Teaching Observation Report

My report on teaching using ICT are as follow:
Observation Report

Teaching and Learning of Science using ICT

ICT in My School

Teachers who are in the implementation of SPN21 or the new education system are the one who utilize ICT the most namely those who teaches Year 1 and Year 4 students. This is because they are being emphasized to use the provided facilities especially in the teaching of the subjects such as Mathematics, Science and Social Studies. The Brunei government especially the Ministry of Education has spends a fortune on the implementation of the new Mathematics and Science syllabus for the Primary schools on the textbooks, resources, resource persons, workshops and etc.

ICT Facilities that can be found in my school are two ICT laboratories, computers, 20 Mac books, four units of projectors, one interactive white board, internet connections, wireless internet connections for staff as well students.

There are also integrated ICT across the curriculum where the core subjects such as Mathematics, English, Science, Social Studies, Bahasa Melayu were given the opportunity to use ICT for allotted time for one hour for upper primary classes and 30 minutes for lower primary classes.

Teaching and Learning of Science using ICT

In the teaching of science, it is allocated four periods (2 hours) for lower primary and five periods (2 ½ hours) for upper primary per week where each period is 30 minutes.

Students should be provided with the opportunities to learn and develop their capability through the use of ICT tools. There are three possible approaches whereby ICT could be exploited for the teaching and learning of science. There are the uses of external devices such as sensors and suitable software installed into the computer, the use of internet to source information and synthesise the information according to needs and the use of interactive multimedia learning packages that are tailored for specific learning outcomes.

At the same time, teachers are expected to improve their computer-in-the-classroom skills which include the infusion of technology into the classroom/laboratory and also to upgrade their technology skills. In addition, websites and software relevant to the topics will be listed in the teaching and learning resources package that will be developed subsequently.

The curriculum development department (CDD) has provided Year 1 teachers the CD’s which contained power point presentations on the themes taught to the students. The provided CD’s is an audio-visual CD where the teacher does not have to explain what the visual is all about.

The disadvantage of the provided resource from the CDD is that the students do not understand English very well as this language is their second or sometimes third language. The teacher has to give explanation on difficult words to the students after viewing the CD.

The disadvantages of using ICT are time, as it is time-consuming for the teachers to prepare for the lesson and also the availability of the ICT laboratory since there are about 24 classes from Year 1 to Year 6 levels. Science teachers have to prepare materials for experiments in the science laboratory to teach on certain themes as well.

Most popular software use by Science teachers in their teaching:

1. Microsoft Words – preparing assessment papers/ experiments papers.
2. Microsoft excel – preparing assessment papers, computing marks.
3. Microsoft power point – in teaching suitable topics/themes.

Teaching and Learning of Mathematics using ICT

ICT in My School

Teachers who are in the implementation of SPN21 or the new education system are the one who utilize ICT the most namely those who teaches Year 1 and Year 4 students. This is because they are being emphasized to use the provided facilities especially in the teaching of the subjects such as Mathematics, Science and Social Studies. The Brunei government especially the Ministry of Education has spends a fortune on the implementation of the new Mathematics and Science syllabus for the Primary schools on the textbooks, resources, resource persons, workshops and etc.

ICT Facilities that can be found in my school are two ICT laboratories, computers, 20 Mac books, four units of projectors, one interactive white board, internet connections, wireless internet connections for staff as well students.

There are also integrated ICT across the curriculum where the core subjects such as Mathematics, English, Science, Social Studies, Bahasa Melayu were given the opportunity to use ICT for allotted time for one hour for upper primary classes and 30 minutes for lower primary classes.

Teaching and Learning of Mathematics using ICT

Since mental computation was included in Mathematics and practiced in the PSR (Penilaian Sekolah Rendah) examinations starting last year (2008), students were given mental computation questions using power point presentation. The teachers who teach Year 4 mathematics just prepare the questions and later take the students to the ICT lab.

