The engaging in the in-class activties and

TheLearning outcomes of the module are based on ST2-11LW learning outcomes ofstage 2 students(Appendix A), 6 relevant indicator is chosen. This module isaim to teach student the basic knowledge of the ecosystem, the food chain andhow the human’s activities affect the environment and the living world.Inlesson 5, a Problem-based learning approach was adopted in this lesson. Thislesson starts with an open-ended question about the class pet named Katy andthe environment she lives in. Stuedent are required to find the answers byengaging in the in-class activties and work out the solution individually.Evidence has shown that Problem-based learning(PBL) approach can potentiallyhelp students develop a better understanding and a lifelong learning skill (Hmelo-Silver, 2004). PBLhas presented a positive influence on student’s ability to apply science knowledgeand transfers problem-solving skills in real-world situations(Hung, Jonassen, & Liu, 2008).

The following task is observationand quizzes, which can give students hints about the open-ended questions.Observation and quizzes require student to evaluate the information that theyreceived before. Evaluating information involves critical thinking skills andreflecting on one’s own problem-solving process requires metacognitive skills.

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(Hung et al., 2008).Thesecond part of Lesson 5 starting by introducing the food chain using theexample of our class pet Katy.

 A gamebased learning (GBL) is being implemented in this class. A game about theecosystem is being added to this part of the lesson. Studies have shown gamespromote learning and/or reduce instructional time(Dakota, 2016). Games represent the perfectlearning principles and the learning model. For example, games are effectivebecause learning is done in a meaningful (versus game)environment. What youlearn is directly related to the environment in which you learn and present it.Therefore, the process of learning is not only relevant but also applied andpracticed within the context(Dakota, 2016) then the following quiz can alsogive the student an opportunity to practice and apply what they have learned.Inthe third part of the lesson 5,  a videois added to illustrate the concept.

Media affordance like pauseablity andreplayability(Bower, 2008, p. 6) makes video an excellent way to present andillustrate concepts or enhance an understanding of learning in action(Deakin Worldly, 2014, p.4). Video also has the capabilty topresent complicated, dynamic social context which asissit student building adymanic mental model(Kozma, 1994).Asocial-constructism approach is also deployed in this part, researchers suggest that it is important to includecollaboration, knwoledgy and creativity via both both social constructivism andconstructivism approaches; the students can start learning in teamwork,groupwork.(Amineh & Asl, 2015). Fourmcan be a place where students can exchange ideas and working in groups.

Pre-designed topics in the fourm can deliver a basic idea of how the knowledgythat is being taught in class can apply to the real world. These topics notonly able to assist student in the process of learning but also able to boosttheir motivation. Motivation is a pivital factor that can affect student’sacademic achievements.

Increase motivation is a curcial part in the process oflearing. If student cannot answer the question “why do I need to learn this”for themselves or is not able to receivie a convincing annswer from teacher orthe class, the absence ofinstructional activities can create a barrier at the very beginning of theentire learing process(Mehalik Yaron;Schunn, Christian D., 2008).InLesson 6,  the first part of the lesson 6is following the rule of split attention effect. A image with detailedillstartion will be prsented in this part.

The split-attention effect canimprove the efficency during the learing process by using less mental resouces.Students can learn more efficently since they don’t have to use mentalresources to visually search the relevant information on the page. This alsoallows individuals to learn better when corresponding pictures and word areprsented together rather than successively.

(Bower, 2017)A design-based activity (DBL) isimplemented in the second part on this course. Design-based learing allowsstudent to have a better understanding of this course. When student enagaing inthe design activity, ideas will be organized, decisions will be made, situationwill be improved and knowledgy will be gained(Hung et al., 2008). Design based learing allows student to participate in the process of constructing cognitive concepts as a result of modelingand making individual and createtive project, to set up the learning process baseon their own preference, learning syles and relavant skills(Resnick, 2010).Factual, conceptual knowlegy is being developed during thisprocess. Group reflectionIn this moodel module, theconsistancy is considered to be the biggest advantage. The class starts withthe introduction to the class pet Katy.

Katy is prsented in lesson 1,4,5 and 6.This module use Katy as an example to explain the class content. This can savestudent’s mental resource, since student I already farmilar with the class petKaty. Most of the content in this module is explained using the real lifeexample, this can increase the student’s motivation, makes them easier tounderstand the class contentHowever, the drawbacks of this moduleis some of the content is too hard for the student, student may find itdiffucult to understand some of the concepts.

This can have a negitive effecton their passionate to science and movitation. This difficulty can be overcomedby using metaphor, extra exercise, or spend more time on students who have ahard time understanding the content. 


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