IN this session, there will a few activities which requires you to answer
few questions or writing down your thoughts. These are not science
based questions. All of these questions are opinion based and hence
write down your answers on the paper and keep it to yourself until you
are asked to share. Why this is important is because it might influence
the other person’s opinion for that question. Also, you might have a lot of
questions during the session. Please note these questions down and all
these questions will be addressed at the end of the session.
Requirements: 5 A4 sheets, pencils, pens eraser.
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Choose one of these 2 movies just by the look of the posters.
Which one did you choose?
Why?
Suggest improvements in the poster that will catch your attention
Activity 1: To be done in A4 sheets.
Slide 1
Look at these 2 posters. And answer the questions in the A4 sheet. You
will have 5 minutes.
a. IF you were to choose between these 2 movies, just by the look of
the posters which one will you choose?
b. Why?
c. What could have the designer of the other poster (the one you did
not choose) improved to catch your attention?
Everyone shares their views
Slide 2
Imagine a dish which you love to have but do not know how to cook.
If you were to get the recipe which method will you prefer?
a. A Written recipe
b. A YouTube Video.
c. Someone explaining the recipe.
d. You try to experiment and figure out yourself.
Which do you prefer and why?
Slide 3:
Out of these 2 dolls, which one will you pick.
Why?
Slide 4:
What are your takeaways from this excerpt?
Slide 5: Watch the video and what do you infer from the video.
How are the slides connected to today’s topic?
Slide 1 explanation Movie poster - Connection to the learner is very
important. These are some of the ways you can connect.
 Connect the learner to content through literature; for example, read
a story to introduce a lesson, then ask questions related to the
story;
 Show items described in the story or have students bring items
(eg., rocks, leaves).

Model real-world problem solving; for example, have learners
solve a specific problem and then provide them with a similar
problem to help transfer learning.
 Generalize a problem so that students create a solution that
applies to a whole class of related problems; for example, instead
of mapping out a single trip, students might run a trip planning
company that has to advise people on all aspects of travel to
different regions of Texas or the U.S. at different times of the year.
 Use video clips to create a context for students about an
unfamiliar topic
Slide 2 explanation - Cooking
These are the ways you can bring it out for visual/auditory/kinaesthetic
learners
 Laboratory exercises
 Inquiry projects.
 Learning/instructional games.
 Discussions
 Paired discussion of new material.
 Whole class discussion of controversial topic, lecture information,
or other topic of interest
Slide 3 explanation - Lock down challenge
Strategies permit students to work directly with materials and manipulate
physical objects in order to experience science. They allow students of
all ages to learn using concrete, tangible things that are accessible to
their senses. Auditory, visual, tactile, and kinaesthetic learners all benefit
from manipulating the things they are studying. Using scientific
instruments (everything from rulers to microscopes to computers) allows
learners to experience authentic scientific activity while developing
necessary skills. Interacting and engaging in investigations with the
materials and objects of science also allows students to draw meaning
from their experiences. Manipulation strategies require students to
become active learners who participate in building their own
understanding; students remember content better when they experience
it for themselves.
Listed below are examples of strategies, some of which are very general
and others which are more specific, either in topic or appropriate grade
level. They are provided to illustrate the strategies, but do not represent
a comprehensive list.
Develop skills (e.g., measure length, volume, mass, temperature, etc.
with precision; use compass)
Operate apparatus (e.g., balance, microscope, calculator, computer
probes) to collect data
Create a drawing or diagram to illustrate a process, including arrows
and labels (e.g. food web illustrating energy sources and transfer)
Make a map (e.g., show migration of bird species & draw the bird)
Create a model (e.g., how an earthquake occurs, structure of a
compound)
Create a graphic organizer such as a concept map
concept
Analyse the effects of a chemical reaction
Build electrical circuits
Make and use simple machines to perform work and collect data
Slide 4 explanation - Team work
Collaborative grouping occurs when teachers arrange students in
flexible groups to work on various tasks such as exploring significant
problems or creating meaningful projects. The ability to collaborate is a
necessary skill for success in the real world and requires working with
others rather than competing with them.
Collaborative grouping strategies encourage student participation and a
shared responsibility for learning that enables the teacher to act as
guide, facilitator and at times, even learner. The composition of the
group may be random or based on interest, and may be heterogeneous
or homogeneous.
Slide 5 explanation – Mission Mangal
Mission Mangal video clip. They developed their own challenge, and
designed procedures through inquiry, students learn how to obtain and
make sense of data and how to generate their own knowledge and
understandings. Students may make decisions, contribute to group
knowledge, have opportunities for creativity and risk-taking, and link
prior knowledge to new ideas and techniques. Scientific enquiry.
There is a broad continuum of levels of inquiry through which students
assume more or less responsibility for each of the components
depending on the subject matter, student maturity and cognitive
development, available resources, and time constraints.
Illustration/confirmation (no inquiry)
o Structured inquiry
analyse results
o Guided inquiry
o Student directed/open inquiry
The above video clip follows fourth type. Can you all give an example for
the first three?
What is scientific literacy?
Scientific literacy is more than just knowledge of scientific
concepts; it is the ability to apply scientific knowledge to everyday
problem-solving situations that impact health, safety, society,
lifestyle, and the environment.
What is your role as a facilitator?
A teacher’s task is to determine:
a. what preconceptions and knowledge the students bring to the
classroom,
b. what concepts and skills they need to learn,
c. What support structures need to be provided in order for them to
meet the learning goals (here invention, innovation, application).
What must we as teachers do to encourage this?
Strategies enhance student learning by
. SLIDE 1
students learn Learning Styles]
slide 2
dents to experience authentic
scientific inquiry Slide 5
Slide 3
diverse groups and settings Slide 4
Invention --> innovation
Invention <-- innovation [Teacher’s Approach]