The discussion with a school management committee member and me after review of science textbooks of grades nine and ten has led to planning for school-based training of science teachers to convert the textual material into daily learning chunks as intended instructional statements.
After the presentation of the learning chunk in an interactive way, the students will be put in small peer group learning situation. The new instructional approach will be implemented from the ensuing academic session.
The students in groups will be encouraged to identify the specific vocabulary from the learning episode and create word-search puzzles and learn to draw proper diagrams or visual symbols.
It has been thought, while students do group work to develop the right hemisphere of the brain, the teacher will walk around the room to discover who needs learning support and provide it.
The exemplar material for the first chapter for of grade ten science textbook has been prepared to provide hands on experience to science teachers of the school and it will be followed by on-job training of teachers to prepare similar learning material to be transacted in the classroom as lesson studies.
There will be review- and-improve mechanism in place to strengthen the new approach and collectively to make it successful, it is revealed.
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