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<title>Blended learning – SingTeach | Education Research for Teachers | Research within Reach</title>
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<title>Differentiated Instruction and Station Rotation in Science Lessons</title>
<link>https://singteach.nie.edu.sg/2025/01/16/differentiated-instruction-and-station-rotation-in-science-lessons/?utm_source=rss&utm_medium=rss&utm_campaign=differentiated-instruction-and-station-rotation-in-science-lessons</link>
<comments>https://singteach.nie.edu.sg/2025/01/16/differentiated-instruction-and-station-rotation-in-science-lessons/#respond</comments>
<dc:creator><![CDATA[Teh Wei Lin]]></dc:creator>
<pubDate>Thu, 16 Jan 2025 04:24:53 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Differentiated instruction]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Curriculum design]]></category>
<category><![CDATA[Science practical]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Teacher practices]]></category>
<category><![CDATA[Teacher voices]]></category>
<category><![CDATA[Science]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24120</guid>
<description><![CDATA[Contributed by Mr Chan Sau Siong, Ms Norazlin Binte Normin, Mr Joseph Lim, Ms Synth-Di Tan and Ms […]]]></description>
<content:encoded><![CDATA[<p><strong><i>Contributed by Mr Chan Sau Siong, Ms Norazlin Binte Normin, Mr Joseph Lim, Ms Synth-Di Tan and Ms Deborah Roshni Rajaratnam from <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a> for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></i></strong></p>
<p><b><i>Raffles Girls’ School (RGS) has embraced differentiated instruction for several years, recognizing its importance in accommodating diverse learning styles, abilities and interests within a classroom. With the rise of home-based learning and the increased use of personal devices during lessons, RGS seeks to further integrate blended learning with differentiated instruction to enhance student agency in learning.</i></b></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1024x667.jpg" alt="" class="aligncenter wp-image-24121 size-large" width="640" height="417" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1024x667.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-300x195.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-768x500.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-1536x1000.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/SingTeach-Photo-2048x1333.jpg 2048w" sizes="(max-width: 640px) 100vw, 640px" /></p>
<h1>Defining Differentiated Instruction and Blended Learning</h1>
<p><i>Differentiated instruction</i> is a teaching approach that tailors teaching methods, content and assessments to meet the individual needs of students. By acknowledging that learners have varying strengths, weaknesses and preferences, teachers employ strategies like flexible grouping, personalized learning paths and varied assessment methods. The goal is to create an inclusive learning environment where each student can engage with the material at their own pace and level, fostering a more effective and supportive educational experience (Tomlinson & Mood, 2015).</p>
<p><i>Blended learning</i> combines traditional face-to-face teaching with online learning tools and resources. This approach leverages digital platforms, such as video lectures and interactive modules, to complement classroom teaching (Graham <i>et al.</i>, 2019). Blended learning caters to diverse learning styles by offering opportunities for self-paced learning, individualized instruction and collaborative activities, ultimately enhancing engagement, accessibility and the overall quality of education.</p>
<p>Both differentiated instruction and blended learning aim to cultivate student agency by providing a flexible learning environment that empowers students to take control of their educational journey.</p>
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<p><b>Action Research Question </b></p>
<p>The primary research question is: How can station rotation be leveraged for differentiated instruction? Secondary questions include exploring how students learn under this lesson design and their learning experiences.</p>
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<h6></h6>
<h1>Creation and Implementation of Action Plan</h1>
<p>Teachers from different disciplines and levels, including Lower Secondary Science, Chemistry, and Biology, designed diverse lessons using station rotation (Tucker, 2022). To understand students’ learning experiences, the following data collection tools were used:</p>
<ul>
<li>Evidence of learning: Pre-lesson and post-lesson quizzes.</li>
<li>Focused group discussions (FGD): Small group discussions to gather qualitative insights.</li>
<li>Field observations: Conducted by third parties to provide an external perspective.</li>
<li>Teacher reflections: Teachers’ personal reflections on the lesson’s effectiveness.</li>
</ul>
<p> </p>
<h1>Lesson Design & Results</h1>
<h4><em>1. Paper Chromatography (Lower Secondary Science Year 1)</em></h4>
<p><em>Objectives</em></p>
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<li>Theory Knowledge: Understand the theory behind paper chromatography, interpret chromatograms and calculate Rf values.</li>
<li>Practical Skills: Correctly set up a paper chromatography experiment and avoid common mistakes.</li>
</ul>
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</ul>
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</ul>
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</ul>
<p> </p>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">Lesson was designed using a station rotation model incorporating differentiated instruction (DI) strategies:<i></i></p>
<p style="padding-left: 40px;">Teacher-led station: Teacher explains the theory and practical setup of paper chromatography based on the readiness of students.</p>
<p style="padding-left: 40px;">Hands-on station: Small group, student-led scientific investigation task reinforcing, and extending learning. Tasks are scaffolded with optional/compulsory challenges based on readiness and interest.</p>
<p style="padding-left: 40px;">Online station: Small group, student-led online station where students created presentations materials or learn further materials online. </p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">The lesson was conducted for four Year 1 classes with a total of 136 students. Analysis of exit card scores showed a 44.9% increase in students scoring full marks at the end of the station rotation. Excluding those with full marks, 87.6% of students improved, with 48.8% showing significant improvement.</p>
<p style="padding-left: 40px;">Student feedback indicated that hands-on learning experience, which improved understanding. The reduced scaffolding hands-on station encouraged students to recall and apply their knowledge independently. Group work allowed students to learn from peers, reinforcing understanding and clearing misconceptions.</p>
<p><i>Recommendations for Improvement</i></p>
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<li>Align more closely with blended learning principles for greater student agency.</li>
<li>Provide more meaningful online components for online station.</li>
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</ul>
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<h4><em>2. Acid, Base and pH (Chemistry Year 3)</em></h4>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">The lesson used a station rotation model, with a pre-quiz to assess readiness and divide students into groups.</p>
<p style="padding-left: 40px;">Teacher-led Station: Students observed color changes of a universal indicator and plotted a pH curve during a titration experiment using a wireless sensor. Questioning varied based on readiness.</p>
<p style="padding-left: 40px;">Hands-on Station: Students tested pH with indicators and explored the role of water in ionization. Optional questions and success criteria provided differentiation by readiness and interest.</p>
<p style="padding-left: 40px;">Technology Station: Students used an ICT simulation to investigate strength and concentration differences, sharing findings with peers. Questions varied in difficulty with optional challenges.</p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">Students found the lesson enjoyable due to its variety and hands-on approach. Observers noted high engagement without much teacher supervision. Collaborative learning allowed students to clarify misunderstandings with peers.</p>
<p style="padding-left: 40px;">A challenge was the clarity of questions, especially when the teacher was unavailable at certain stations.</p>
<p><i>Recommendations for Improvement</i></p>
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<li>Allow students to engage in all three stations during curriculum time.</li>
<li>Invite students to present their learning.</li>
<li>Refine questions for clarity and provide accessible hints.</li>
<li>An online platform like <i>Padlet </i>could be used for students to seek help.</li>
</ul>
</li>
</ul>
</li>
</ul>
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</ul>
<p style="padding-left: 120px;">
<p> </p>
<h4><em>3. Consolidation of Gene Expression Processes (Biology Year 4)</em></h4>
<p><i>Lesson Design</i></p>
<p style="padding-left: 40px;">The lesson adopted a station rotation model with differentiated instruction:</p>
<p style="padding-left: 40px;">Teacher-led Station: Teachers provided different activities to address students of different readiness</p>
<p style="padding-left: 40px;">Online Station: Students chose between online articles or virtual experiments, further customizing their learning path.</p>
<p style="padding-left: 40px;">Hands-on Station: Students created animations to demonstrate understanding, addressing scenario ambiguities with creative materials.</p>
<p><i>Results</i></p>
<p style="padding-left: 40px;">A total of 76% of students showed improved understanding of gene expression, with 19% maintaining their scores and 4% regressing. The lesson effectively supported student-centered learning, revealing misconceptions through collaborative animations.</p>
<p style="padding-left: 40px;">Students appreciated the combination of hands-on and online learning, finding it memorable and engaging. Collaborative activities allowed for peer feedback and self-checking.</p>
<p><i>Recommendations for Improvement</i></p>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li>Provide more freedom in station selection, offering recommendations rather than directed placement.</li>
<li>Allocate more time for creating animations to enhance quality.</li>
<li>Maintain differentiation to ensure all students have a basic understanding.</li>
</ul>
</li>
</ul>
</li>
</ul>
</li>
</ul>
<h1></h1>
<h1></h1>
<h1>Conclusion</h1>
<p>In conclusion, the integration of differentiated instruction with blended learning has shown positive results in enhancing student engagement and understanding across various science disciplines. The lessons were well-received, with students appreciating the diverse activities and personalized learning paths. Recommendations for improvement focus on refining lesson designs to further support student agency and engagement, ensuring clarity and depth of content, and optimizing the balance between teacher-led and student-directed learning experiences.</p>
<p><b>References</b></p>
<p>Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). <i>K-12 blended teaching: A guide to personalized learning and online integration</i>. EdTechBooks. https://edtechbooks.org/k12blended</p>
<p>Tomlinson, C. A., & Moon, T. R. (2015). <i>Differentiated instruction: The differentiated classroom, second edition & assessment and student success in a differentiated classroom</i>. ASCD.</p>
<p>Tucker, C. R. (2022). <i>The complete guide to blended learning: Activating agency, differentiation, community, and inquiry for students</i>. Solution Tree Press.</p>
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<title>Navigating Blended Learning: Insights from Students’ Experiences</title>
<link>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/?utm_source=rss&utm_medium=rss&utm_campaign=navigating-blended-learning-insights-from-students-experiences</link>
<comments>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Sun, 21 Jul 2024 02:02:45 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[issue 89 jun 2024]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Student learning]]></category>
<category><![CDATA[Teaching practices]]></category>
<category><![CDATA[Student voice]]></category>
<category><![CDATA[Feedback]]></category>
<category><![CDATA[Professional development]]></category>
<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
<category><![CDATA[Self-regulated learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23324</guid>
<description><![CDATA[Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat, Centre for Pedagogical Research and Learning, Raffles Girls’ […]]]></description>
<content:encoded><![CDATA[<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW59360027 BCX0"><span class="NormalTextRun SCXW59360027 BCX0"><strong><em>Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat,</em> <a href="https://perl.rgs.edu.sg/homepage/announcements/annon4/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning</a>, <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a>,</strong> <span lang="EN-MY"><b><i>for</i></b><b><span> </span></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><span> </span></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a></span></span></span><span class="EOP SCXW59360027 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p>
<div id="attachment_23470" style="width: 460px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23470" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg" alt="" class="wp-image-23470" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-23470" class="wp-caption-text">The team comprises (from left) Azahar Noor, Hafizah Jumat, Tan Yin Lai, Tan Yen Chuan, Mary George Cheriyan and Lucille Yap (not in picture).</p></div>
