#Open Classroom 8: Differentiated Instruction & Inquirybased Learning in a Mathematics Classroom
Topic/ Unit: Secondary Two Pythagoras Theorem
Textbook: Shing Lee – New Syllabus Mathematics 2 Textbook eBook
Lesson Objectives: Students will be able to:
 Identify a rightangled triangle and its hypotenuse.
 Define Pythagoras’ theorem.
 Investigate and verify the Pythagoras’ theorem.
 Apply Pythagoras’ theorem to solve problems. Find the unknown side of a rightangled triangle when other two sides are given.
 Solve reallife problems involving rightangled triangles using Pythagoras’ Theorem.
Teaching Strategies include:

 Differentiated instruction
 Inquirybased learning
#Open Classroom 7: Team Based Learning in a Mathematics Classroom
Topic/Unit: Secondary 2 Scales and Maps
Lesson Objectives:
Students will be able to:
 Compute the actual length and area of a place given the scale and measurements on a map/model.
 Compute the Representative Fraction (in the form) or scale of a map (in the form 1: n), given the measurements and actual length/area of a place.
 Derive the area scale from the linear scale (and viceversa).
Lesson Strategies:
 Flipped Classroom via Ace Learning
 Team Based learning via MCQ with scratch cards
* MCQ is crafted to bring out common mistakes in calculation of scales and maps as well as any misconceptions. (more…)
#Open Classroom 6: Learning Malay Proverbs
Topic:
Peribahasa Melayu/Malay Proverbs
Lesson Objectives:
 Students will be able to deconstruct the literal and actual meaning of selected proverbs
 Students will be able to transfer the meanings of selected proverbs in their endproducts
Lesson Overview:
This lesson is on learning Peribahasa Melayu/Malay Proverbs. In respective groupings, students are given list of proverbs to deconstruct the literal meaning (extrinsic meaning) and the actual meaning (intrinsic meaning). Kriteria Cemerlang/Success Criteria (Definition, Situation, and Rational) are demonstrated to students as guidelines for them to deconstruct the meanings (both extrinsic and intrinsic) of the listed proverbs.
In the same respective groupings, students are to present an endproduct of their own interest (choices of comic strips/acting/animation) to reflect the meanings (both literal and actual) of one or two selected proverb(s). (more…)
#Open Classroom 5: Situational Writing in an English Language Classroom
Subject: Year 1 English Language
Unit: Situational Writing Unit
Topic: Managing Impressions (Tone & Register)
Lesson Objectives:
At the end of the lesson, students will be able to understand that a respectful and polite tone is conveyed in writing when:
 The author indicates that she has considered the perspective of the reader.
 The author presents the reader with a choice without demanding a certain course of action from the reader.
Understanding Discussions – Why Do We Use Them?
What exactly is a discussion? And why should it play a part in our classrooms? Simple questions that sometimes elicit responses that tend to put it down to something of an anomaly in our classroom experiences.
“Discussions? Nah, we are not like the humanities…it is not that simple in our field”, as if it was not a major slap in the face that certain disciplines rank higher because of perceived difficulty levels.
“It is just talk right? Anyone can do that right?” goes another. Another teacher of many years said when told of the response, “Yes, we just need to get some feedback from students, hence discussions are useful”.
I grimace in agony.
It is easy to put down discussion as just another technique, a strategy to bring in student engagement. Or worse, to fill time in a lesson. And to make matters worse, students feel the same way. “Why discuss? Let’s just get to the point”. Or, “Yes we will discuss, but we know that he will always summarise the key points for us and we are just waiting for the answers”. (more…)
#Open Classroom 4: Scientific Investigation & Reasoning using an Inquiry Approach in Biology
Unit/Topic: Gene Expression and Genetic Engineering/Bacterial Transformation
Lesson Objectives:
 To make observations of results.
 To create meaning from observations.
 To ask accurate questions.
 To develop a hypothesis.
 To design and perform an experiment to test the hypothesis.
Teaching Strategies:
 Wheel of scientific investigation and reasoning (based on Paul’s Wheel of Reasoning) using an inquiry approach
 Conceptbased learning (through the use of planning board)
#Open Classroom 3: Chalk Talk… The Silent Conversation in a Geography Classroom
Chalk Talk is a thinking routine for open discussion on paper. This routine provides an Equal Opportunity for All Students to
 express and share their thoughts and wonderings
 consider others’ viewpoints
 extend their thoughts while connecting to the thoughts of their classmates
 develop new understandings