Elevating Science –

Strategies for Educators

Presenter: Mr. Zheng Weiliang
 Item
1 Introduction
2 Traditional Strategies
3 Strategies in Current Times
4 Lesson Planning
5 Q&A
1.1 About the Speaker
• MOE Education Officer
• Taught Mathematics and Physics at Secondary-Tertiary Level
• Author & Editor
• New Discovering Mathematics series
• Trainer for Teacher Workshops
• Academic History
• Diploma of Education (NIE, Singapore)
• Bachelor of Science (NTU, Singapore)
• Masters of Education (NTU, Singapore)
1.3 Getting to know you – A Survey

• Teaching Experience
• Subjects in Science taught
• Experience in using ICT
• English proficiency

https://tinyurl.com/yhn5yp2z
1.2 Objectives and Manging Expectations
Objectives
• To enable teacher-participants to elevate their teaching.
• To provide support to teacher-participants and improve learning outcomes
for students.

Manging expectations
• Due to my specialisation, more examples will involve Physics.
• Please let me know if I need to slow down.
• There will be a Q&A at the end of the session.
1.3 What is a Teaching Strategy?
• Method or approach used to facilitate teaching and
learning in the Science classroom.
• Used to engage students, promote understanding, and
foster critical thinking.
• Teaching strategies can be adapted and combined to
create engaging and effective learning experiences.

“Can you describe your teaching strategies?”

1.4 Misconceptions of Teaching Strategies
• “Teaching strategies are not required when there are
quality resources like textbooks.”
• “Planning for teaching strategies is time consuming and
overall, the time tradeoff may not be worthwhile.”
• “Teaching strategies do not work on this particular
group of students.”
1.5 Categorisation of Teaching Strategies
Traditional Teaching Strategies
• Strategies that have proven to work for most students
• Strategies which most teachers are already familiar with

Strategies in Current Times

• ‘Modern’ strategies that have emerged over recent years

Strategies for the Disinterested

• A mixed of traditional and modern strategies to engage students
 2.0 Traditional Strategies
•Hands-on Experiments and Demonstration
•Pictorial Representation
•Inquiry-Based Learning Approach
2.1 Experiments and Demonstration
• Students to conduct mini-activities (safe experiments) in class.
• Activities can be done individually, in pairs or in groups.
• There should be scaffolding and thorough instructions given.
• Teachers should facilitate with questions leading to a concept.

(Different from science laboratory experiments)

2.1 Experiments and Demonstration - Examples
2.1 Experiments and Demonstration - Examples
2.1 Examples
2.1 Experiments and Demonstration - The Benefits
• Experiential Learning & Conceptual Understanding :
Tangible experiences that teach scientific concepts in a
concrete and tactile way.
• Reinforcement of Learning: Such activities reinforce
learning by providing immediate feedback and
reinforcement.
2.2 Pictorial Representation
• Use of diagrams to represent concepts, ideas and break down
problems
• Teachers can facilitate learning by drawing and explaining the
diagrams at initial stages
• In latter stages after concepts have been taught, students should
be encouraged to provide the pictorial representation instead
2.2 Pictorial Representation – Examples
2.2 Pictorial Representation – Examples
2.2 Pictorial Representation – Examples
2.2 Pictorial Representation – The Benefits
1. Enhanced Understanding and Memory Retention
2. Supports Multimodal Learning
3. Promotes Critical Thinking
4. Facilitates Communication
5. Real-World Applications
2.3 Inquiry Based Learning
Four typical IBL approaches in education
1. The Structured Inquiry Approach - Sequential process to help
students ask questions and investigate real-world problems.
2. The Open-Ended Inquiry Approach - Students are given the
freedom to explore a topic and ask questions.
3. The Problem-Based Inquiry Approach - Students apply what they
have learned to solve a real-world problem.
4. The Guided Inquiry Approach - Teacher-led approach, teacher
asks the questions, guiding students towards an objective.
2.3 Inquiry Based Learning in Science Education
In Science, IBL is often referred to as the 5Es approach
• Engage students with an opener
• Explore through activities
• Explain concepts and skills involved
• Eleborate by applying knowledge to
other problems
• Evaluate learning by reviewing and
reflecting
2.3 Inquiry Based Learning – Examples
2.3 Inquiry Based Learning – Examples
2.3 Inquiry Based Learning – Examples
2.3 Inquiry Based Learning
 3.0 Strategies in Current Times
•Use of Technology
• ICT Tools
• Educational Apps
• Multimedia Resources
•Formative Assessments
•Differentiated Instructions
3.1 Use of Technology
• ICT Tools
o Virtual simulations
o 3D labs
• Educational Apps
o Self assessment and Content Learning
• Multimedia Resources
o Animations
o Captured Experiments
o Real World Videos
3.1 Use of Technology – ICT Tools Examples