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<p paraid="4" paraeid="{d7e102d5-6c62-4e44-bb55-9037136bd9bf}{254}"><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Have you ever wondered what students really think about blended learning? Or how their experiences can enhance our teaching practices? </span> </strong></em><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">In this article, Ms Tan Yen Chuan and Ms Hafizah Jumat, from the </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School</a> <a href="https://perl.rgs.edu.sg/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning </a>(PeRL)</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">share insights from a study on students’ perceptions and experiences of blended learning which involved a survey of over 500 students and focus group discussions conducted with approximately 20 students from a secondary school.</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">This article highlights both good practices and areas where teachers can better understand and support students in their blended learning journey.</span> </strong></em></p>
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<h1 paraid="5" paraeid="{7a03c4b6-17c1-4a3e-a139-f8a7a9686aef}{5}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW75453431 BCX0"><span class="NormalTextRun SCXW75453431 BCX0">Cultivating Self-Regulating Learning Skills for Blended Learning</span></span><span class="EOP SCXW75453431 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW109863942 BCX0"><span class="NormalTextRun SCXW109863942 BCX0">Self-regulated learning (SRL) refers to one’s ability to understand and control one’s learning environment (Zimmerman, 2002). SRL abilities which include goal setting, self-monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996), are vital in the blended learning (BL) environment, where students have their own personal learning devices (PLDs). They must be able to use strategies to minimize distractions, manage their time and exercise self-</span><span class="NormalTextRun SCXW109863942 BCX0">control to complete assigned work. </span></span><span class="EOP SCXW109863942 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">“I have this app that’s like a study timer… </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">YPT… it would lock your phone…it makes sure that you don’t get distracted.”</span></span></p>
<p>–<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW181025075 BCX0"><span class="NormalTextRun SCXW181025075 BCX0"><strong>Student A</strong> on her strategy to exercise time management</span></span><span class="EOP SCXW181025075 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></em></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW94301182 BCX0"><span class="NormalTextRun SCXW94301182 BCX0">Based on the survey findings, the students felt they were able to use online tools, assessment data, model answers and teacher feedback to guide, </span><span class="NormalTextRun SCXW94301182 BCX0">monitor</span><span class="NormalTextRun SCXW94301182 BCX0"> and improve their performance. They also employed a help-seeking process and sought teachers’ feedback for further </span><span class="NormalTextRun SCXW94301182 BCX0">clarifications to improve their learning. Majority of them were able to apply digital literacy skills to evaluate the credibility of online information. </span></span><span class="EOP SCXW94301182 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199868558 BCX0"><span class="NormalTextRun SCXW199868558 BCX0">“…I will self-check my answers to see … where my weaknesses [are]… those are the parts where I’ll focus more on strengthening.” </span></span><span class="EOP SCXW199868558 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559737":-295,"335559740":360}"> </span></p>
<p>–<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW8445525 BCX0"><span class="NormalTextRun SCXW8445525 BCX0"><strong>Student B</strong> on her self-monitoring behaviour</span></span></em></p>
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<p><span class="NormalTextRun SCXW109356356 BCX0">On the other hand, during the </span><span class="NormalTextRun SCXW109356356 BCX0">focus group discussions (FGDs)</span><span class="NormalTextRun SCXW109356356 BCX0">, some students reported being easily distracted by their PLDs. Their off-task behaviours can affect neighbouring students as well. Therefore, it is important for teachers to empower students to advocate for themselves as learners. Besides providing varied learning activities to increase student engagement, teachers can consider nurturing their executive functioning skills on minimizing distraction, environment control, planning, and time-management. Teachers should also </span><span class="NormalTextRun SCXW109356356 BCX0">demons</span><span class="NormalTextRun SCXW109356356 BCX0">trate</span><span class="NormalTextRun SCXW109356356 BCX0"> breaking down a task into actionable steps to help them learn how to complete tasks independently. Additionally, creating opportunities for student self-reflection and self-evaluation is important, requiring teachers to </span><span class="NormalTextRun SCXW109356356 BCX0">designate</span><span class="NormalTextRun SCXW109356356 BCX0"> time and space in the BL environment for self-reflection (whether offline or face-to-face).</span></p>
<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW141024317 BCX0"><span class="NormalTextRun SCXW141024317 BCX0">Increase </span><span class="NormalTextRun SCXW141024317 BCX0">Feedback Channels through Diverse Platforms</span></span><span class="EOP SCXW141024317 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW211541332 BCX0"><span class="NormalTextRun SCXW211541332 BCX0">Our findings showed the students felt their teachers helped them see their learning progress using online and offline assessment data. They also find teacher feedback helpful as it is tailored to address their learning gaps. </span></span><span class="EOP SCXW211541332 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199079150 BCX0"><span class="NormalTextRun SCXW199079150 BCX0">“…your teacher guiding you through it…she helps you understand what you’re missing out on and what you need to do.” </span></span><span class="EOP SCXW199079150 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559737":-209,"335559740":360}"> </span></p>
<p><em>–<span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW176678285 BCX0"><span class="NormalTextRun SCXW176678285 BCX0"><strong>Student C</strong> on teachers’ guidance</span></span></em></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW90423389 BCX0"><span class="NormalTextRun SCXW90423389 BCX0">However, a minority of students wanted more prompt feedback on their online assignments. To address this, teachers can consider harnessing approaches like the Station Rotation Model to provide </span><span class="NormalTextRun SCXW90423389 BCX0">timely</span><span class="NormalTextRun SCXW90423389 BCX0"> feedback during face-to-face lessons. As this </span><span class="NormalTextRun SCXW90423389 BCX0">model includes both online and face-to-face stations as part of the rotation process, this means teachers can provide feedback in real time on these online assignments as students work on them during class time. Under this model, teachers can also offer personalized instruction, feedback, and support to students individually or in small groups (Tucker, Wycoff & Green, 2016).</span></span><span class="EOP SCXW90423389 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":301}"> </span></p>
<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW163594085 BCX0"><span class="NormalTextRun SCXW163594085 BCX0">Balancing Student Workload in Blended Learning Environment</span></span><span class="EOP SCXW163594085 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW124607578 BCX0"><span class="NormalTextRun SCXW124607578 BCX0">Given the nature of BL, teachers may assign both hardcopy homework and online homework to </span><span class="NormalTextRun SCXW124607578 BCX0">facilitate</span><span class="NormalTextRun SCXW124607578 BCX0"> flipped classroom teaching or home-based learning. However, this combination may potentially overwhelm students, especially with limited completion time. Schools can help ensure a manageable workload by periodically surveying students’ homework demand. Teachers should engage students in setting realistic deadlines, </span><span class="NormalTextRun SCXW124607578 BCX0">expectations</span><span class="NormalTextRun SCXW124607578 BCX0"> and scope of tasks. Teachers should also assess students’ homework load and provi</span><span class="NormalTextRun SCXW124607578 BCX0">de support to help them manage their workload effectively.</span></span><span class="EOP SCXW124607578 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW129080173 BCX0"><span class="NormalTextRun SCXW129080173 BCX0">“The school can send out check-in surveys… to check if students are managing </span><span class="NormalTextRun SCXW129080173 BCX0">their workload well.”</span></span><span class="EOP SCXW129080173 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559685":-141,"335559737":-216,"335559740":360}"> </span></p>
<p><em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW122633995 BCX0"><span class="NormalTextRun SCXW122633995 BCX0">–<strong>Student D</strong> on the workload</span></span></em></p>
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<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW12427822 BCX0"><span class="NormalTextRun SCXW12427822 BCX0">Fostering Interaction: Encouraging Students’ Responses to Classmate’s Online Postings</span></span><span class="EOP SCXW12427822 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1>
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<p paraid="44" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{23}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>While students value peer feedback, the majority would not respond to their classmates’ online </span><span>postings if their responses were not graded. They felt such activity was not important or useful for</span></span><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span> </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>their learning. Teachers need to communicate to students how such activity can foster deeper understanding and value add to their knowledge-building as well as improve netiquette skills (Harmonize, 2023). Teachers can also employ the following strategies to maximize the benefits of online peer feedback:</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p>
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<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png" alt="" class="alignnone wp-image-23476" width="550" height="413" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1024x768.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-768x576.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1536x1152.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text.png 2048w" sizes="(max-width: 550px) 100vw, 550px" /></p>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Teachers can cultivate positive habits in students by mandating students’ responses to classmates’ postings. As students overcome the initial hurdle of participation and become accustomed to responding, they are more likely to sustain online discussions voluntarily. </span><span data-ccp-props="{"134245417":false,"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p>
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<h1 paraid="52" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{75}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW67395491 BCX0"><span class="NormalTextRun SCXW67395491 BCX0">Conclusion</span></span><span class="EOP SCXW67395491 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1>
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<p paraid="55" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{91}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>As BL incorporates digital tools and platforms for learning, the role of AI in education has become more prominent. During our FGD sessions, when we asked students about the </span><span>apps</span><span> they use to complete </span><span>their </span><span>homework, the use of ChatGPT was mentioned. Although this study did not initially focus on AI, its relevance and significance w</span><span>ere</span><span> highlighted by the students through these discussions on their BL experience, underscoring the need for educators to engage in conversations and </span><span>establish</span><span> guidelines for AI use in their </span><span>BL</span><span> journey. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p>
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<p paraid="56" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{109}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>It is essential to develop their AI literacy and promote the ethical use of technology in line with the Ministry of Education’s EdTech Masterplan 2030. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p>
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<p paraid="57" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{115}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI integration is inevitable. Karim R. Lakhani aptly </span><span>stated</span><span>, “AI is not going to replace humans, but humans with AI are going to replace humans without AI” </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(AI </span><span>Won’t</span><span> Replace Humans, 2023)</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. It is vital to convey to students that values </span><span>matter</span><span> and technology should be used for good, emphasizing that the thinking process </span><span>remains</span><span> central to learning. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p>
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<p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>We hope that teachers can </span><span>leverage</span><span> these findings to refine their instructional strategies and support structures to better meet the students’ needs in </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>BL</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span> settings. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p>
<p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW193901827 BCX0"><span class="NormalTextRun SCXW193901827 BCX0">References</span></span></strong><span class="EOP SCXW193901827 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p>