In this way, the teachers do not have to read the questions to the students because the students can read the questions that are shown on the white screen in front of the class. At first, the students were shown the questions for about 30 seconds for each question. They are required to give out the answer only and finally 8 seconds per questions for checking their answers.

Besides doing mental computation, the teachers also downloaded questions or activities from the websites that are related to the mathematics syllabus for the students to answer on their own as well as for class activities.

In addition, the recent advances in technology and the availability of technological devices have a radical change on the mathematics curriculum in terms of the content that can be covered and strategies for teaching and learning mathematics. It enables students explore and create patterns as well as solve problems for examples in the use of calculators, graphic calculators and etc. The mathematics curriculum supports these developments by placing clear emphasis on the sensible use of ICT in concept development as well as in technology assisted instruction, modeling and interactive learning.

Most popular software use by Mathematics teachers in their teaching:

1. Microsoft Words – preparing assessment papers
2. Microsoft excel – preparing assessment papers, computing marks, drawing tables, students’ name lists.
3. Microsoft power point – in teaching suitable topics

The disadvantages of using ICT are time, as it is time-consuming for the teachers to prepare for the lesson and also the availability of the ICT laboratory since there are about 24 classes from Year 1 to Year 6 levels.

How Should Technology (ICT) Be Used In Mathematics And Science Teaching And Learning?

Technology (ICT) should be used widely by the teachers as well as the students in schools. A lot of effort has to be done by the ministry, schools and teachers in order to teach Mathematics and Science effectively in using ICT.

The usage of ICT would encourage and motivate the students to learn Mathematics and Science as it require them to manipulate computers and interactive white board. The students would also be enthusiastic to learn those subjects.

Besides that, the using of ICT would make the learning process interesting because the students can visualize certain terms which sometimes are beyond the reach of textbooks. It is also different from the traditional way which is the using of textbooks and white board.

It would help the teachers in assessing the students’ works where marks were given automatically after finishing the said worksheets in the internet.

In contrast, teachers have to plan his/her lesson wisely before starting the lesson. ICT can only be use in teaching selected topics only. Insufficient resources such as computers and rooms are the disadvantages of using ICT. The costs for buying and maintaining ICT equipments are very expensive. Teachers lacking of experience in using ICT would also contributes in this matter.

How are schools doing it?

The Ministry of Education has provides all the necessities for ICT to be taught in schools for examples wireless network connection, Computers, Projectors, Interactive white boards as well as ICT teachers.

Time slots were given to core subjects such as Mathematics, Science, Bahasa Melayu, Social Studies and etc in the computer laboratories where the designated teachers can use ICT in their teaching with the help of ICT teachers.

But the time slots are limited as there are only one or two laboratories in each school. Besides that, lacking of expertise in the usage of computers would hinder the teachers from using it in their teaching.

Uncooperative ICT teacher would also make this matter worse as there is only one ICT teacher in each school to entertain a bigger school of about 50 teachers.

What is inquiry-based learning?

Children are born with curiosity. They have a tendency to ask questions to parents or elders for something that they did not know and understand. They always seek for evidence.
The process of inquiring started with collecting of information and data by using all the five senses (Inquiry based learning, 2004). Then, by applying the existing knowledge that children had they will gain new knowledge. Inquiry is important in the generation and transmission of knowledge.

It is an active method of learning which is student-centred (Whowell, 2006). It is more interesting teaching strategy than the traditional method, chalk and talk. Enquiry skills are useful in the teaching of certain subject such as Science. Examples of enquiry skills are predicting, experimenting, observing, recording, inferring, measuring, communicating, analyzing and etc.

This method can be use in problem solving, field trips, dissertations, projects and research. Sometimes this method does not look for right or wrong answer but solutions to certain problems or questions. It is suitable to do inquiry-based learning in a small group which later will promote social interaction between the members of the group.

Some of the characteristics of the inquiry-based learning are as follow,

·Involvement with a complex problem, that is open-ended to allow a variety of responses or solutions.

·Students lead the enquiry and the methods use.

·Tasks stimulate curiosity in the students, encouraging them to actively explore and look for new evidence.

