Chemistry Tuition Methodology
The revised 9729 chemistry syllabus is designed to place less emphasis on factual material and greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long term value in an increasingly technological world rather than focusing on large quantities of factual material which may have only short term relevance.
This curriculum framework provides students the opportunity to appreciate the connections between the concepts in the Core Ideas of Matter, Structure and Properties, and Transformation, and to apply these to the study of different chemical systems in the Extension Topics.
In a nutshell, the learning of Chemistry at A Level is based on a holistic approach and no longer via the traditional approach of classifying topics into Physical, Inorganic and Organic Chemistry. With this change in syllabus, it is important that students are well equipped with the necessary knowledge and skills in handling higher order questions in examinations.
A Passion for Learning Begins with a Spark, Peyton Williams Jr, President for Association for Supervision and Curriculum Development (ASCD) 2002.
My Teaching Philosophy & Style
Learning is a factual and emotional experience. At many a times, we are overly focused on achieving the learning outcome but not the learning journey. Mr Wong believes that all students are keen learner but at times need that someone to open the closed door within their minds, i.e. ignite the spark. Lectures and tutorial system are just but one of the tools used in teaching methods. Mr Wong fully understands that each student is unique and this method of teaching would only appeal best to students who are auditory learners. He employs a variety of teaching techniques in his lessons to engage students of different learning styles. Demonstrations and molecular modelling are just some of the activities used to engage students in class.
Students learn well only if they find meaning in what they are doing. Establishing a positive teacher-student relationship forms a critical aspect of student engagement. To achieve this, a participative and supportive learning environment is provided where students are encouraged to ask questions any time during or after lessons so as to clear any doubts or misconceptions so that time is well spent for each lesson. In addition, with Mr Wong’s vast experience and passion in science research and development, Chemistry comes alive at each lesson as he relates concepts learnt to real-life applications.
In a typical JC, notes for the various topics are usually prepared by a few teachers. In this way, students may not see the connections across topics. At MY CHEM CAFE®, concise notes capturing the essence of each topic are all prepared by Mr Wong. Besides quality notes, students are given practice questions of varying levels of difficulty to scaffold their learning and build up mastery and confidence in each topic, putting them in good stead to handle the increasing demands of the GCE A Level Examinations and Excel in learning.