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<p paraid="61" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{145}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harvard Business Review. (2023, August 4). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI </span><span>Won’t</span><span> Replace Humans — But Humans </span><span>With</span><span> AI Will Replace Humans Without AI</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://hbr.org/2023/08/ai-wont-replace-humans-but-humans-with-ai-will-replace-humans-without-ai</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="62" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{155}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>K-12 blended teaching: A guide to personalized learning and online integration</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. </span><span>EdTechBooks</span><span>. org: Provo, UT, USA</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="63" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{165}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize. (2023, January 23). How to respond to discussion posts. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize Blog</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://harmonizelearning.com/blog/how-to-respond-to-discussion-posts/</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="64" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{175}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harris, K. R., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Learning Disability Quarterly, 22</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(4), 251–262. https://doi.org/10.2307/1511259</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="65" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{185}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Research in Science Education, 36</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8 </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="66" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{195}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Shunk, D. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>American Educational Research Journal, 33</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>, 359-382.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="67" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{205}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Stallbaumer-Beishline, L. (2023, June 1). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Discussion Boards: Better Practices & Tips [PDF file]</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. Bloomsburg Commonwealth University. https://www.bloomu.edu/documents/ctl-ttdiscussion-boards-v2.pdf</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="68" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{215}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Tucker, C. R., Wycoff, T., & Green, J. T. (2016). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Blended Learning in Action: A Practical Guide Toward Sustainable Change</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. California: Corwin, a SAGE company.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<p paraid="69" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{225}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Theory Into Practice, 41</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p>
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<title>A Teacher’s Reflection on Blended Learning for Higher Chinese Language Learners</title>
<link>https://singteach.nie.edu.sg/2024/01/09/a-teachers-reflection-on-blended-learning-for-higher-chinese-language-learners/?utm_source=rss&utm_medium=rss&utm_campaign=a-teachers-reflection-on-blended-learning-for-higher-chinese-language-learners</link>
<comments>https://singteach.nie.edu.sg/2024/01/09/a-teachers-reflection-on-blended-learning-for-higher-chinese-language-learners/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 02:20:00 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Bilingualism]]></category>
<category><![CDATA[Chinese language]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Home-based learning]]></category>
<category><![CDATA[Teacher practices]]></category>
<category><![CDATA[Teacher voices]]></category>
<category><![CDATA[Blended learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22882</guid>
<description><![CDATA[Contributed by Dr Yeo Leng Leng, a Chinese Language teacher at the School of Science and Technology, Singapore, […]]]></description>
<content:encoded><![CDATA[<p><b><i><span lang="EN-GB"><span lang="EN">Contributed by Dr Yeo Leng Leng, a Chinese Language teacher at the<a href="https://www.sst.edu.sg/" target="_blank" rel="noopener"> School of Science and Technology, Singapore</a>, for </span> <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></b></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop-300x300.png" alt="" class="wp-image-22888 alignnone" width="250" height="250" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop.png 712w" sizes="(max-width: 250px) 100vw, 250px" /></p>
<p><span lang="EN">The unprecedented challenges posed by the COVID-19 pandemic and the current endemicity have led us educators to re-evaluate our teaching methods and necessitated the paradigm shift to the hybridization of school- and home-based practises, commonly referred to as “blended learning”. In this essay, I reflect on having to adapt to blended learning models and share how that has impacted my teaching practices.</span></p>
<h1><span lang="EN">Singapore’s “Blended Learning” During the Pandemic</span></h1>
<p><span lang="EN">With the nation’s transition to COVID-19 endemicity, </span><em><span lang="EN">blended learning</span></em><span lang="EN"> models have become more commonplace in schools and educational institutions</span><span lang="EN">. When we first experienced home-based learning in April 2020, my classroom became a <i>Google</i> classroom, students’ attendance were taken through <i>Google Meet</i>, and students as well as teachers collaborated on <i>Google Workspace</i>. <span style="text-decoration: line-through;"></span></span></p>
<p><span lang="EN">With blended learning being a key feature of the schooling experience for developing self-directed and life-long learners, it came as no surprise to me when I was tasked to plan a unit from a Secondary One Chinese Language textbook, and had to carry out the blended learning activity in even weeks for Term 2 of 2021.</span></p>
<h1><span lang="EN">Designing Blended Learning for Higher Chinese Language Lesson </span><span lang="EN"> </span></h1>
<p><span lang="EN">Apart from the short time frame, another challenge that I faced was the implementation of a revised mother tongue language syllabus starting from the Secondary One cohort. It called for greater integration of ICT for interactive and customized lessons, as well as the emphasis on digital resources, fostering collaboration, and enriching learning experiences. Hence, there was a need to manage the content, pedagogy and technology when designing such lessons. </span></p>
<p><span lang="EN">In one of the lessons, although the students were not able to visit the museum, they were able to go on a virtual learning journey and learn art appreciation through the Student Learning Space (SLS). When I had to teach this unit again in 2023 but to Higher Chinese Language learners, the experience of blended learning during the pandemic made me reflect and refine the design process according to an odd week plan (see Figure 1).</span></p>
<div id="attachment_22883" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-22883" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.png" alt="" class="wp-image-22883" width="600" height="90" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.png 936w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-300x45.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-768x116.png 768w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-22883" class="wp-caption-text">Figure 1. The Design Process for Home-Based Learning Activities</p></div>
<p><span lang="EN">In terms of <i>knowledge</i>, I created a video on <i>Edpuzzle</i> to guide the Higher Chinese Language students in understanding the content. I also monitored their home-based learning (HBL) based on their responses on Edpuzzle and clarified their questions in class. </span></p>
<p><span lang="EN">On the language skills, students were required to learn how to provide numbers and use examples to elaborate a point. The resources found on the SLS have been useful for me in guiding and deepening their understanding in class. Students were also tasked to complete assignments on SLS to see if they were able to apply what they have learnt during their HBL. In class, I tried to assess and engage them with designed online game activities. </span></p>
<p><span lang="EN">The next step was to get the students to form groups of three, to design a three-day itinerary – a task that was stated in the textbook. They had to extend their learning, and each group had to discuss and decide on their respective research areas. In their collaborative efforts, they had to design a brochure for the three-day itinerary and prepare for a gallery walk presentation. Finally, they reflected on their learning and shared their opinions on the areas they could possibly explore in the future.</span></p>
<h1><span lang="EN">Students’ Voices</span></h1>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“<span lang="EN">Given the dominance of English in Singapore, there is a need to create more opportunities for students to use Chinese and boost their confidence</span>.”<o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
<p><span lang="EN">Based on their reflections, students understood the requirement of the language skills in this unit and were able to apply what they have learnt. In other words, they understood the concepts but needed to work on their sentence construction and build up their vocabulary. Most of them expressed challenges with collaborating with one another and time management. Some students found it difficult to find a common time slot during their HBL day for discussions, hence they had to make use of their break time in school. One student pointed out that he had to request his mother to cancel his after-school lesson in order to complete his work with his teammates, while another commented that the other teammates had different things to do and hence, it was difficult to meet on the HBL day.</span></p>
<p><span lang="EN">Despite the challenges, some had expressed their interest to further explore topics such as animals and the Olympic Games, as well as the history of fast-food restaurants in Singapore. In view of this, students were tasked to select their own areas of research interest for their HBL in Term 3 and share their findings with their peers. </span></p>
<p><span lang="EN">Students were also very engaged during the gallery walk. The gallery walk was divided into two sessions. In the first session, students took turns to present to their peers and in the second session, they had to switch roles. At the beginning of the first session, the voice level was low and gradually became louder as they gained more confidence and comfortability. As one student said, “I felt shy and scared, but it was ok after a while” while another student said, “I could try presenting to the class in Chinese.” Given the dominance of English in Singapore, there is a need to create more opportunities for students to use Chinese and boost their confidence. Most of the students expressed the fun of being able to walk around and listen to the presentation from other groups and learn from them.</span></p>
<h1><span lang="EN">Closing Thoughts </span></h1>
<p><span lang="EN">The blended learning model highlighted during the pandemic and the current endemicity certainly had an impact on my teaching, and this was exemplified in my Higher Chinese Language lesson. I had taken the approach of incorporating digital tools, collaborative projects, and interactive platforms to enhance student learning experiences. The challenges faced by students, such as issues with collaboration and time management, provide valuable insights for ongoing improvement. However, getting parental support to help the child learn during HBL days is important too. Finally, the gallery walk session also reinforced the need for continuing efforts to create opportunities for students’ language use in Chinese. </span></p>
<p><span lang="EN">This essay reflects my positive attitude towards an educational paradigm shift and the call for flexibility and adaptability as an educator. While the COVID-19 pandemic and the ensuing endemicity have necessitated the adoption of the blended learning model, an educator’s response should be more than just reacting to the challenges that arise; we should also focus on teaching in innovative ways that puts our students at the heart of education.</span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“<span lang="EN">While the COVID-19 pandemic and the ensuing endemicity have necessitated the adoption of the blended learning model, an educator’s response should be more than just reacting to the challenges that arise; we should also focus on teaching in innovative ways that puts our students at the heart of education</span>.”<o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
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<title>Active Learning Meets MOOC-Style JC Physics Lectures</title>
<link>https://singteach.nie.edu.sg/2023/07/18/active-learning-meets-mooc-style-jc-physics-lectures/?utm_source=rss&utm_medium=rss&utm_campaign=active-learning-meets-mooc-style-jc-physics-lectures</link>
<comments>https://singteach.nie.edu.sg/2023/07/18/active-learning-meets-mooc-style-jc-physics-lectures/#respond</comments>
<dc:creator><![CDATA[Aishah]]></dc:creator>
<pubDate>Tue, 18 Jul 2023 04:17:24 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[Classroom interactions]]></category>
<category><![CDATA[Physics]]></category>
<category><![CDATA[Flipped classroom]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21775</guid>
<description><![CDATA[Contributed by Ngiam Song Wee, a Math and Science primary school teacher, for SingTeach Virtual Staff Lounge The key […]]]></description>
<content:encoded><![CDATA[<p><b><i><span lang="EN-GB">Contributed by Ngiam Song Wee, a Math and Science primary school teacher, for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></b></p>