·Responsibility depends to the student for analysing and presenting that evidence in appropriate ways and in support of their own response to the problem.

What are the roles of the teacher?

Roles of the teacher are to:

1. Prepare the students before learning takes place by telling the benefits and expectations they can get from this method, the changing role of the students if compare to the traditional method, they would be able to work in groups.

2. Create the stimulus by carefully setting up the scenarios or problems.

3. Prepare the resources, determine the assessment methods and also the deadlines of the task.

4. Facilitate the students and the learning. By giving guide lines such as asking open-ended questions to the students and also support any difficulties that groups or individuals encounter.

5. Explain clearly to the students the assessment procedure and criteria.

6. Share the experience with the students.


7. Give feedback to the students as well as receive feedback from the students.

What are the roles of the students?

Roles of the students:

-Accept responsibility for their learning.
-Establish roles of the group.
-Investigate the stimulus.
-Identify the learning goals of the lesson.
-Determine a plan of activity and agree on individual tasks as well as responsibilities.
-Report individual findings and gather research.
-Completing the task.
-Tolerate with the assessment tasks.
-Give and receive feedback from other members of the group and teacher.

The advantages of using inquiry-based in teaching Science

Benefits to the students:

1. The students will remember more if they learn through this learning because they have to talk about it. It is also easier to apply to the real situation.

2. It promotes responsibility to the students.

3. Develops lifelong learning skills.

4. Nurture inquiring attitudes throughout life.

5. Accommodates different learning styles.

6. The students will become a more confident investigator, sensible, and often look at different aspects of the problem and are less frightened by the word research.

7. It helps the students to have the confidence to work with others, speak out and share ideas but also improve the students’ personality as they not only have hands-on skills and academic knowledge.

8. It reflects the multitude of skills such as intellectual and professional skills.

9. The students will be used to sharing info and deciding which one to use.

10. Involve everyone in the group work, so every student has a chance to participate.

11. Opportunities for reflection and review.

12. The students will enjoy learning.


Benefits to the teacher,

-Can inform the teacher’s own research.
-Livens up lessons.
-Encourages participation in the learning.
-Widens teaching experience.
-Enjoy teaching the students.

References

1. Boo, M. D. (1999). Enquiring children, challenging teaching. Suffolk: Open University press.
Inquiry based-learning: What is inquiry-based learning? (2004). Retrieved September 14, 2008 from http://www.thirteen.org/edonline/concept2class/inquiry/

2. Kahn, P. & O’Rourke, K. (2005). Understanding enquiry-based learning. In T. Barrett, I. M. Labhrainn & H. Fallon (Eds.), Handbook and enquiry and problem-based learning : Irish case studies and International perspectives (pp. 1-12). Galway: CELT

3. Moore, I. (n.d.). Enquiry based learning. Retrieved September 15, 2008 from extra.shu.ac.uk/cetl/cpla%20resources/What%20is%20EBL.ppt
Whowell, M. (2006). A student guide to enquiry-based learning. Retrieved September 15, 2008, from www.campus.manchester.ac.uk/ceebl/resources/general/studentguide_july06.pdf

(These text were taken my PS 1236’s report, September 2008)

The effective method of doing additions and subtractions in mental computation

Mental Computation is the ability to compute certain problems mentally especially in mathematics. It emphasizes the mental processes used to achieve the answer without the use of any computational aid. On the other hand, mental arithmetic focuses on speed and accuracy.

There is a greater emphasize on mental computation and understanding of number in the new Brunei Mathematics syllabus particularly in the teaching and learning of mathematics (Curriculum Development Department, 2007). The new syllabus was introduced in the year 2004. These mathematical skills would enable the students to cope with everyday life for instance calculating, estimating and solving problems.

Starting year 2008, all the primary 6 students will be assessed based on mental computation as part of their Penilaian Sekolah Rendah (PSR) examinations. It will contribute 10 percents of the final marks and comprises of 30 questions within 10 minutes time.

