My practice so far as a student in the department of science education has been amazing. My teaching practice has not been before the mirror, nor did I bring pupils or students around to teach them. But as students, we teach ourselves; not all of us are familiar with each other, so what happens is that it builds courage, and the lecturer that handles the teaching practice course of different sections is always there to make some corrections, and though we have been thinking about this over time, there is always a flaw in the course of teaching and brilliant future teachers take corrections.
Tell us what your specialty is and what you would like to teach your students in the next hour-long meeting? |
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I am trained to become a professional in teaching chemistry in secondary schools, still in the field of training as a finalist. If, in the long run, I decide to make an upgrade to becoming a lecturer at the university, then I will proceed to master and, with time, a PhD to obtain a speciality. So I will be teaching separation techniques. First, the student may have had a pre-knowledge of elements combining to become compounds and that the constituent of a compound has basic elements. Take, for instance, a simple compound like water. It contains basically two known elements, which are hydrogen and water, and with methods like fractional distillation, vacuum distillation, and electrolysis, we can separate oxygen from water.
Tell us about how the learning takes place from the beginning to the end (input-process-output) |
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INPUT: I will first of all bring to the understanding of the student the concept of separation technique, exposing them to its uses in our daily lives. It is certain that we perform some types of separation technique in the kitchen, which is filtration. I will start with an introduction to filtration since it is popular; we parboil and filter our rice, we separate the beans from stone, so that thing process is a separation technique or process.
Like I said earlier about elements, this concept might have been taught and should be recapped so that the student may understand that for a separation to take place, it must either be in its compound or misture states.
PROCESS: With the aid of some visual aids, I was able to show the student different separation techniques and the apparatus used in this separation. I stated with the one that I explained at the beginning, which is filtration. Filtration can be used in the separation of an insoluble solute from a solvent; solvents are liquids, and solutes are irregular or irregular substances, mostly solids. The apparatus used is a funnel, a filter paper, a beaker, and most especially a mixture containing a solute and a solvent.
Sedimentation is another separation technique, but in this case it is a separation where the solute in the solvent has the ability to settle; this immiscible mixture is allowed to settle, and then the solvent is poured out gently. The only apparatus needed here is a beaker containing the mixture.
I can decided to stop the lesson at this point depending on the timeframe giving, note that a teaching practice don't have to be too long, it duration could be like a normal lesson but in different section, it is different from micro teaching.
OUTPUT: This is actually what I will require from the student at this point. I will ask questions like, What real-life scenario have you applied the sedimentation and filtration method? and I will also ask the student to mention the apparatus used in this separation. This will help me reflect on what they learnt, identify challenges, and know where they need to be reemphasised.
How do you ensure that after the learning activity there are changes in the cognitive, affective, and psychomotor aspects of students? |
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The cognitive aspect refers to the mental process that enables us to process, as earlier stated, which is to analyse, evaluate, store, and have the ability to retrieve when called up. That is when critical thinking is necessary. Let's be more concise.
Evaluation of the student can come as a pre-assessment, like in quizzes, tests, or exams.
Students can also create visual representations, like drawing some apparatus in the lab and how these apparatus are arranged in diverse separation techniques.
Debates can also be applied to test the knowledge and understanding of some concepts.
Connect the concept with a real-world scenario, like in the case of using the filtration methods in our kitchen.
Affective, as the name implies, is how the lesson has been able to affect the learner, and this is always done by the teacher to determine what spurs up learner interest; it also deals with how this lesson has been received, responded to, valued, organised, and characterised in the learner's mind. The aim is to get feedback, so this is done by
ENCOURAGING MY STUDENT
Psychomotor Aspect:
Whether the methods and strategies you use are appropriate, how do you develop methods and strategies in future learning meetings? |
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Certainly, not all methods may work for all students, and applying all at a time may not be possible due to limited time or lesson duration, so with this, I will develop methods and strategies this way.
I would love to see entries from @ngoenyi @bossj23, @johnmitchel and @goodybest