<p><span lang="EN-SG">The key concept behind blended learning is in integrating classroom face-to-face learning experiences with online learning experiences thoughtfully. Although blended learning has been acknowledged as a highly effective and low-risk approach, and “the single greatest unrecognized trend in higher education today” (Garrison & Kanuka, 2004), it took a global pandemic for institutes of higher learning to break away from conventional lecture formats. The COVID-19 pandemic served as a catalyst for change to break away from the traditional large group live lecture modality, and <a href="https://www.eunoiajc.moe.edu.sg/" target="_blank" rel="noopener">Eunoia Junior College (EJC)</a></span><span lang="EN-SG"> Physics teachers aimed to seize the moment to enhance our students’ learning experiences.</span></p>
<h1>Adopting the In-Class Flip Model</h1>
<p>We adopted the in-class flip model, where students used their own devices to access video lectures, similar to Massive Open Online Courses (MOOCs) such as edX and Coursera, during scheduled hours (see Figure 1). Each lecture comprises short videos, example problems that students were encouraged to solve collaboratively, “Khan-style” hand-written explanations with narration on the thought processes behind the solution, and where applicable, simulations alongside other nuggets of information relating to real-world contexts. You may wish to view this <a href="https://drive.google.com/file/d/11Mdxj9UUK018uOO5OndcrK-q7yAt0tBq/view?usp=share_link" target="_blank" rel="noopener">video here</a> for a glimpse into the students’ learning experience when accessing the lectures.</p>
<div id="attachment_21776" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21776" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-1024x596.png" alt="" class="wp-image-21776 size-large" width="640" height="373" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-1024x596.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-300x175.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-768x447.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-1536x895.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1.png 1997w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21776" class="wp-caption-text"><em>Figure 1.</em> Our MOOC was assembled using <em>Google Workspace</em> elements.</p></div>
<p>W<span lang="EN-SG">e want our students to become more self-reliant in mastering Physics and to view teachers less as knowledge providers. This desire aligned well with the principles of “Active Learning”. Active learning is a lesson design mindset that emphasizes engaging students directly in the learning process.</span><span lang="EN-SG"> </span><span lang="EN-SG">Instead of just passively receiving information (such as through lectures or reading assignments), students are active participants, often through activities such as discussions, problem-solving, case studies, or using simulations (Bonwell et al., 1991).</span> </p>
<p><span lang="EN-SG">However, we also recognized the potential drawbacks of active learning: students may feel they’re learning less due to the increased cognitive effort required. This perception could negatively impact motivation, engagement, and self-regulation (Deslauriers et al., 2019). To counter these risks, we proactively monitored students’ overall well-being as we roved during lectures (see Figure 2) and consistently shared positive messages and effective learning strategies at the cohort level.</span></p>
<div id="attachment_21777" style="width: 653px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21777" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-2.png" alt="" class="wp-image-21777 size-full" width="643" height="198" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-2.png 643w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-2-300x92.png 300w" sizes="(max-width: 643px) 100vw, 643px" /><p id="caption-attachment-21777" class="wp-caption-text"><em>Figure 2</em>. Typical sights and sounds as Physics teachers rove around during lecture time-slots.</p></div>
<h1><span lang="EN-SG">Does the Literature Apply to Local JC Students?</span></h1>
<p><span lang="EN-SG">In the Singapore JC context, there was limited literature on Active Learning and blended learning best practices. To understand if the recommendations from literature were applicable in the local JC context, we collected data through check-out MCQs at the end of each lecture. Check-out MCQs not only provided students with formative feedback (see Figure 3), it also allowed teachers to monitor student progress.</span></p>
<div id="attachment_21778" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21778" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-1024x301.png" alt="" class="wp-image-21778 size-large" width="640" height="188" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-1024x301.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-300x88.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-768x226.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-1536x451.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-2048x602.png 2048w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21778" class="wp-caption-text"><em>Figure 3.</em> Through check-out MCQs, students can now see the completion statistics individually and aggregated at the class level.</p></div>
<p><span lang="EN-SG">We conducted cohort-wide surveys and focus groups with Physics representatives during the course to gauge student reception, identify pain points, and understand revision preferences (see Figure 4). This also allowed graduating students to share advice for future cohorts. Our findings were consistent with existing literature (see<a href="https://entuedu-my.sharepoint.com/:b:/g/personal/dptoermysp_niestaff_cluster_nie_edu_sg/EQv99qNNpktPuL8wKv4KhQMBUCFbNO1XD8j0_gbA9cbzWg?e=0awIas" target="_blank" rel="noopener"> Appendix A</a>).</span></p>
<div id="attachment_21779" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21779" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-1024x462.png" alt="" class="wp-image-21779 size-large" width="640" height="289" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-1024x462.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-300x135.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-768x347.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-1536x694.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4.png 1993w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21779" class="wp-caption-text"><em>Figure 4.</em> Some verbatim feedback from students who first experienced the MOOC-style course.</p></div>
<h1><span lang="EN-SG">What Else Did We Find?</span></h1>
<h2><i><span lang="EN-SG">It is important to build positive class norms and peer influence</span></i></h2>
<p><span lang="EN-SG">In accordance with social constructivism, students valued peer and teacher interactions during lectures, as well as engaging with video-based content. This was supported by improved class-average performance in summative assessments throughout their JC journey.</span></p>
<p><span lang="EN-SG">Completion of check-out MCQs can indicate conscientiousness, which appears contagious within a class, emphasizing the importance of a positive learning environment. It may be worthwhile for us to work with colleagues who teach the same class in enculturating healthy class norms.</span></p>
<h2><i><span lang="EN-SG">It is important to emphasize that mistakes provide feedback that learners can work further on</span></i></h2>
<p><span lang="EN-SG">Individual performance on check-out MCQs reflects content mastery for each particular lecture. However, as the MCQs assess an individual student’s understanding on content that was introduced in that particular lecture, it does not provide information on whether the student can perform synoptic information handling. </span></p>
<p><span lang="EN-SG">To work towards a clearer understanding, we aggregated the accuracy and completion of the check-out MCQs across all the topics and compared the distribution against a summative assessment grade (see Figure 5).</span></p>
<div id="attachment_21780" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21780" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-1024x526.png" alt="" class="wp-image-21780 size-large" width="640" height="329" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-1024x526.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-300x154.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-768x395.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-1536x790.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5.png 2015w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21780" class="wp-caption-text"><em>Figure 5.</em> Majority of students who performed well at summative assessments were those who completed all the check-out quizzes, but not necessarily answering all such quizzes with very high accuracy.</p></div>
<p><span lang="EN-SG">The heat maps of completion rates and accuracy of the check-pit MCQs suggest that long-term success relies on (i) conscientiousness (evinced by the completion of check-out MCQs) and (ii) learning from mistakes (with a notable heat signature at 65% accuracy). This would then be consistent with espoused learner traits of having good executive functioning skills as well as adopting a growth mindset.</span></p>
<h1>How Did the Team Grow in Capacity, Capability and Collegiality?</h1>
<p>Designing the course required significant effort to align video lectures while at the same time revising existing print materials to bring about more intentional segmenting, signalling and weeding out (SSW) of extraneous cognitive load. SSW is purported to improve overall knowledge acquisition of novice learners learning from instructional videos (Ibrahim, et al. 2011). The Physics unit drew strength and encouragement from students’ appreciation concise, clear and well-structured learning materials in sustaining the effort throughout the entire syllabus while producing the accompaniment videos concurrently.</p>
<div id="attachment_21781" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21781" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-1024x630.png" alt="" class="wp-image-21781 size-large" width="640" height="394" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-1024x630.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-300x185.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-768x473.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-1536x945.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6.png 1987w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21781" class="wp-caption-text"><em>Figure 6</em>. We revised our resources in three stages in order for the print material to align nicely to the flow of the video lecture for that topic. This process was repeated across all topics in the syllabus.</p></div>
<p>The iterative process of revising our resources (see Figure 6) led to cohesive visuals and frameworks. This further reduces the cognitive load and enables students to easily access information and ask questions asynchronously. This consistency allows students to get down to work with less effort for future topics.</p>
<p>Throughout the process, the team grew from strength to strength and we noticed the following healthy dispositions taking form:</p>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li>Valuing team relationships over processes and tools</li>
<li>Rolling out good-enough T&L resources over close scrutiny and vetting</li>
<li>Respecting student voice as implementation is tweaked responsively</li>
<li>Responding to changes flexibility over insistence of original plans</li>
</ul>
</li>
</ul>
</li>
</ul>
<h1></h1>
<h1><span lang="EN-SG">Has it Been Fun?</span><b><span lang="EN-SG"></span></b></h1>
<p><span lang="EN-SG">In blended learning, the intentional design of having in-person and online elements influence each is a key concept. In particular, learners should be able to engage with the online elements (see Figure 7) at any place, any time and at a pace of their desire. Providing EJC Physics students with a set of comprehensive and accessible T&L material fostered psychological safety for teachers and students, giving both parties the assurance and confidence to “do” more Physics and partake in the “Joy of Learning’.</span></p>
<div id="attachment_21782" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21782" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-1024x627.png" alt="" class="wp-image-21782 size-large" width="640" height="392" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-1024x627.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-300x184.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-768x470.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-1536x941.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7.png 1982w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21782" class="wp-caption-text"><em>Figure 7.</em> Both students and teachers can find space to enjoy the process of teaching and learning Physics. We captured some of these moments over TikTok and YouTube. Click <a href="https://drive.google.com/file/d/18crRavNYqkzz1ayT6B4wTuSo9BBhTT-4/view?usp=share_link" target="_blank" rel="noopener">here</a>, <a href="https://drive.google.com/file/d/1GE1GEpkjg9DCbWlOo2RbGFQF3u74nfvH/view?usp=share_link" target="_blank" rel="noopener">here</a>, and <a href="https://www.youtube.com/watch?v=y-OV8j-OjeI" target="_blank" rel="noopener">here</a> to view the videos.</p></div>
<p><b><span lang="EN-SG">References</span></b></p>
<p>Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. <i>The Internet and Higher Education</i>, <i>7</i>(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001</p>
<p>Bonwell CC, Eison JA (1991). <i>Active Learning: Creating Excitement in the Classroom</i> (George Washington Univ, Washington, DC).</p>
<p>Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. <i>Proceedings of the National Academy of Sciences</i>, <i>116</i>(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116</p>
<p>Ibrahim, M., Antonenko, P. D., Greenwood, C. M., & Wheeler, D. (2011). Effects of segmenting, signalling, and weeding on learning from educational video. <i>Learning, Media and Technology</i>, <i>37</i>(3), 220–235. https://doi.org/10.1080/17439884.2011.585993</p>
