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+ The Parallel Curriculum Model in HCI Chemistry Justin Loh Principal Consultant 2 / Science
+ The Parallel Curriculum Model in HCI Chemistry Justin Loh Principal Consultant 2 / Science
+ The Parallel Curriculum Model in HCI Chemistry Justin Loh Principal Consultant 2 / Science
+ The Parallel Curriculum Model in HCI Chemistry Justin Loh Principal Consultant 2 / Science

The Parallel Curriculum Model in HCI Chemistry

Justin Loh Principal Consultant 2 / Science

+ Content

+ Content n   Background to Parallel Curriculum Model n   The 4 Parallels n  

nBackground to Parallel Curriculum Model

nThe 4 Parallels nAscending Levels of Intellectual Demands

nApplying the PCM to the HCI Chemistry curriculum

nExamples

+ Background to the Parallel Curriculum Model (PCM)

[Adapted from An Overview of the Parallel Curriculum Model]

+ What is the PCM? n   Four (inter-related) parallels n   “Holistic approach” to

+ What is the PCM?

nFour (inter-related) parallels

n“Holistic approach” to learning a discipline

nConcept-based curriculum – usage based on learners’ needs

nKnowledge is viewed as a continuous extension

+ Core Curriculum

+ Core Curriculum n   A set of guidelines and procedure plans to help curriculum developers

nA set of guidelines and procedure plans to help curriculum developers address the

nCore concepts nPrinciples nSkills of a discipline

nThrough the use of selected concepts/topics and pedagogy, students should understand essential disciplined- based information, concepts and principles and skills.

Knowing what an expert (in the discipline) needs to know.”

+ // of Connections

+ // of Connections n   A set of guidelines and skills to help curriculum developers

nA set of guidelines and skills to help curriculum developers connect overarching concepts, principles and skills within and across disciplines, time periods, cultures, places and/or events.

nThrough the use of artful, thoughtful and meaningful learning activities, students should understand overarching concepts and principles and relate to new content and content area.

“Knowing how knowledge is connected to each other in meaningful ways.”

+ // of Practice

+ // of Practice n   A set of guidelines and procedures to help curriculum developers

nA set of guidelines and procedures to help curriculum developers nurture students into practitioners of the discipline through the

nUsage nGeneralization nTransfer of essential knowledge, understandings and skills in a field

through authentic, disciplined-based practices and problems.

“Knowing how to use the knowledge and skills in real-world situations.”

+ // of Identity

+ // of Identity n   A set of guidelines and procedures to assist students in

nA set of guidelines and procedures to assist students in reflecting upon the relationship between the skills and ideas in a discipline and their own lives, personal growth and development.

nStudents explore how they can participate in a discipline both now or in the future, by relating to their own interests, goals and strengths.

“Knowing oneself through applying the knowledge and skills of the discipline.”

+ Ascending Levels of Intellectual Demands

+ Ascending Levels of Intellectual Demands n   Process by which the curriculum is escalated in

nProcess by which the curriculum is escalated in order to match learner profile.

nIt is done to

nhonor differences between students and ensure optimal levels of academic achievements;

nprovide appropriate level of challenge nsupport intrinsic motivation and continuous learning

“Curriculum Differentiation”

+ Applying the PCM model to the HCI Chemistry Curriculum

+ HCI Holistic Education Model Vision Defining holistic education, and empowering our students to live

+ HCI Holistic Education Model

+ HCI Holistic Education Model Vision Defining holistic education, and empowering our students to live with
+ HCI Holistic Education Model Vision Defining holistic education, and empowering our students to live with

Vision Defining holistic education, and empowering our students to live with passion and lead with compassion.

Mission We nurture leaders in Research, Industry and Government to serve the nation.

+ Global Literacies Matrix

+ Global Literacies Matrix Global Literacies – provide a founda.on to lifelong learning that is linked
+ Global Literacies Matrix Global Literacies – provide a founda.on to lifelong learning that is linked
+ Global Literacies Matrix Global Literacies – provide a founda.on to lifelong learning that is linked

Global Literacies – provide a founda.on to lifelong learning that is linked to key competencies such as cri.cal thinking , management of informa.on and its transforma.on into useful knowledge and problem-solving.

+ 3 Essential Questions in the Chemistry curriculum

nWhat is matter?

n

Atomic structure & chemical bonding

n

Separation and purification of matter; Chemical analysis

n

Chemical periodicity

n

Chemical calculations

nHow does matter interact with each other?

n

n

n

n

Acid-base reactions Air and the Environment Redox reactions and electrolysis Organic reactions

Acid-base reactions Air and the Environment Redox reactions and electrolysis Organic reactions
Acid-base reactions Air and the Environment Redox reactions and electrolysis Organic reactions
Acid-base reactions Air and the Environment Redox reactions and electrolysis Organic reactions
Redox reactions and electrolysis Organic reactions n   How does energy affect the interaction between

nHow does energy affect the interaction between matter?

n

n

n

n

States of Matter and the Ideal Gas Model Thermochemistry Rates of reaction Chemical equilibria

States of Matter and the Ideal Gas Model Thermochemistry Rates of reaction Chemical equilibria
States of Matter and the Ideal Gas Model Thermochemistry Rates of reaction Chemical equilibria
States of Matter and the Ideal Gas Model Thermochemistry Rates of reaction Chemical equilibria