‪Circuit
Construction Kit:
Virtual Lab PhET
3.1 Use of Technology – ICT Tools Examples

‪Waves on a String:
Virtual Lab PhET
3.1 Use of Technology – ICT Tools Examples

‪Gas Pressure :
Virtual Lab PhET

https://phet.colorado.edu/en/simulations/filter?subjects=chemistry&type=html
3.1 Use of Technology – ICT Applets
3.1 Use of Technology – Photos!

Large floating platform being transported Fraser River Delta in front of

by a ship Vancouver BC Canada
3.1 Use of Technology – Videos!

What physics
concepts are
being applied
here?
 3.1 Use of Technology – Videos!

Why do the
helicopter blades
appear not to be
moving?
3.1 Use of Technology – Videos!

What physics
concepts are
being applied
here?
3.1 Use of Technology – Gifs!
3.1 Use of Technology – Gifs!
3.1 Use of Technology – The Benefits
1. Enhanced Engagement: Technology-based activities can
captivate students' interest and make science learning more
engaging and enjoyable.
2. Access to Authentic Data and Resources: Technology provides
access to explore real-world phenomena.
3. Facilitates Visualization of Abstract Concepts: Visualization
tools, help students visualize abstract scientific concepts that
may be difficult to grasp through traditional teaching methods
alone.
3.2 Formative Assessment
• Formative assessment is a process to monitor student learning
progress during instruction.
• It provides ongoing feedback to both teachers and students to
inform teaching and learning strategies.
• Unlike summative assessment, which evaluates learning at the
end of a course, formative assessment occurs throughout the
learning process and is designed to shape and improve ongoing
instruction.
3.2 Formative Assessment - Think Pair Share
1. Think-Pair-Share: Students individually reflect on a question or
problem related to the lesson, then discuss their thoughts with a
partner
3.2 Formative Assessment – Exit Tickets
2. Exit Tickets - At the end of a lesson or class period, students reflects on
the day's learning
3.2 Formative Assessment - Other Examples
• Jigsaw
• Talking Chips
• Round Robin
• One Stay, Rest/Two Stray
• Inside-Outside Circle
• Numbered Heads Together
• RoundTable
• Pairs Check
3.2 Formative Assessment – Interactive Quizzes
3. Interactive Quizzes : Teachers use online platforms or classroom
response systems to administer formative quizzes or polls during class.
3.2 Formative Assessment – Interactive Quizzes
3.2 Formative Assessment – Concept Mapping
4. Concept Mapping - Visual representations scientific concepts
3.2 Formative Assessment – Project Work
5. Project Work
3.3 Differentiated Instructions
1. Choice Boards: Offer students a choice of learning activities or
assignments that cater to different learning styles and
preferences.
2. Flexible Instructional Materials: Provide instructional materials,
such as readings, videos, or simulations, at varying levels of
complexity or with different levels of support.
3. Adaptive Technology: Use technology tools and resources that
adapt to individual student needs and provide personalized
learning experiences.
4.0 Lesson Planning