<p>Cooper, A. Z., & Richards, J. B. (2017). Lectures for adult learners: Breaking old habits in graduate medical education. <i>The American Journal of Medicine</i>, <i>130</i>(3), 376–381. https://doi.org/10.1016/j.amjmed.2016.11.009</p>
<p>Lawson, T. J., Bodle, J. H., Houlette, M. A., & Haubner, R. R. (2006). Guiding questions enhance student learning from educational videos. <i>Teaching of Psychology</i>, <i>33</i>(1), 31–33. https://doi.org/10.1207/s15328023top3301_7</p>
<p>Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement. <i>Proceedings of the First ACM Conference on Learning @ Scale Conference</i>. https://doi.org/10.1145/2556325.2566239</p>
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<title>Teachers as Collaborative Designers of Learning</title>
<link>https://singteach.nie.edu.sg/2023/07/05/teachers-as-collaborative-designers-of-learning/?utm_source=rss&utm_medium=rss&utm_campaign=teachers-as-collaborative-designers-of-learning</link>
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<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Wed, 05 Jul 2023 04:05:07 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 85 jun 2023]]></category>
<category><![CDATA[Digital teaching]]></category>
<category><![CDATA[Pedagogy]]></category>
<category><![CDATA[People]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[Virtual learning]]></category>
<category><![CDATA[Teachers' Conference]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Collaboration]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21740</guid>
<description><![CDATA[There is no denying that digital technologies have, and will continue to, revolutionize the way we live, work, […]]]></description>
<content:encoded><![CDATA[<p><em><strong>There is no denying that digital technologies have, and will continue to, revolutionize the way we live, work, and learn. <a href="https://iris.ucl.ac.uk/iris/browse/profile?upi=DMLAU06" target="_blank" rel="noopener">Professor Diana Laurillard</a>, Professor of Learning with Digital Technologies from the <a href="https://www.ucl.ac.uk/ioe/ioe-ucls-faculty-education-and-society" target="_blank" rel="noopener">University College London Institute of Education</a>, United Kingdom, agrees, and opines that with digital technologies becoming a significant part of education, teachers should be given the creative work of designing new digital pedagogies. In her keynote address at the recent Teachers’ Conference and ExCEL Fest 2023, she shares with teacher participants the importance of teachers taking on the role of learning designers who come together to share and test new e-pedagogies. Below is an edited transcript of Professor Laurillard’s keynote address.</strong></em></p>
<h1>Five Types of Active Learning</h1>
<p>Let’s first consider the five different types of active learning <span>– </span>learning through inquiry, discussion, practice, collaboration and production <span>– </span>and the role e-pedagogies play in improving learning.</p>
<p><em>Learning through inquiry</em> involves exploring contrasting ideas and ways of representing them. The Internet has provided a fantastic opportunity for teachers to explore the different ways of representing a subject matter, for instance, scientific concepts. Images, some of which could be interactive, could transform a teacher’s presentation, or a student’s exploration to improve their understanding.</p>
<p><em>Learning through discussion</em> usually involves a teacher asking the class to answer certain questions, but how many students normally respond? Perhaps only one or two students will. By using <em>Menti.com</em>, an online platform, every student can now be asked to contribute and respond.</p>
<p>In <em>learning through practice</em>, digital models can be used by students to explore and understand pedagogic concepts. UCL has developed a “number beads” digital game (see Figure 1), which has also been used in a number of primary schools in Singapore. The aim is to help students with low numeracy skills to understand how numbers make up other numbers. The main task for students is to join a string of number beads to make up a whole number. An important feature of this digital game is that it does not inform students that what they have done is right or wrong; instead, a correct combination would earn them a purple star (of which they have to collect 10). It enables them to learn from the game’s feedback. The process tries to capture the students’ natural way of exploring the world. Learning through practice with meaningful feedback is vital for students to be able to understand the fundamental concepts.</p>
<div id="attachment_21909" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21909" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-300x179.png" alt="" class="wp-image-21909" width="600" height="358" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-300x179.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-1024x611.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-768x458.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new-1536x916.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-1_new.png 1920w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21909" class="wp-caption-text">Figure 1. Professor Laurillard shares more about the “number beads” digital game developed by UCL.</p></div>
<p><em>Learning through collaboration</em> can be done using a <em>Padlet</em> wall. Students can collaborate by sharing and commenting on what they know about a topic while the teachers can use a number of different tools on Padlet.</p>
<p>In <em>learning through production</em>, teachers find out what students have learned and how they can apply that knowledge whether through a worksheet, essay, or diagram. Whatever technologies the teachers use for their own presentation, for example <em>PowerPoint</em>, can also be used by the students as well.</p>
<p>All these are examples in which e-pedagogy supports the different types of active learning. So how can teachers optimize the way they use all these digital methods?</p>
<h1>The Learning Designer</h1>
<p>Learning design involves analysing the lesson plan from the learners’ point of view and asking: “What is the learner doing to learn?” Learning design is a way of making pedagogic ideas very explicit. It is important because it enables teachers to innovate by designing activities for learning in some detail, building on the teachers’ knowledge, and then applying them to new pedagogies. The <a href="https://www.ucl.ac.uk/learning-designer/" target="_blank" rel="noopener"><em>Learning Designer</em></a> (see Figure 2) is a free online design tool developed to support online learning. It provides a structure for developing a sequence of learning activities to achieve the outcomes teachers have defined. It allows teachers to either adapt an existing learning design or create their own.</p>
<div id="attachment_21910" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21910" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-300x179.png" alt="" class="wp-image-21910" width="600" height="358" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-300x179.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-1024x610.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-768x458.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new-1536x915.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-2_new.png 1920w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21910" class="wp-caption-text">Figure 2. Professor Laurillard talks more about the Learning Designer.</p></div>
<h4><em>Optimizing the Learning Designer</em></h4>
<p>How can teachers optimize Learning Designer? One way to do this is to embed the most useful digital tools within it. For example, teachers can set up <em>Google Docs</em> to collect the students’ ideas. To get students to collaborate, they can set up a <em>Miro Board</em> so each group of students can present and share their work. A group forum can be set up on <em>Moodle</em> so that everyone can view each other’s work, discuss and refine their work further.</p>
<h4><em>Evaluation</em></h4>
<p>The teacher’s Learning Designer can be evaluated, either by peers or by the students. For student evaluation, students can be encouraged to comment on the teacher’s learning design. For instance, a student may comment that that they need more time to discuss. It is very important for the teacher to know how the learning design has been experienced by the students.</p>
<h4><em>Teacher Collaboration</em></h4>
<p>Teachers can attend courses on massive open online course (MOOC) platforms, such as <a href="https://www.futurelearn.com/courses/blended-and-online-learning-design" target="_blank" rel="noopener"><em>FutureLearn</em></a> (see Figure 3). FutureLearn, available at no cost for teachers, focuses on blended and online learning design. The course exercises are based on using the Learning Designer and contributed learning designs from participants are curated for teachers to explore and exchange ideas for good ways of supporting learners.</p>
<p>Teachers can learn how to be involved in the process of contributing, peer reviewing, revising, and then sharing their learning designs. This is how we can gradually build teachers’ collective design knowledge on how to design e-pedagogies.</p>
<div id="attachment_21911" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21911" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-300x178.png" alt="" class="wp-image-21911" width="600" height="356" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-300x178.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-1024x607.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-768x456.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new-1536x911.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_People_DianaLaurillard_Figure-3_new.png 1920w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-21911" class="wp-caption-text">Figure 3. Professor Laurillard shares more about FutureLearn, an online learning platform that offers courses on blended and online learning design.</p></div>
<h1>Why Are E-Pedagogies Important?</h1>
<p>So why are e-pedagogies important for teaching and learning? We’ll look at two examples of e-pedagogy learning designs that help teachers to improve their own workload as well as understand how they can benefit students.</p>
<h4><em>Peer Learning</em></h4>
<p>Peer learning a significant pedagogy that is very much underrated but works well for students online. In peer learning, the task for each student is to review and give feedback on each other’s work according to the teacher’s rubric, and then use the feedback he/she has received to work on an improved assignment for the teacher to grade. Thus, it does not actually add to the teachers’ actual workload. This form of peer learning can be run entirely online using the school’s virtual learning environment (VLE).</p>
<h4><em>Masterclass</em></h4>
<p>A masterclass is a conventional teaching method for small groups, in which the teacher helps each individual student to get detailed feedback. The process of the teacher giving individual feedback to each of those students is then made vicarious by filming the session, with the student’s consent. The video can then be run on the VLE for other students to view. Even though the students viewing the video receive no personal feedback, they benefit from understanding what the feedback is, how it is given, and may then be able to apply it for their own improvement. Again, the workload for the teacher is just one tutorial whose value is magnified by making the recording available for all students. The method could be repeated for all groups over a term, so that each student has one session of receiving personal feedback. Making use of the VLE in peer reviewing and masterclass sessions can benefit both teachers and students significantly.</p>
<h1>Support for Teachers</h1>
<p>There is no doubt that educational technologies have the potential to offer students an active learning experience. But what do teachers need to scaffold that learning experience? Well, teachers need the support to innovate collaboratively, and to share, critique and discuss their ideas. Only then can they apply and improve on those ideas with their students. Another crucial factor is time. Education leaders should ensure that teachers are given the time to do all those things because it is not just about adapting other people’s work, but it is also about being able to develop their own as well.</p>
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<title>Reflections on Teachers’ Use of Blended Learning as a Pedagogical Approach</title>
<link>https://singteach.nie.edu.sg/2022/06/03/reflections-on-teachers-use-of-blended-learning-as-a-pedagogical-approach/?utm_source=rss&utm_medium=rss&utm_campaign=reflections-on-teachers-use-of-blended-learning-as-a-pedagogical-approach</link>
<comments>https://singteach.nie.edu.sg/2022/06/03/reflections-on-teachers-use-of-blended-learning-as-a-pedagogical-approach/#respond</comments>
<dc:creator><![CDATA[Aishah]]></dc:creator>
<pubDate>Fri, 03 Jun 2022 02:29:04 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Student learning]]></category>
<category><![CDATA[Teaching practices]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Professional learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20348</guid>
<description><![CDATA[Contributed by Tan Yen Chuan, Centre for Pedagogical Research and Learning, Raffles Girls’ School (Secondary), for SingTeach Virtual […]]]></description>
<content:encoded><![CDATA[<p><em><strong><span lang="EN-SG">Contributed by Tan Yen Chuan, Centre for Pedagogical Research and Learning, <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a><i><span lang="EN">, </span></i><span lang="EN">for</span><span lang="EN"> </span><i><span lang="EN"><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></span></strong></em></p>
<p><i><span lang="EN-SG">Blended learning has become the “new traditional model” (Ross & Gage, 2006, p.157) and as teachers tried out different blended learning models, teachers were asking questions such as, “How should we respond if our students do not complete their assignments using flipped classroom?” and “What does a good blended lesson look like?”</span></i></p>
<p><i><span lang="EN-SG">In this article, Tan Yen Chuan, from the <a href="http://www.rgs.edu.sg/rgsperl" target="_blank" rel="noopener">Raffles Girls’ School Centre for Pedagogical Research and Learning (PeRL)</a></span></i><i><span lang="EN-SG">,</span></i><i><span lang="EN-SG"> shares some insights on how to prepare for a school-wide adoption of blended learning approach as well as addresses some common challenges faced by teachers.</span></i></p>
