counter examples sdl primary

8/6/2019 Counter Examples SDL Primary

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Counter Examples

Sally Ng (Jun 2011) Page 1

Lesson 1 - English

Class: Primary 5

Text-type: Information Report

Lesson outcome: By the end of the lesson, students should be able to produce

a group information report about a famous celebrity.

Description of lesson:

Mdm R sets a task for her students to research about an assigned celebrity in

groups. The students task is to investigate and research about the celebrity.

Students should look for information about the characteristics of the celebrity,

impact of his/her actions and how people perceived the celebrity. The students

will have to source for sufficient information with the objective of rationalizing

why they feel the famous celebrity is a good role model. The students finally

do a report writing task on the celebrity.

Lesson 2 - Science

Class: Primary 3

Lesson outcome: By the end of the lesson, students should be able tounderstand the difference between living and non-living things.


Mr L wants his students to differentiate between living and non-living things.

Through a didactic manner of teaching, Mr L presents the information via

PowerPoint presentation. He presents information on the characteristics of

living things, namely, feeding, movement, breathing, excretion, growth,

sensitivity and reproduction. Mr L then shows pictures of living things likeanimals and plants as well as non-living things like cars, books and toys.

Through nominated response, he asks his students to choose any 4 pictures

presented and group them into living and non-living things.


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Lesson 3 - Maths

Class: Primary 4

Lesson outcome: By the end of the lesson, students should be able to interpret

and represent data on a pie chart, histogram and bar chart.


Miss K informs the class that they are going to learn about the various ways to

interpret and represent data in the form of a pie chart, histograms and bar

charts. She shows her students the various groups via PowerPoint and queries

which graphical form they should use for their lesson that day. Majority of the

students choose the pie chart. Using the pie chart as an example, she explains

that pie chart is a great way to show different segments through colour codes.Pie chart is also useful for visualizing the various percentages distributions a s a

whole. Miss K highlights to her students that often, they will see a segment of

the drawing separated from the rest of the pie to emphasize an important

piece of information. A student, J, asks Miss K how a pie chart differs from a

bar graph. Miss K then shows the class the prepared PowerPoint slides on the

bar graphs and verbally explains the key points about the bar graph.

(Adapted from Self-directed learning with ICT: Theory, Practice & Assessment)


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Refresh any of the 3 lessons to include SDL/CoL by considering how the

teacher can support the students in:

Tier 1: Learning by Preparing

y Exploring their interest

y Envisioning the possibilities

y Setting goals for learning

Tier 2: Learning by Doing

y Conducting the required activities

y Developing skills to overcome obstacles

y Achieving goals

Tier 3: Learning by Reflecting on Doing

y Recording the progress

y Analysing the process

y Reflecting on performance

Tier 4: Learning by Moving Forward

y Celebrating success

y Imaging possible future actions

counter examples sdl primary

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