Semester 1

QED52A: Educational psychology

We learnt about the use of simulations and games to teach Biology. We were also introduced to different techniques to create more authentic experiences for our students in the teaching of Biology such as project-based learning, inquiry-based learning, cooperative learning and argumentation-based learning.

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For the module, we had to design a simulation task for a chosen topic and create materials for its use in the classroom. Next, we also had to create an argumentation task for a biological concept within the syllabus where students had to evaluate whether the known facts adequately support the arguments made.

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We learnt about:

• Simulations and games in Biology teaching​

• Project-based learning

• Inquiry-based learning

• Cooperative learning

• Argumentation tasks

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Assessments:

• Design a simulation task (inv)

• Create an argumentation task (Inv)

QED52B: Pedagogical practices

We learnt about the factors and issues to take into consideration when planning for a classroom and practical lesson. We also learnt about the the different levels of integration between technology and our teaching practice.

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We were assessed on our ability to write a lesson plan to teach a particular chosen concept for a short lesson. We then had to enact our lesson plan in front of our classmates who acted as students and gave us questions that they think students would ask, including misconceptions,

We learnt about:

• Planning lessons in the classroom and in the lab​

• Integrating tech into Biology lessons

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Assessments:

• 20 min Microteaching of a balloted topic (Inv)

• Lesson plan for the microteaching lesson (Inv)

QED52K: Teaching and managing learners

We learnt about the use of simulations and games to teach Biology. We were also introduced to different techniques to create more authentic experiences for our students in the teaching of Biology such as project-based learning, inquiry-based learning, cooperative learning and argumentation-based learning.

​

For the module, we had to design a simulation task for a chosen topic and create materials for its use in the classroom. Next, we also had to create an argumentation task for a biological concept within the syllabus where students had to evaluate whether the known facts adequately support the arguments made.

​

We learnt about:

• Simulations and games in Biology teaching​

• Project-based learning

• Inquiry-based learning

• Cooperative learning

• Argumentation tasks

​

Assessments:

• Design a simulation task (inv)

• Create an argumentation task (Inv)

QED52N: Assessing learning and performance

We learnt about the factors and issues to take into consideration when planning for a classroom and practical lesson. We also learnt about the the different levels of integration between technology and our teaching practice.

​

We were assessed on our ability to write a lesson plan to teach a particular chosen concept for a short lesson. We then had to enact our lesson plan in front of our classmates who acted as students and gave us questions that they think students would ask, including misconceptions,

We learnt about:

• Planning lessons in the classroom and in the lab​

• Integrating tech into Biology lessons

​

Assessments:

• 20 min Microteaching of a balloted topic (Inv)

• Lesson plan for the microteaching lesson (Inv)

Semester 2

QCB52C: Curriculum and scientific practices in Biology education

We learnt about what is scientific literacy, the nature of science and using history of science to enrich our science lessons. We also learnt how to plan for Biology field trips and went through the pedagogical content knowledge for each of the O level Biology chapters.

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This module consisted of 3 tasks. For the first task, we had a choice of doing a) a 5-week NOS curriculum, b) an essay about scientific literacy, and how we plan to enact and assess it in our classrooms, or c) brainstorming ways to teach a particular Biology topic using History of Science. For the second task, we had to plan a 30-minute activity to be conducted at Pulau Ubin, making use of resources that are unique to Ubin. Lastly, we had to design an instructional package, with the common misconception and rationale for our teaching materials for one of the O level Biology topics.

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We learnt about:

• Scientific literacy​

• Nature of Science

• History of Science

• Planning field trips

• Pedagogical content knowledge

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Assessments:

• Choice of 1 of 3 tasks (Inv)

  • 5-week NOS curriculum​

  • Scientific literacy essay

  • Using History of Science to teach a concept

• 30-min Ubin lesson plan (Grp)

• Instructional package for an assigned topic (Inv)

QCB52D: Assessment in Biology teaching

We learnt about the revised Bloom's taxonomy, how to construct a table of specification (TOS), and the crafting of MCQ, structured questions, data-based questions, practical tasks and planning questions.

In this module, we had two main assignments. Firstly, we had to construct 4 original MCQ and a data-based question. Secondly, we had to design an investigative practical task linked to an O level topic.

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We learnt about:

• Bloom's taxonomy

• Constructing Table of Specification (TOS)

• Crafting MCQ, Structured Questions (SQ) and Data-based Questions (DBQ)

• Crafting mark schemes

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Assessments:

• 4 original MCQ questions (Inv)

• 1 data-based question (Inv)

• Design an investigative practical task (Inv)