<div id="attachment_20349" style="width: 510px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20349" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-300x225.jpg" alt="" class="wp-image-20349" width="500" height="375" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2022/06/ST_VSL_Tan-Yen-Chuan-and-Team_RGS-pic-2048x1536.jpg 2048w" sizes="(max-width: 500px) 100vw, 500px" /><p id="caption-attachment-20349" class="wp-caption-text">The team comprises (from left) Azahar Noor, Tan Yin Lai, Mary George Cheriyan, Lucille Yap, Tan Yen Chuan and Masturah Abdul Aziz (not in picture).</p></div>
<p><span lang="EN-SG">The study on teachers’ perception on the use of blended learning is based on a widely cited definition which prescribes blended learning as a pedagogical approach that integrates the strengths of face-to-face and online instruction (Graham, 2006, 2013). Below are some recommendations on enhancing teacher’s competencies on the use of blended learning.</span></p>
<h1><span lang="EN-SG">Finding Out Teachers’ Readiness towards Blended Learning</span></h1>
<p><span lang="EN-SG">It is important to gain an understanding of the teacher’s readiness and understanding towards blended learning as their dispositions will affect their design of the blended learning lessons, which in turn will impact the learning outcomes. In this study, a <a href="http://bit.ly/K12-BTR" target="_blank" rel="noopener">Blended Teaching Readiness Survey</a></span><i><span lang="EN-SG"> </span></i><span lang="EN-SG">by Graham et al. (2019) was administered to all teachers. The teachers’ responses allowed the investigators to gain broad insights into teachers’ dispositions, technology skills and their perceptions towards the competencies for effective blended teaching.</span><span lang="EN-SG"></span></p>
<p><span lang="EN-SG">Coupled with this, teachers’ experience and opinions about using the blended learning approach were collected through focus group discussions (FGDs). Lesson observations were conducted to obtain<b> </b>snapshots of how teachers have implemented blended learning pedagogy in the classroom. </span></p>
<p><span lang="EN-SG">Based on the FGDs, the most commonly used blended learning model was the <i>Flipped Classroom Model</i>, which saved lesson time as students were given articles to read and materials to learn before attending class. The <i>Station Rotation Model</i> was also used for collaborative learning, online learning and teacher’s instruction in small groups.</span></p>
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<p><i><span lang="EN-SG">“…giving them articles to read and providing them with some instructions [and] some questions for them to ponder. When they come to class, we discuss… it cuts down the time that is required to go back to the articles.”</span></i></p>
<p><span lang="EN-SG"> – <strong>Teacher A</strong> on the benefits of flipped classroom model</span></p>
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<p><i><span lang="EN-SG">“They have to do pre-reading. In class, 50% do SLS (Student Learning Space) [theory] while 50% watch the teacher’s demonstration, then they will do their pair work [practical]. The 20-minute SLS lesson is similar duration as my demonstration, so it is not over-taxing. After they finish SLS, I will open my SLS and monitor, to spot those hit and miss. I will also walk around and make corrections. The last 20 minutes, they will go to </span></i><span lang="EN-SG">Padlet<i> [to do an e-journal for self-reflection].”</i></span></p>
<p><span lang="EN-SG"> – <strong>Teacher B</strong> on the process of station rotation model</span></p>
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<p><span lang="EN-SG">While the flipped classroom model helps to deliver a more personalized learning experience for students, some teachers noticed that some students lack the self-discipline to engage with the instructional content in their own time before doing tasks in class.</span></p>
<p><span lang="EN-SG">The benefits of using flipped classroom model will not be achieved if lesson time was used to revise the flipped classroom materials instead of extending the learning for deeper understanding or for clarity, so this highlights the importance of purposeful planning.</span></p>
<h1><span lang="EN-SG">Purposeful Planning</span></h1>
<p><span lang="EN-SG">Purposeful thinking undergirds the planning of blended learning. Although there is no single method for planning a blended learning lesson, teachers must consciously combine online instruction with in-person instruction into the lesson design. In planning to facilitate online interaction with and between students, teachers must ensure that students should have some element of control over their time, place, goals, learning pace and/or path (Graham, 2019; Staker & Horn, 2012). In addition, support systems to develop student agency must also be provided. For example, to monitor students’ participation rate and progress, teachers should use the data on online platforms to track students’ activity and monitor their performance.</span></p>
<p><span lang="EN-SG">Furthermore, teachers can use technology to give timely feedback and monitor students’ progress, such as milestone checks and auto-marking features in the Student Learning Space (SLS) or <i>Classkick</i> application. The latter can flip the content into an online learning station in class, while others can move on to other learning stations to do more challenging tasks. This strategy is known as in-class flip (Tucker et al, 2016).</span></p>
<h1><span lang="EN-SG">Shared Vision and Positive Mindset towards Blended Learning</span></h1>
<p><span lang="EN-SG">Lastly, there should be a shared vision among school members for the adoption of a whole-school approach to blended learning. Teachers must have a common understanding of what blended learning is, its role in this digital age and use the metalanguage in their daily conversations and/or dialogues. The teachers must believe in this approach and facilitate student empowerment and ownership of learning, by making the relevant skills and knowledge explicit and accessible to students.</span></p>
<h1><span lang="EN-SG">Conclusion</span></h1>
<p><span lang="EN-SG">In order to nurture self-directed learners in a highly connected world, teachers will have to plan to provide for personalized learning; to give more autonomy to students, create more collaborative opportunities using technologies and harness data to provide timely feedback and optimize learning. The school will have to continue to ensure the purposeful design of blended learning in the curriculum and set the desired standards by conducting professional development clinics, providing design guidelines and giving feedback to unit designers.</span></p>
<p><b><span lang="EN-SG">References</span></b></p>
<p><span lang="EN-SG">Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), <i>Handbook of Blended Learning: Global Perspectives, local designs </i>(pp. 3–21). San Francisco, CA: Pfeiffer.</span></p>
<p><span lang="EN-SG">Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), <i>Handbook of distance education </i>(3rd ed., pp. 333–350). New York, NY: Routledge.</span></p>
<p><span lang="EN-SG">Graham, C.R., Borup, J., Pulham, E. B., & Larsen, R. (2019). K-12 Blended Teaching Readiness: Model and Instrument Development. <i>Journal of Research on Technology in Education, 51</i>(3), 239-258.</span></p>
<p><span lang="EN-SG">Ross, B., & Gage, K. (2006). Global perspectives on blended learning. In C. J. Bonk & C. R. Graham (Eds.), <i>The Handbook of Blended Learning: Global Perspectives, Local Designs</i> (pp. 155–167). San Francisco: Pfeifer Publishing.</span></p>
<p><span lang="EN-SG">Staker H., Horn M.B. (2012). Classifying K-12. Blended Learning. Available at: http://www. christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf (accessed 20.08.2021).</span></p>
<p><span lang="EN-SG">Tucker, C. R., Green, J. T., & Wycoff, T. (2016). <i>Blended Learning in Action: A Practical Guide Toward Sustainable Change</i>. SAGE Publications.</span><b><span lang="EN-SG"></span></b></p>
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<title>Three Tips for A Successful Online Collaborative Learning Experience</title>
<link>https://singteach.nie.edu.sg/2022/04/08/three-tips-for-a-successful-online-collaborative-learning-experience/?utm_source=rss&utm_medium=rss&utm_campaign=three-tips-for-a-successful-online-collaborative-learning-experience</link>
<comments>https://singteach.nie.edu.sg/2022/04/08/three-tips-for-a-successful-online-collaborative-learning-experience/#respond</comments>
<dc:creator><![CDATA[Aishah]]></dc:creator>
<pubDate>Fri, 08 Apr 2022 05:32:00 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[Collaborative learning]]></category>
<category><![CDATA[Online learning]]></category>
<category><![CDATA[Teacher practices]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20092</guid>
<description><![CDATA[Contributed by Ho Wei Sin, Teacher of Computing and English, from Maris Stella High School (Secondary), for SingTeach […]]]></description>
<content:encoded><![CDATA[<p><i><strong>Contributed by Ho Wei Sin, Teacher of Computing and English, from <a href="https://marisstellahigh.moe.edu.sg/" target="_blank" rel="noopener">Maris Stella High School (Secondary)</a><span lang="EN">, </span></strong></i><em><strong><span lang="EN">for</span></strong><strong><span lang="EN"> </span></strong></em><i><strong><span lang="EN"><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></strong></i></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/ST_VSL_Ho-Wei-Sin_v2_for_layout_edited-216x300.jpg" alt="" class="alignright wp-image-20093" width="209" height="290" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/ST_VSL_Ho-Wei-Sin_v2_for_layout_edited-216x300.jpg 216w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/ST_VSL_Ho-Wei-Sin_v2_for_layout_edited-739x1024.jpg 739w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/ST_VSL_Ho-Wei-Sin_v2_for_layout_edited-768x1064.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/ST_VSL_Ho-Wei-Sin_v2_for_layout_edited.jpg 783w" sizes="(max-width: 209px) 100vw, 209px" /></p>
<p><span lang="EN-SG">It has been over two years since the start of the COVID-19 pandemic. Like other educators, I had to evaluate my pedagogical and technological skills, and prepare myself to learn, unlearn and re-learn in these areas in order to meet the needs of home-based and blended learning. What was a traditional group work setting in a face-to-face classroom could no longer be carried out with the implementation of safe management measures. Plans for group work in physical classrooms had to be either shelved or modified while teachers adjusted to the new normal of online learning, which called for a very different set of tools, skills and expectations.</span></p>
<p><span lang="EN-SG">During a school workshop that we conducted last year, a teacher in my school raised the question of how teachers could be better at carrying out effective collaborative work online. Reflecting on that teacher’s question, I would like to share with you a few tips that I gained from my experience in carrying </span><span lang="EN-SG">out online collaborative learning that could be useful to try out as blended learning prevails.</span></p>
<h1><b><span lang="EN-SG">Co-Construct and Communicate Expectations of Group Work</span></b></h1>
<p><span lang="EN-SG">Learners need to be taught the </span><a href="https://iod.unh.edu/sites/default/files/3._norms_annotated.pdf" target="_blank" rel="noopener">norms of collaboration</a> <span lang="EN-SG">and how each of them can contribute to the overall work as a group before the online lesson even begins. This is even more important if the groups had not already been established in the physical classrooms. Make sure that learners are clear of their individual roles and what is to be expected from them in each of these roles.</span></p>
<p>Student agency is defined as the capacity to set a goal, reflect and act responsibly to effect change (OECD, n.d.). <span lang="EN-SG"> You may also want to consider allowing learners to choose their own role in a group. Once learners are used to the group setup, it becomes a lot easier for collaboration to take place in subsequent lessons. Rotation of roles then becomes possible as well. Another aspect of student agency is to co-construct ground rules with them about their expectations of online learning. This will shift the ownership of how to behave responsibly in an online environment to the learners themselves.</span></p>
<p><div id="attachment_20095" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20095" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-1-300x225.png" alt="" class="wp-image-20095" width="600" height="450" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-1-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-1-768x576.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-1.png 960w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-20095" class="wp-caption-text"><em><span style="font-size: 10pt;">Figure 1. Group Work expectations are explained clearly. These can be co-constructed with learners for greater student agency.</span></em></p></div> <div id="attachment_20096" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20096" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-2-300x169.png" alt="" class="wp-image-20096" width="600" height="338" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-2-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-2-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-2.png 960w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-20096" class="wp-caption-text"><em><span style="font-size: 10pt;">Figure 2. Explaining the norms of collaboration to learners.</span></em></p></div></p>
<h1><b><span lang="EN-SG">Monitor the Learning Process</span></b></h1>
<p><span lang="EN-SG">Backchannel communication is a secondary conversation that takes place at the same time as a main conversation such as a teacher-led learning activity or a lecture. A backchanneling tool is thus instrumental in helping teachers to monitor the learning process and to address clarifications quickly when needed. In almost all of the web conferencing tools that are available, there are built-in chat functions that can be used to monitor discussions and to provide real-time feedback. <i>Google Documents</i> can also be used as a quick way to capture student queries.</span></p>
