assessments and rubrics
Item analysis - Facility Index, Discrimination Index, Distractors
Rasch analysis
Assessments:
25 marks test paper including MCQ, Data-based question (DBQ) and Structured questions (Inv)
Peer critique of MCQ and DBQ (Inv)
Facilitation slide deck to teach planning questions (Grp)
QCY52D: Chemistry micro-teaching
We were given many opportunities to hone our lesson enactment skills through microteaching. Feedback was given by tutors and peers for us to reflect on and improve our teaching skills. We also got to observe and learn from our friend's classroom enactment by roleplaying as students
We were assessed on our planning, enactment, and after-teaching reflection of a 30-minute classroom-based lesson.
We learnt about:
Aspects of a good lesson - Introduction, Conceptual Development, Communicating, Use of Resources, Lesson Closure
Effective lesson enactment skills in classroom and in lab
Post-lesson reflection
Assessments:
30 min lesson microteaching on the topic of choice (Inv)
Lesson plan and reflection for the microteaching topic (Inv)