Ms Rita

1. What she should have done?

1.1. Giving them interesting computer stimulation metaphors of how they could relate Tsunamis with movies like Godzilla.

1.2. to understand the ferocity of waves thus understanding the disastrous effects of Tsunami in the Tsunami catastrophe.

1.3. Use science apparatus, for example, throwing a stone in a tank of water to see how the waves spread.

2. What was right?

2.1. She collected visuals and articles so that students can relate to what is Tsunami although they had never seen it

2.2. She got ready higher order questions to further probe the student’s undertanding

2.2.1. INS to insert (Windows)

2.2.2. TAB to insert (Mac OS)

2.2.3. ENTER to add siblings

2.2.4. DEL to delete

2.2.5. All key shortcuts

2.3. She asked for her colleagues opinion, Mr Yeo

3. What went wrong?

3.1. The student do not have enough prior knowledge to answer her questions.

3.1.1. whether the students know what is a ‘Typhoon’? What is ‘convergent boundaries’ and “divergent boundaries’?

3.1.1.1. Mr Yeo is correct to suggest to start from “knowledge” questions to test their understanding of the fundamentals.

3.1.1.2. This ensures that the students have the scaffolding to actually answer the higher order knowledge based questions.

3.1.2. She cannot jump straight into higher order thinking questions without teaching the fundamentals

3.1.2.1. Joel and Aisha

3.2. It is a teacher-centred teaching

3.2.1. this is because the students do not understand and could not relate the topic