<p><span lang="EN-SG">During an online lesson, learners could be encouraged to type their responses into these tools in addition to having verbal discussions. After the lesson is over, the transcript can be downloaded and previewed to assess their understanding. This serves as an evidence of their learning, which can be used to inform future instruction. One key thing to remember is that the instruction does not end after the online lesson is over. Technology serves as a great way to monitor learning both real-time and post-lesson.</span></p>
<h1><b><span lang="EN-SG">Provide Scaffolds</span></b></h1>
<p><span lang="EN-SG">You may also provide short user guides or video walkthroughs of the tool to familiarize your learners with its usage. The key idea is to enhance their usability of their tool and make sure that they are comfortable with it.</span></p>
<p><span lang="EN-SG">Are there short pre-lesson activities that learners can complete before attending the online lesson? This ensures that learners come to the planned activity informed of the task context or requirements, and are ready to make a meaningful contribution while online.</span></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3A-300x169.png" alt="" class="aligncenter wp-image-20097" width="600" height="338" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3A-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3A-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3A.png 960w" sizes="(max-width: 600px) 100vw, 600px" /></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3B-300x169.png" alt="" class="aligncenter wp-image-20098" width="600" height="338" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3B-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3B-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3B.png 960w" sizes="(max-width: 600px) 100vw, 600px" /></p>
<div id="attachment_20099" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20099" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3C-300x169.png" alt="" class="wp-image-20099" width="600" height="338" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3C-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3C-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/04/Figure-3C.png 960w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-20099" class="wp-caption-text"><em><span style="font-size: 10pt;">Figure 3. Short technical guide on familiarizing learners with the programming tool.</span></em></p></div>
<p><span lang="EN-SG">A successful online collaborative learning experience requires careful planning and preparation. The choice of using the right tools to support online collaboration is also the crux to a successful lesson. In my experience, I have had a few hits and misses with online collaborative learning. But I’m certain that by reflecting on each lesson, I gain a better grasp of my learners and will be able to build a better learning experience in time to come.</span></p>
<p><b><span lang="EN-SG">Reference</span></b></p>
<p>OECD (n.d.). <i>Student Agency for 2030</i>. <a href="https://www.oecd.org/education/2030-project/teaching-and-learning/learning/student-agency/in_brief_Student_Agency.pdf" target="_blank" rel="noopener"><span lang="EN-SG">https://www.oecd.org/education/2030-project/teaching-and-learning/learning/student-agency/in_brief_Student_Agency.pdf</span></a><span lang="EN-SG"></span></p>
<p><a href="https://iod.unh.edu/sites/default/files/3._norms_annotated.pdf"></a></p>
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<title>ST78 Guest Editor’s Note</title>
<link>https://singteach.nie.edu.sg/2021/10/01/st78-guest-editors-note/?utm_source=rss&utm_medium=rss&utm_campaign=st78-guest-editors-note</link>
<comments>https://singteach.nie.edu.sg/2021/10/01/st78-guest-editors-note/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Fri, 01 Oct 2021 04:16:55 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 78 sep 2021]]></category>
<category><![CDATA[Guest editor's note]]></category>
<category><![CDATA[COVID-19]]></category>
<category><![CDATA[Technology]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[ICT Integration]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=18392</guid>
<description><![CDATA[The terms blended and hybrid learning can be used interchangeably. Offline learning refers to the traditional face-to-face (f2f) […]]]></description>
<content:encoded><![CDATA[<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Editorial_v2_for_layout-225x300.png" alt="" class="alignright wp-image-18394" width="345" height="460" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Editorial_v2_for_layout-225x300.png 225w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Editorial_v2_for_layout-768x1024.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Editorial_v2_for_layout-1152x1536.png 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Editorial_v2_for_layout.png 1224w" sizes="(max-width: 345px) 100vw, 345px" /></p>
<p>The terms blended and hybrid learning can be used interchangeably. Offline learning refers to the traditional face-to-face (f2f) instruction in a classroom setting, while online learning refers to using technology or a system over the Internet or Intranet. It is essential that the f2f component and the technology-driven element complement, strengthen and harmoniously balance each other.</p>
<p>Blended learning has become more significant than ever before, especially as COVID-19 becomes endemic. Home-based learning (HBL), as a blended learning model, has particularly gained importance in the Singapore education system. Recently, the Ministry of Education (MOE) announced that all secondary schools, junior colleges and Millennia Institute will systematically incorporate this model by the year 2022.</p>
<p>Blended learning has been accepted as an approach to ensure continuity in learning without disruptions, as well as to contribute to the building of resilience in the education system in a post COVID-19 world. Blended learning can cultivate self-regulation skills and technological competence in students, while also offering a customized learning experience. Concurrently, teacher training is critical to ensuring effective implementation of the blended learning model. At the National Institute of Education, we have researchers from OER’s Centre for Research in Pedagogy and Practice (CRPP) who have conducted workshops and ran projects in this area.</p>
<p>The Student Learning Space (SLS), rolled out by MOE prior to the pandemic, is a system that supports this model and has a range of resources for teaching and learning as well as lesson preparation and assessment tools for teachers. The overall idea is to ensure an experience that blends the “ingredients” collectively to deliver a meaningful, personalized and flexible learning experience. The fully online experience, after all, lacks an irreplaceable human component in which teachers offer empathy and an invaluable human connection.</p>
<p>This blended learning model is here to stay as we learn to live and work with an endemic COVID-19. A few foundational life skills like time management, motivation and persistence need to be nurtured in students, as they learn to have a sense of control over their time, place and pace of learning. As the New York Times columnist Thomas Friedman recently wrote: “The most critical role for K-12 educators, therefore, will be to equip young people with the curiosity and passion to be lifelong learners who feel ownership over their education.”</p>
<p>In this issue of <em>SingTeach</em>, we explore articles that discuss pertinent issues around the implementation of blended learning, with examples, experiences, perspectives and challenges associated with it. As a leader and school staff developer, Mr Luis Lioe reflects on the benefits he sees with the blended modes of learning, raising issues around mindset shifts and key considerations based on his practical experience. Dr Tay Lee Yong, a former teacher, school leader and now Teaching Fellow at CRPP is optimistic on the potential of technology and how it has shaped teaching and learning, underscoring the importance of learner engagement in blended learning. Associate Professor Chen Wenli, meanwhile, shares her experience from one of her technology projects, highlighting an important point about how technology is a tool that needs to be used meaningfully, and how lesson designers are key to a successful blended learning lesson.</p>
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<title>Blended Learning: Transforming the Traditional Modes of Teaching and Learning</title>
<link>https://singteach.nie.edu.sg/2021/10/01/issue78-blended-learning-transforming-the-traditional-modes-of-teaching-and-learning/?utm_source=rss&utm_medium=rss&utm_campaign=issue78-blended-learning-transforming-the-traditional-modes-of-teaching-and-learning</link>
<comments>https://singteach.nie.edu.sg/2021/10/01/issue78-blended-learning-transforming-the-traditional-modes-of-teaching-and-learning/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Fri, 01 Oct 2021 03:52:26 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 78 sep 2021]]></category>
<category><![CDATA[Self-directed learning]]></category>
<category><![CDATA[The Big Idea]]></category>
<category><![CDATA[ICT Integration]]></category>
<category><![CDATA[COVID-19]]></category>
<category><![CDATA[Independent learners]]></category>
<category><![CDATA[Blended learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=18382</guid>
<description><![CDATA[As Singapore moves towards an endemic COVID-19 situation, the education landscape has seen schools re-opening and students returning […]]]></description>
<content:encoded><![CDATA[<p><em><strong>As Singapore moves towards an endemic COVID-19 situation, the education landscape has seen schools re-opening and students returning to physical classrooms. There has been much talk since then about the progress made in online learning and the implementation of blended learning in schools. Blended learning has thus become the buzzword in education today. The guest editor of this issue of </strong></em><a href="https://singteach.nie.edu.sg/" target="_blank" rel="noopener"><strong>SingTeach</strong></a><em><strong>, <a href="https://www.nie.edu.sg/profile/uma-natarajan" target="_blank" rel="noopener">Dr Uma Natarajan</a>, shares with us more about this teaching approach.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_TheBigIdea_v2_for_layout-300x300.jpg" alt="" class="wp-image-18388 size-medium alignright" width="300" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_TheBigIdea_v2_for_layout-300x300.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_TheBigIdea_v2_for_layout-1024x1024.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_TheBigIdea_v2_for_layout-150x150.jpg 150w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_TheBigIdea_v2_for_layout-768x768.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_TheBigIdea_v2_for_layout-1536x1536.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_TheBigIdea_v2_for_layout-2048x2048.jpg 2048w" sizes="(max-width: 300px) 100vw, 300px" /></p>
<p>According to Uma, who is Research Manager at the <a href="https://nie.edu.sg/research/research-offices/office-of-education-research/centre-for-research-in-pedagogy-and-practice-crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy and Practice</a>, <a href="https://nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a> at NIE, the term “blended learning” in education was originally used to describe the combination of different instructional methods, pedagogical approaches or technologies. Over the years, however, the definition has evolved to refer to a type of learning that deliberately integrates online learning and traditional face-to-face instruction.</p>
<p>She shares that one of the common features of blended learning found in many classrooms today is the combination of the teaching and learning experience in which students are able to view and learn content prior to a classroom face-to-face session.</p>
<p>“The availability of educational technologies has allowed for content to become preparatory work prior to traditional classroom settings,” she explains. “Classroom time can then be utilized for students to collaborate in groups, problem solve or work independently to arrive at solutions.”</p>
<h1>Cultivating Independent Learning</h1>
<p>More than a year on since the pandemic, regular home-based learning (HBL) days has been implemented in local schools as part of the blended learning framework. A unique aspect of HBL days is that it is less structured than a normal day in a classroom, thus giving students the opportunity to learn how to balance curriculum expectations while pursuing their own interests that may extend beyond the curriculum.</p>
<p>“An important element of blended learning is that it nurtures the skills of self-directed learning. With less of content teaching from teachers, students can learn to be independent, take control over their learning and develop self-regulation skills,” Uma comments.</p>
<p>The traditional classroom setting ensures that learners can be socially engaged with their peers, whether in group or one-to-one interactions. She notes that blended learning can potentially offer the best of both worlds: students can study independently online while being able to develop their soft skills offline.</p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“An important element of blended learning is that it nurtures the skills of self-directed learning. With less of content teaching from teachers, students can learn to be independent, take control over their learning and develop self-regulation skills.”<o:p></o:p></span></p>
<p><em><span style="font-family: 'Georgia',serif; color: #333333;">– <b>Uma, </b></span><span style="font-family: 'Georgia',serif; color: #333333;">on blended learning</span></em></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<h1>Technology Readiness of Teachers</h1>
<p>For blended learning to be successful, it is important that teachers are proficient in using and integrating information and communications technology (ICT) in their teaching practice. “One of the keys to an effective blended-learning programme is teacher development,” Uma emphasizes.</p>
