Module 3 — Applied Classroom Practice: Teaching exercise physiology theory, submitting compliant practical assessment videos, and calculating combined candidate scores.

1. What is the primary goal of active learning in the context of IGCSE PE?

2. Which of these is an example of an active learning strategy for the cardiac cycle?

3. Why is passive instruction often insufficient for IGCSE physiology topics?

4. What characterizes a successful tiered task for a diverse class?

5. How does active learning support formative assessment?

6. What is a key benefit of using 'what if' scenarios in physiological teaching?

7. What should a teacher document when designing a lesson for their portfolio?

8. Which of these best describes an active learning environment?

9. In the context of the 0413 syllabus, why use command words in student activities?

10. What is a common pitfall of passive instruction?

1. During a lesson on the respiratory system, you notice a group struggling to link pressure changes to inspiration. What do you do?

2. A student in your class rarely contributes to group work. How do you integrate them into an active learning task?

3. You want to prove that active learning improves exam performance. How do you gather this evidence?

4. When planning your portfolio lesson, how do you handle a high-achieving student who finishes early?

5. A student keeps asking for the definition of cardiac output. How do you respond?

6. You are teaching a mixed-ability group. What is the best way to group them for a complex physiology task?

7. How should you present your lesson plan in your final portfolio?

8. A student says a task is too hard. How do you differentiate?

9. What is the most effective way to check for understanding during an active lesson?

10. How do you defend your choice of active learning over lecture in your oral review?