+ HCI Student Organization Structure

Sec 1 & 2

Sec 3 & 4

Aphelion
Aphelion
Aphelion
Aphelion
Ortus
Ortus
Ortus
Ortus
ProEd
ProEd
ProEd
ProEd
2 Sec 3 & 4 Aphelion Aphelion Ortus Ortus ProEd ProEd iSpark iSpark O-Level / SIP
iSpark
iSpark
iSpark
iSpark
O-Level / SIP Centre for Scholastic Excellence Bicultural Humanities Studies Prog Sci & Math Talent
O-Level / SIP
Centre for Scholastic Excellence
Bicultural
Humanities
Studies
Prog
Sci & Math Talent
Prog
Prog
S
S
M
T

+ HCI Assessment Structure (Sciences)

nSecondary 3

nClass Tests (Termly) – 30% nEnd of Year Exam – 70%

nSecondary 4

– 30% n   End of Year Exam – 70% n   Secondary 4 n  

nClass Tests (Termly) – 25% nSPA Skill 1 & 2 (1 assessment in Sec 3 and 4 each) – 10% nSPA Skill 3 (Sec 4 only) – 5% nEnd of Year Exam – 60%

nAll students have a compulsory project work subject and oral communication subject.

+ PCM in HCI Chemistry

+ PCM in HCI Chemistry n   “Core curriculum” is different for different groups of students.

n“Core curriculum” is different for different groups of students.

nPCM as a curriculum resource organizer.

n“Core curriculum” incorporates applications of concepts in daily life.

n// of Connections is mainly guided by applications as well as the 3 essential questions + macro-concepts between topics or disciplines.

n//s of Practice & Identity are mainly guided by the Global Literacies Matrix.

nALID can be provided by various approaches

+

Some examples

+ Separation Techniques Demo Lab

+ Separation Techniques Demo Lab n   Various instruments/apparatus for separation techniques are placed in a

nVarious instruments/apparatus for separation techniques are placed in a laboratory setting and the techniques are demonstrated.

nSocratic questioning of principles behind each separation (to the molecular level), limitations etc

n//s : Connections, Practice

of principles behind each separation (to the molecular level), limitations etc n   //s : Connections,
of principles behind each separation (to the molecular level), limitations etc n   //s : Connections,
of principles behind each separation (to the molecular level), limitations etc n   //s : Connections,

+ (Paper) Chromatography Lab

+ (Paper) Chromatography Lab n   Set in context of food analysis in the Health Science

nSet in context of food analysis in the Health Science Authority

nTeacher demo of extraction of food colouring from M & Ms, followed by student performing paper chromatography

n//s : Connections, Practice, Identity

from M & Ms, followed by student performing paper chromatography n   //s : Connections, Practice,
from M & Ms, followed by student performing paper chromatography n   //s : Connections, Practice,
from M & Ms, followed by student performing paper chromatography n   //s : Connections, Practice,
from M & Ms, followed by student performing paper chromatography n   //s : Connections, Practice,

+ Acids, Bases and Salts

+ Acids, Bases and Salts n   Reading activity on the life of Svante Arrhenius n

nReading activity on the life of Svante Arrhenius

nStudents are to extract traits and competencies described to enabled Arrhenius to succeed as a physical scientist / chemist; and reflect if they have such traits (and can these traits be developed or enhanced).

n//s : Identity

/ chemist; and reflect if they have such traits (and can these traits be developed or

+ References for Chemist “Stories”

+ References for Chemist “Stories” n   Coffey, P. (2008). Cathedrals of Science: The Personalities and

nCoffey, P. (2008). Cathedrals of Science: The Personalities and Rivalries That Made Modern Chemistry. Oxford: Oxford University Press.

nJaffe, B. (1976). Crucibles: The Story of Chemistry from Ancient Alchemy to Nuclear Fission, 4 th Ed. London: Dover Publications.

nAldersey-Williams, H. (2012). Periodic Tales: A Cultural History of the Elements, from Arsenic to Zinc. New York: HarperCollins Publishers.

nKean, S. (2010). The Disappearing Spoon: And Other True Tales of Madness, Love and the History of the World from the Periodic Table of the Elements. New York: Little, Brown and Company.

+ Rates of Reaction

nInquiry lab on factors affecting rate of reactions

nElephant Toothpaste Experiment nIodine Clock Experiment

nDiscussion on variables, experimental errors and limitations

nSet a task to produce a “spectacular” demonstration for HCI Open House

n//s : Practice, Identity

n   Set a task to produce a “spectacular” demonstration for HCI Open House n  
n   Set a task to produce a “spectacular” demonstration for HCI Open House n  

+ Polymers and their environmental issues

+ Polymers and their environmental issues Lesson plan by BoeySB n   Relating “famous” polymers trademarks

Lesson plan by BoeySB

nRelating “famous” polymers trademarks

nIdentifying plastics/polymers in waste

nPossible disposal and environmental issues [Consequences]

nWhat can students do as active citizens?

and environmental issues [Consequences] n   What can students do as active citizens? n   //s:

n//s: Connections, Identity

and environmental issues [Consequences] n   What can students do as active citizens? n   //s:

+ Learnings

+ Learnings n   PCM as a curriculum resource organizer. n   Different folks, different strokes.

nPCM as a curriculum resource organizer.

nDifferent folks, different strokes.

nAlternative assessments / products required for full desired effects.

+

Thank you!