1. Using web-based learning as a teaching & learning tool in Chemistry
Introduction:
Subject: Chemistry
Topic: Atomic Structure
Duration: 1 hour
Classes: 302
Stream: Express
Prior Knowledge: Students have been introduced to the fundamentals of this topic in
lower secondary science
Basis for lesson design:
This e-lesson is designed based on the principles of engaged learning (PETALS):
Principles of engaged learning Key components in lesson design
Use of Pedagogies • Self-directed web-based learning
Teachers employ pedagogies that consider students’ • Students plan, manage and assess
readiness to learn and their learning styles
their own learning pace and
sequence of learning activities
• 1 student to 1 PC terminal
• e-lesson instructions and guidelines
saved in Projects Drive for easy
access by students
Experiences of Learning • Students own learning process
Teachers design learning experiences that challenge • Web resources of differing nature
thinking, promote inter-connectedness and develop offer varied learning experiences
independent learning
(differentiated learning activities)
• Students allowed to work
individually, in pairs or in small
groups (max 3)
• Individual reflective note-taking
process built into lesson structure
Tone of Environment • Students encouraged to ask
Teachers create a safe, stimulating and productive questions during learning process
learning environment • Teacher as facilitator
Assessment for Learning • Teacher addresses questions on
Teachers provide feedback to improve student the spot and provides feedback
learning when necessary
• Self-assessment through online
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2. quiz (Checkpoint 3)
• Formative assessment through Key
Concept Workbook assignment (for
all)
Learning Content • Learning content is based on topic-
Teachers develop a curriculum that is relevant and specific learning outcomes and
authentic to students general ability level of students
• Differentiated content & learning
activities from various checkpoints
cater to differing cognitive
development of students (from
fundamental principles to
challenging concepts)
INSTRUCTIONAL OBJECTIVES:
(Identification of the specific learning outcomes expected to happen based on Competency
Standards.)
a b c d
Creativity & Innovation
□ □ □ □
Communication &
Collaboration □ □ □ □
Research and Fluency    □
Critical Thinking,
Problem Solving and
Decision Making
□ □ □ □
Digital Citizenship
□ □ □ □
Technology Operations
and Concepts □ □ □ □
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3. Key Observations / Learning Points:
• Students need to ensure that they can recall their log-in password before the lesson
(otherwise to re-set their password with IT administrator before the lesson)
• 2 periods is generally sufficient to complete online exploration (but a number of
students are unable to fully complete the Key Concept Workbook assignment)
• Lesson planning and preparation is important as the learning process has to be well-
structured with clear guidelines, to minimize confusion and reduce time wastage in
clarifications
• Students generally enjoy web-based learning (provided there is a spectrum of online
resources for exploration and the resources are stimulating and engaging)
• Learning content or activities can be made more authentic, if possible
• Websites on animations and online quizzes (with immediate feedback) are generally
well-received by students
• Websites on puzzles and games are more popular amongst students of lower ability
• More scaffolding checkpoints / platforms may have to be provided for lower ability
groups
• Websites heavy on information are not well-received amongst students of lower ability
(e.g. Checkpoints 1 & 5); but are relatively popular amongst students of higher ability
• Some students request for hard copy list of the websites (to complete the unfinished
checkpoints or to re-visit their favourite websites on their own after lesson)
Prepared by: Lim Boon Ping (Science Department)
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