session 4 reflections

the bulk of the last session was spent writing our lesson plans in our TEL demo groups and subsequently critiquing the SIOs that other groups came out with. well, this isn't my first time coming across SIOs in the ABCD format as this was briefly covered during the teachers' preparatory programme before we began our ESE attachment. nonetheless, it was still a challenge crafting out our lesson plans within the time limit we were given, in the specified format according to the template.

from the general feedback that came from our classmates, i learnt about the importance of being specific both in my lesson objectives as well as tailoring the lesson activities such that the objectives are met. what may work for high-ability students may not necessarily be the same for average-ability students & even those in the normal stream, thus it is good for every teacher to be flexible in their pedagogies such that they cater to different groups of students. the experience of writing SIOs for my group's lesson plan made me realize that incorporating all the elements of ABCD is not easy and it takes much practice to become more skillful in writing good SIOs and lesson plans.

i wonder though, for subjects like chemistry & mathematics where degree of accuracy is pretty clear cut given specific jargon the students have to know or calculations that have to be made, how then do we fit in the component of degree of accuracy in the SIOs of such subjects? it seems unreasonable to expect the students to be able to answer all the questions perfectly by the end of the lesson itself, yet at the same time putting in something like 70% accuracy in a SIO looks rather weird too. are there other ways of expressing this component?