https://tinyurl.com/448stmb3
“Lesson Plan Template.docx”
4.1 Lesson Plan – Why and What
1. Guidance − It offers a lesson roadmap for teachers.
2. Organization and Assessment − Detailing what will be taught,
how it will be taught, and how learning will be assessed.
3. Alignment − It ensures that teaching activities are aligned with
curriculum standards and learning goals.
4. Differentiation − Allows for instruction to meet the diverse
needs of students.
5. Reflection − Lesson plans facilitate reflection on teaching
practices.
4.2 Understanding Curriculum Standards
• Many educators mainly look at the content portion in
curriculum and syllabus documents.
• In addition, consider the following,
• What to teach (content coverage)
• What not to teach (assessment purposes)
• When to teach (sequence and pre-requisites)
• How to teach (pedagogy and approaches)
4.3 Writing Specific Instructional Objectives (SIOs)
• Many teachers have difficulty writing SIOs.
• SIOs enable teachers to determine if outcomes of
lessons are met.
• Use action verbs to • Avoid such verbs:
describe SIOs nderstand
o U_________
o Explain now
o K_________
o State earn
o L_________
o Solve
o Construct
4.4 Writing the Lesson Plan – Introduction
• State the lesson objectives.
• Provide a tune-in / trigger activity to kick start interest
• Pose a question for discussion
• Use multimedia content or experiment as a topic
opener
• Provide knowledge as a scaffold
• If lesson is a follow-up, provide a re-cap.
4.5 Writing the Lesson Plan – Development
• Teaching off the board / textbook
o Prepare additional scaffold for areas which will require more
explanation
o Be selective of what to say / not say
o Use the teachers’ guides to prepare questions
• Teaching with multimedia
o May pose questions at the start to scaffold thinking
o Highlight what students should be focusing on
• Activities
o Focus on instructions not explicitly stated in activity
o Highlight questions to be asked and expected responses
4.6 Writing the Lesson Plan – Development
• Summarise key concepts
o Highlight rules and exceptions to to the concept
o Add diagrams that may be of use
• Teaching Examples
o Apply the concepts through examples
o Be explicit in the application of the steps
• Students to try some questions
o Follow up with questions for students to try
o Note misconceptions and challenges that students may
face
4.6 Writing the Lesson Plan – Conclusion
• Summarise key take aways of lesson
• Provide formative assessment in the form of
homework
• Provide optional instructions (if there is time)
o Additional examples
o Higher order thinking questions to challenge
students
 4.7 Lesson Plan Example

Module 1
Chapter 1.1 – What are the
effects of forces?

https://tinyurl.com/448stmb3
“Lesson Plan S1C1.1.pdf”
4.8 Taking Lessons to the Next Level 🔥 🔥
• Clear Learning Outcomes and Guiding Questions
• Engaging Tune-in/ Trigger activity
• Use of Demonstrations / Experiments / Activities / ICT
/ collaborative learning to develop concepts
• Application of concepts through examples and
checking of understanding through practice
• At least 1 multimedia resource relating to real-life
• At least 1 discussion for students to discuss Science
• End of Lesson Summary / Exit Ticket
A summary of effective teaching of Science
1. Focus on Understanding: Emphasize understanding over memorization.
2. Building Connections: Make connections between different concepts
within a subject area and across different subjects.
3. Active Learning: Involves strategies where students engage in activities.
4. Scaffolding: Provide scaffolding or support to help students gradually
build their understanding of complex concepts.
5. Real-World Application: Help students see the relevance of the concepts
they're learning by connecting them to real-world examples and
applications.
6. Assessment of Understanding: Assessment in concept teaching focuses on
evaluating students' understanding of concepts rather than just their
ability to memorize facts or perform tasks mechanically.
 5.0 Q&A Session

https://www.menti.com/al6px5nzione
Code: 4369 0252
Contact us
For specific content / pedagogical questions, please email me at
weiliang@starpub.com.sg

For technical support involving digital resources, please email

contactus@starpub.com.sg

For books and logistics matter, please email SE-ED directly.

End of Session 1