<p>She stresses the need for teachers to be trained in the areas of designing, planning and implementing blended learning courses, pointing out that schools play a crucial role in providing the necessary infrastructure, support and professional development training to teachers.</p>
<p>She also highlights another area that teachers should be skilled at <span>– </span>managing students who frequently get distracted when they are connected online. “There are times when students would get off track wandering in online spaces or by using social media. Although teachers may not have much control over this, they need to know how to guide their students on self-regulating and building effective time management skills,” she advises.</p>
<h1>Closing the Equity Gap</h1>
<p>Blended learning also offers the opportunity for students to develop their competency in using technology tools. However, Uma brings up the fact that it should not be taken for granted that students who are familiar with using technology for communication and entertainment purposes will also be able to use technology for academic purposes. There are learners, adds Uma, who lack basic digital skills such as the ability to navigate different e-learning platforms and devices.</p>
<p>“With COVID-19 exposing and amplifying the social inequalities that exist in society, it is essential for schools and teachers to keep a lookout for those with a lack of access to the Internet and digital devices such as laptops. It may be harder, though, to address other inequities such as a conducive home environment, a dedicated learning space as well as a student’s emotional well-being at home,” she remarks.</p>
<p>However, she is heartened to see that steps have been taken to mitigate any learning loss that students may experience. For instance, the Ministry of Education and schools have provided access to learning devices and Internet dongles for many needy students. Those who are high-needs, require closer supervision and lack a conducive home environment are also allowed to return to school on HBL days.</p>
<h1>Blended Learning as the New Normal</h1>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“What is clear is that blended learning and HBL will afford continuous learning and they are certainly options we can consider as we prepare to face more threats and crises in a complex world.”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-family: 'Georgia',serif; color: #333333;"> Uma</span></i></strong><em><span style="font-family: 'Georgia',serif; color: #333333;">, on the future of blended learning</span></em></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p>Reflecting on the pandemic, Uma shares, “The pandemic crisis has created an opportunity for education administrators to create new solutions or innovate the traditional modes of schooling. The big leap in digital technology has given us a multitude of ideas on how we can enhance learning environments.”</p>
<p>The future will see educational technologies playing a bigger role in transforming classrooms into places where knowledge is created collaboratively between teachers and students, and where higher-order skills such as problem-solving, communication and collaboration are nurtured in students.</p>
<p>“Singapore has adapted quickly, and is ready to learn and re-learn,” she adds. She mentions how the education fraternity has been quick to embrace new ICT tools such learning analytics, which can facilitate the tracking of students’ learning outcomes, and artificial intelligence, which can help create a personalized form of learning experience based on each student’s needs, interests and capacities.</p>
<p>Nonetheless, there are some things which will stay the same <span>– </span>teachers, whiteboards, pen and paper, and physical spaces will continue to be part of the schooling experience.</p>
<p>“As people, technology and space are brought together in innovative ways, blended learning will continue to evolve. What is clear is that blended learning and HBL will afford continuous learning and they are certainly options we can consider as we prepare to face more threats and crises in a complex world,” Uma concludes.</p>
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<title>Integrating Technology in Blended Learning</title>
<link>https://singteach.nie.edu.sg/2021/10/01/issue78-integrating-technology-in-blended-learning/?utm_source=rss&utm_medium=rss&utm_campaign=issue78-integrating-technology-in-blended-learning</link>
<comments>https://singteach.nie.edu.sg/2021/10/01/issue78-integrating-technology-in-blended-learning/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Fri, 01 Oct 2021 03:34:41 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 78 sep 2021]]></category>
<category><![CDATA[Mathematics]]></category>
<category><![CDATA[Classroom Perspectives]]></category>
<category><![CDATA[Blended learning]]></category>
<category><![CDATA[ICT Integration]]></category>
<category><![CDATA[Independent learners]]></category>
<category><![CDATA[Home-based learning]]></category>
<category><![CDATA[Online learning]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=18373</guid>
<description><![CDATA[With the integration of home-based learning as a regular part of the school curriculum, technology has become a […]]]></description>
<content:encoded><![CDATA[<p><em><strong>With the integration of home-based learning as a regular part of the school curriculum, technology has become a central part of the classroom experience. Mr Luis Tirtasanjaya Lioe, a School Staff Developer from <a href="https://www.nygh.edu.sg/" target="_blank" rel="noopener">Nanyang Girls’ High School</a>, shares with us more about the observations, positives and challenges he experienced with implementing blended learning in the classroom.</strong></em></p>
<h1>Adapting to the New Normal</h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Classroom_Luis_v2_for_layout-200x300.jpg" alt="" class="wp-image-18377 alignright" width="303" height="455" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Classroom_Luis_v2_for_layout-200x300.jpg 200w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Classroom_Luis_v2_for_layout-683x1024.jpg 683w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Classroom_Luis_v2_for_layout-768x1152.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Classroom_Luis_v2_for_layout-1024x1536.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Classroom_Luis_v2_for_layout-1365x2048.jpg 1365w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_Classroom_Luis_v2_for_layout-scaled.jpg 1707w" sizes="(max-width: 303px) 100vw, 303px" />A significant impact the pandemic has on education is that it has sped up our reliance on technology and pushed us to adapt quickly to new ways of teaching and learning.</p>
<p>Luis, who is also a Math teacher at <a href="https://www.nygh.edu.sg/" target="_blank" rel="noopener">Nanyang Girls High School (NYGH)</a>, says, “In the past, there was a tendency for us to regard technology as a good-to-have resource to supplement our teaching strategy. We may see it as a useful tool, but not necessarily the most essential component in, for example, teaching and learning Math.”</p>
<p>“The pandemic, however, has made us realize that technology will play a far more crucial role in how we engage our students and improve their learning outcomes.”</p>
<p>He shares that NYGH is implementing a home-based learning (HBL) day every fortnight as part of the blended learning plan. This means that teachers will have to include HBL components in their lesson plans.</p>
<p>“For example, I often assign self-quizzes through online platforms, such as the Student Learning Space (SLS), so that students can get immediate feedback. I also use an online chat group and <em>Padlet</em> for students to continue their discussions beyond their lessons, when they do self-practice or revisions,” he adds.</p>
<h1>Asynchronous and Synchronous Learning</h1>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“Based on this assessment, teachers should include a follow-up plan that addresses the students’ mistakes or gaps, as well as the effectiveness of the methods used although the students got the right answer.”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-family: 'Georgia',serif; color: #333333;"> Luis</span></i></strong><em><span style="font-family: 'Georgia',serif; color: #333333;">, on having a follow-up plan after online assessments</span></em></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<p>Luis defines blended learning as an approach that integrates both aspects of when students study on their own (asynchronous activities) and in the presence of teachers (synchronous activities), either at home (online) or in school (offline).</p>
<p>He emphasizes that when integrating both asynchronous and synchronous activities, it is vital that teachers communicate clearly the objectives, instructions and criteria of success to their students.</p>
<p>“For asynchronous activities, I either assign reading materials and worked examples from textbooks, or create explanation videos that teach the basic concepts and assign students a learning package from the SLS that has been customized to each student’s needs,” he explains.</p>
<p>“After watching the videos, students can either complete self-quizzes in SLS or submit ‘exit cards’ into <em>Google Classroom</em>. These are cards that contain questions or prompts that they can answer,” he adds. He uses these tools as a way to collate their misconceptions or common mistakes and assess their readiness before synchronous activities.</p>
<p>Synchronous activities, meanwhile, could be held through <em>Zoom</em> or face-to-face discussions. Using information extracted from the exit cards, Luis will highlight the common mistakes made, discuss various misconceptions and share the different approaches other students have taken to answer the same question. The purpose of the discourse during synchronous activities is hence directed towards clarifying and synthesizing concepts.</p>
<p>“It is important to remember that the purpose of such assessments is not merely to know whether a student has answered all the exit card questions correctly, but to understand each student’s learning processes. Based on this assessment, teachers should include a follow-up plan that addresses the students’ mistakes or gaps, as well as the effectiveness of the methods used although the students got the right answer,” he remarks.</p>
<p>He stresses that although students are learning independently when interacting with these resources, it is necessary to establish a continuous assessment of students’ learning and understanding.</p>
<h1>Key Considerations for Blended Learning</h1>
<p>Based on his experience during the full online learning period, Luis notes that the scope of online lessons could not mimic those of offline ones. This is where blended learning could be the solution but teachers need to keep in mind certain considerations.</p>
<p>“During the full HBL, I made the mistake of planning a lesson to cover the same amount of materials as an in-person class. The mode of learning, the types of guidance, the skills that the students need, including note taking, are quite different in these two environments. We need to consider all these aspects when teaching Math online and offline,” he states.</p>
<p>When developing blended learning lessons, teachers also need to take into account there are students who may have difficulties in keeping up with online lessons. If not identified early enough, these students may fall behind in their learning.</p>
<p>He reiterates that it is important to establish trust and empathy that will facilitate the way we incorporate check-points frequently at appropriate junctures. “Build a positive relationship with your students so that they feel safe in sharing with us their difficulties. We should create a safe space for them to explore, make mistakes and share them with you.”</p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“Build a positive relationship with your students so that they feel safe in sharing with us their difficulties. We should create a safe space for them to explore, make mistakes and share them with you.”<o:p></o:p></span></p>
<p><em><span style="font-family: 'Georgia',serif; color: #333333;">– <b>Luis, </b></span><span style="font-family: 'Georgia',serif; color: #333333;">on building a positive relationship with students</span></em></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p></span></p>
<h1>Fostering an Encouraging Environment</h1>
<p>Luis shares that as a School Staff Developer, he works with various professional development (PD) teams such as Senior Teachers and Educational Technologies (EdTech) committee to support teachers in their PD. In 2021, NYGH created a Blended Learning taskforce to explore the integration of blended learning in the curriculum and he works closely with them in this journey.</p>
<p>“The school management has given us support, space and autonomy in exploring the way we do blended learning. Much of the actual work, though, is involved at the team and individual level. The process requires a lot of brainstorming, exchanging of tips and learning from one another,” he says.</p>
<p>He advises teachers not to be afraid in approaching their colleagues and the wider community of educators for help and encouragement. “You will find people on the same boat driven by the same objective: to make students’ learning effective and fruitful,” he adds.</p>
<h1>Shifts in Mindset and Familiarity</h1>
<p>According to Luis, the main difference before COVID-19 and now lies in the teachers’ and students’ mindset and familiarity of using technology in teaching and learning.</p>
<p>There are strengths in full HBL that can be carried forward to in-person sessions, such as using technologies to assess students’ learning quickly and facilitating students’ collaborative learning.</p>
<p>“With that said, technology can never replace our presence and facilitation of students’ learning. When they ask questions, it is their teachers and not the machines who guide them,” he points out.</p>
<p>“Blended learning empowers students to take ownership of their learning, to set goals and plan their own learning and to choose what they want to learn. If we can integrate these strengths effectively in our lesson units, we can have the best of both worlds,” he affirms.</p>
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