Easier methods should be introduced and taught to the students so that they can do additions and subtractions accurately without doing the traditional paper and pencil algorithms. This can develop their mental computations and also thinking skills.

Students used many techniques in doing mental computations. Some of them are count on method, count back method, choose compatible numbers methods, left to right method, compensation method, equal additions method, sequence method and split tens method.

Examples of strategies:

Sequence method

Addition
Question: 27 + 35,
Step 1: (27 + 30) + 5,
Step 2: 57 + 5,
Step 3: (57 + 3) + 2,
Step 4: 60 + 2,

Result: 62.

Subtraction

Question: 45 – 27,

Step 1: (45 – 20) – 7,

Step 2: (25 – 5) – 2,

Step 3: 20 – 2,

Result: 18.

In this method, the second number has to be sequence by separating the tens from the ones. In that way, it would be easier to add or to subtract the numbers step by step. Other than that, the students can use number bonds method or counting on method which they were familiar with since their lower primary level. This can help them to answer the questions easily.

Split tens method

Addition
Question: 27 + 35,
Step 1: (20 + 30) + (7 + 5),
Step 2: 50 + 12,
Step 3: (50 + 10) + 2,
Answer: 62.

Subtraction

Question: 45 – 27,

Step 1: (40 + 5) – (20 + 7),

Step 2: (30 + 15) – (20 + 7),

Step 3: (30 – 20) + (15 – 7),

Step 4: 10 + 8,

Answer: 18.

In this method, the numbers in the tens and the ones place value have to be split so that the students can focus in adding or subtracting the numbers in ten place value and the numbers in the ones place value. But if in subtraction (refer to the above example), in this case 5 cannot be subtracted with 7 so to solve the problem the number in the ten place value has to be decrease so that numbers can be subtracted (15 – 7).

Implications on the teaching and learning of Mathematics

These strategies will help the students to be more fascinated in learning mathematics. As they happen to know new ways of doing mental computation especially in additions and subtractions and they were also given the freedom to choose which method that they preferred. They would be happy if they are successful in doing new things. This was because students at this age are very curious. This will also encourage them to learn new strategies. High ability students could proliferate the methods introduced to them by teaching the methods to their other friends.

(These texts were taken from my PS 1234’s report, November 2008)

Science

In SPN21, the primary school students namely Year 1 and Year 4 students are introduced to the new Science syllabus beginning the year 2009. This subject are taught in English language.

The new Science syllabus will provide the students with enjoyable learning experiences, which will develop not only scientific knowledge but also process skills, appropriate values and attitudes for participating in a technologically changing and dynamic world.

Learning science is an active process which uses the principle of scientific inquiry.

Using ICT in teaching

ICT or Information and Communication Technology are widely used nowadays. As for in teaching, it can be use to make teaching and learning interesting than the traditional ways.

This way it will make the lessons more colourful and meaningful to the students. Not only that, it will also help the students to understand better for example in the teaching of the topic fractions, where the students can visualize the value of the fraction.

In addition, it can save the teachers time. The teacher can save his/her work in the computer and use resources again in the next lesson where the same topic will be teach.

Teaching Mathematics

Like Science, Mathematics should be taught in a more interesting ways like exploring using concrete materials and other resources such as related web sites, text books and etc.

Teaching Science

There are lots of teaching strategies that are useful for teachers available from the web sites, books and etc.

In the new education system or SPN 21, Scientific enquiry is emphasised. Teachers should use different teaching strategies.

In enquiry learning, students will discover new information based on the previous knowledge that they can link together with the new knowledge that they gathered.

Not only that, it will also develop the students' basic skills such as thinking, measuring, observing, predicting, classifying, comparing and etc.

This will promotes scientific literacy by equipping the students with the necessary scientific knowledge and also process skills.

Maths and Science

Maths and Science are two core subjects that are important especially in the Brunei new education system of 21st century. The new education system is also known as SPN21 (Sistem Pendidikan Negara abad ke-21). This education system was started on 2008.