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	<title>Educational neuroscience &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>Understanding Declarative and Procedural Memories</title>
		<link>https://singteach.nie.edu.sg/2023/09/21/understanding-declarative-and-procedural-memories/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=understanding-declarative-and-procedural-memories</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 21 Sep 2023 06:38:30 +0000</pubDate>
				<category><![CDATA[Ask A Researcher]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[SoLE Centre]]></category>
		<category><![CDATA[Life-deep learning]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22278</guid>

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										<content:encoded><![CDATA[<div class="message-box-wrapper yellow">
<div class="message-box-title">Answered by Dr <span>Aishah Abdul Rahman</span><span> </span>(<span>Education Research Scientist, OER Centre for Science of Learning in Education, NIE</span>)</div>
<div class="message-box-content">
<p><strong>Q: <span lang="EN-CA">Can you share more about the two main pathways the brain uses for learning—declarative and procedural? How can teachers tap on this knowledge to encourage deep learning in their students?</span></strong></p>
<p><span lang="EN-CA">The brain has multiple memory systems, each playing distinct roles. Declarative and procedural memories are two main systems that support long-term memory formation. As suggested by the name, declarative memory refers to memory that is available to conscious recollection, and which can be declared. For example, if you are describing to someone what a bicycle is, and when you learnt to cycle, you are tapping on your declarative memory. Declarative memory can refer to semantic information (e.g., what a bicycle is) or episodic information (e.g., the episode or event where you learnt to cycle). </span></p>
<p><span lang="EN-CA">Procedural memory refers to memory of “procedures” or skills that often cannot be declared in the same manner as declarative memories. Examples of procedural memories include knowing how to cycle or write. </span></p>
<p><span lang="EN-CA">While declarative memories can be learnt in a single exposure (although multiple exposures strengthen the memory), procedural memories often require repeated exposure and practice for learning to occur. </span></p>
<p><span lang="EN-CA">Although they are distinct, declarative and procedural memory systems work together in many contexts, including supporting different types of learning in a classroom. For instance, when students are learning definitions, declarative memory is needed. For learning that involves declarative memory, mnemonic strategies such as chunking (where information is broken down to meaningful chunks) can be used. </span></p>
<p><span lang="EN-CA">When learning involves acquiring a skill, such as drawing, problem solving, or creative thinking, procedural memory is required. For learning that involves procedural memory, hands-on practice and repeated practice is key to mastering the skill. </span></p>
<p><span lang="EN-CA">By understanding the characteristics of these two memory systems, and the nature of learning involved, teachers can foster effective learning in students.</span></p>
</div>
</div>
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		<title>iMAGINE: Math Game-based Interventions in Neural-Informed education</title>
		<link>https://singteach.nie.edu.sg/2021/07/19/imagine/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=imagine</link>
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		<dc:creator><![CDATA[Lorraine]]></dc:creator>
		<pubDate>Mon, 19 Jul 2021 10:44:25 +0000</pubDate>
				<category><![CDATA[Knowledge Resource Bank]]></category>
		<category><![CDATA[Science of Learning]]></category>
		<category><![CDATA[Mathematics]]></category>
		<category><![CDATA[Game-based learning]]></category>
		<category><![CDATA[Low attainers]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[At-risk students]]></category>
		<category><![CDATA[Science of learning in education]]></category>
		<category><![CDATA[Digital teaching]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=16338</guid>

					<description><![CDATA[How do we allow students to explore their own solutions to math problems before teaching the “correct” solution? [&#8230;]]]></description>
										<content:encoded><![CDATA[<p style="display: none;">How do we allow students to explore their own solutions to math problems before teaching the “correct” solution?</p>
<h1><b><span lang="EN-GB">Math Game-Based Interventions in Neural-Informed Education</span></b><span lang="EN-GB"><br />
</span></h1>
<div id="A1" style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 20px;"><strong>How Can iMAGINE Help Your Students?</strong></span></p>
<ul>
<li><b><span lang="EN-GB">Significance I</span></b><span lang="EN-GB">: </span><i><span lang="EN-GB">Identifying <b>at-risk learning mechanisms</b> of low progress math </span></i></li>
<li><b><span lang="EN-GB">Significance II</span></b><span lang="EN-GB">: Research evidence on the <b>efficacy of </b></span><b><i><span lang="EN-GB">neural-informed games</span></i></b><i><span lang="EN-GB"> to remediate math numeracy struggles</span></i><b><span lang="EN-GB"> </span></b></li>
<li><b><span lang="EN-GB">Significance III:</span></b><span lang="EN-GB"> </span><i><span lang="EN-GB">Development of a <b>neural-based theory of math learning</b>, which is novel in mainstream Singapore schools</span></i></li>
</ul>
</div>
<h1 id="A2"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><strong id="why_Questioning">Why iMAGINE?</strong></span></h1>
