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PRACTICAL USAGE AND APPLICATION OF SEPARATION TECHNIQUES

PRACTICAL USAGE AND APPLICATION OF SEPARATION TECHNIQUES. PRESENTATION OUTLINE. Objectives of Project Methodology Literature Review Assessment Rubrics Findings Challenges Faced Future Development. OBJECTIVES OF PROJECT. Apply Separation Techniques to real-life examples,

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PRACTICAL USAGE AND APPLICATION OF SEPARATION TECHNIQUES

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  1. PRACTICAL USAGE AND APPLICATION OF SEPARATION TECHNIQUES

  2. PRESENTATION OUTLINE • Objectives of Project • Methodology • Literature Review • Assessment Rubrics • Findings • Challenges Faced • Future Development

  3. OBJECTIVES OF PROJECT • Apply Separation Techniques to real-life examples, • Apply higher-order thinking of analysis and evaluation of the Separation Techniques, and • Articulate and make thinking visible through debate and oral presentation.

  4. OVERVIEW OF PROJECT • Target: 162 Secondary 3 Express students • Pedagogy adopted: Inquiry Based Learning • Lesson duration: 4 hours over 4 sessions • ICT tools: • Online mindmapping (bubbl.us & mindmeister.com) • Google Site

  5. METHODOLOGY: FOUR-STAGELESSON DESIGN

  6. LITERATURE REVIEW The National Science Education Standards (NSES p. 23) defines scientific inquiry as “…activities through which students develop knowledge and understanding of scientific ideas..." http://www.nsta.org/about/positions/inquiry.aspx

  7. LITERATURE REVIEW They (students) seek evidence to support their ideas and take responsibility for analysing and presenting this appropriately, either as part of a group or as an individual supported by others. They are thus engaged as partners in the learning process:

  8. LITERATURE REVIEW …it promotes personal research... There is the opportunity to support one another in research and explore different avenues of information. The whole experience becomes one of interchange where students share opinions, research and experience in order to achieve an end result. Peter Kahn and Karen O’Rourke, University of Manchester

  9. ASSESSMENT RUBRICS • Content of the mindmap • Applications of Separation Techniques • Presentation skills • Constructive peer feedback

  10. SAMPLE OF STUDENTS’ MINDMAP (1)

  11. SAMPLE OF STUDENTS’ MINDMAP (2)

  12. SAMPLE OF STUDENTS’ MINDMAP (3)

  13. SAMPLES OF PEER FEEDBACK … wrong content for uses or the title is wrong … … some of their content is unrelated to distillation … … use several examples to explain the uses of chromatography … … lots of details, makes mindmap easy to understand … … words are too small to be seen. … speaker will rush his words. … not certain of what he is presenting as he does not know the words well. More pictures in mindmap to make the presentation look interesting. Mindmap looks like Geography’s population pyramid. 13

  14. FINDINGS • 81% of the students agreed that they had enjoyed the lesson. • 89% of the students agreed that they were able to apply higher order thinking skill. • 87% of the students agreed that they learnt from their peers. • 80% of the students agreed that the use of online mindmapping tool organised their thinking process.

  15. CHALLENGES FACED • Presentation skills • Choosing online mindmapping tool • Time constraint

  16. REFINEMENTS • List of tools available • English teachers to teach debate skills before the debate session • Include progress timeline as part of the assessment • Widen the scope of the task

  17. FUTURE DEVELOPMENT • Teachers to give feedback to groups from other classes • Increase the level of collaboration among teachers in the PLT • Level / panel marking (standardisation in marking)

  18. REFERENCES • NSTA Position Statement: Scientific Inquiry, http://www.nsta.org/about/positions/inquiry.aspx • Understanding Enquiry-based Learning, Peter Kahn and Karen O’Rourke, University of Manchester, http://www.aishe.org/readings/2005-2/chapter1.pdf

  19. EMAIL ADDRESS kwok_honey@moe.edu.sgeng_baoling_rachel@moe.edu.sg

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