<div>
<p>&nbsp;</p>
<p style="padding-left: 40px;"><span lang="EN-GB">The iMAGINE project was motivated by the trend over the past two decades which showed a consistent 15% of students who were unable to obtain a pass (C grade and above) for their Primary School Leaving Examination (PSLE). The iMAGINE project addresses this matter of mitigating challenges in mathematics learning, especially for learners who continue to struggle despite multi-pronged behavioural interventions in schools. </span></p>
<p><b><span lang="EN-GB">Significance of the iMAGINE project</span></b><span lang="EN-GB"></span></p>
<p style="padding-left: 40px;"><span lang="EN-GB">This study involves the characterization of individual differences in low-progress and at-risk math. This helps us to understand the connection between behavioural, emotion regulation and brain functions with implications on tailoring relevant interventions to bridge the achievement gaps and predict mathematics dysfunction before it compounds into future lifelong struggles.</span></p>
<p><b><span lang="EN-GB">Theory and key findings</span></b><span lang="EN-GB"></span></p>
<p style="padding-left: 40px;"><span lang="EN-GB">Theory: This study is grounded in digital game-based learning and cognitive neuroscience in addressing low-progress math achievement.</span></p>
<p style="padding-left: 40px;"><span lang="EN-GB">Key findings: Neural-informed digital games show promise in mitigating challenges faced by mathematics learners by improving their accuracy and fluency in solving math questions.</span><span><span lang="EN-GB"></span></span></p>
<p>&nbsp;</p>
<hr />
</div>
<h1 id="A3"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><b><span lang="EN-GB">How Was the Research Carried Out?</span></b></span></h1>
<div></div>
<div></div>
<div>iMAGINE was carried out in two phases.</div>
<div></p>
<p style="padding-left: 40px;"><b><span lang="EN-GB">Phase 1:</span></b><span lang="EN-GB"> <b>Characterization of underlying behavioural &amp; neural mechanisms</b> </span></p>
<p style="padding-left: 40px;"><span lang="EN-GB"> </span><span lang="EN-GB">This involved the <b>assessment of core competencies</b> involved in early math learning and development, such as <b>executive functioning</b> (i.e. working memory, flexible thinking and self-control), the ability to estimate and compare the sizes of numbers, and socio-emotional factors such as math anxiety. <b>Brain activity</b> was also examined using neural-imaging equipment and techniques.</span></p>
<p style="padding-left: 40px;"><b><span lang="EN-GB">Phase 2:</span></b><span lang="EN-GB"> <b>Intervention using neural-informed digital games</b></span></p>
<p style="padding-left: 40px;"><span lang="EN-GB">A digital game, <b>Number Beads </b><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/04_Laurillard_2016_-Learning-number-sense-thr-digital-games-with-intrinsic-feedback.pdf">(Laurillard, 2016)</a> was implemented, targeting students’ foundational numeracy development concepts such as <b>“numbers as sets”</b>. </span></p>
<p><span lang="EN-GB">Both phases of the research were carried out in classroom settings with </span><span lang="EN-GB">interviews conducted with the teachers to understand the impact on math learning of the participating students.</span></p>
<p><em><span style="font-size: 10pt;">(*A new neural-informed digital game, Fun Rods, was also developed targeting students’ understanding of Fractions.)</span></em></p>
<p>&nbsp;</p>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><b><span lang="EN-GB">How Number Beads Work as a Learning Tool</span></b></span></h1>
<div></div>
<div>
<p style="padding-left: 40px;"><span lang="EN-GB">The <b>Number Beads interface</b> features a target set of beads located at the top of the screen, and the player is tasked to <b>either split or join the sets of beads</b> given in order to achieve the target <b>(See Figure 1).</b></span><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-Game-based-Learning-300x165.png" alt="" class="wp-image-16418 aligncenter" width="800" height="440" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-Game-based-Learning-300x165.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-Game-based-Learning-1024x562.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-Game-based-Learning-768x422.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-Game-based-Learning.png 1513w" sizes="(max-width: 800px) 100vw, 800px" /></p>
<p><b><span lang="EN-GB">Figure 1. Screenshot of Number Beads interface to achieve Target of 2 beads</span></b></p>
<p style="padding-left: 40px;"><span lang="EN-GB">The players are able to explore different combinations on how to achieve the target set, and the game provides intrinsic feedback to help players work toward the target, by showing how a particular set of beads can be obtained from the set of beads given.</span></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-assessment-300x275.png" alt="" class="wp-image-16400 alignleft" width="237" height="218" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-assessment-300x275.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-assessment-768x705.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-assessment.png 1024w" sizes="(max-width: 237px) 100vw, 237px" /><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-play-e1626341632599-300x199.jpg" alt="" class="wp-image-16399  alignright" width="326" height="216" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-play-e1626341632599-300x199.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/NB-play-e1626341632599.jpg 598w" sizes="(max-width: 326px) 100vw, 326px" /></p>
<p><b><span lang="EN-GB">Benefits of Number Beads as a learning tool: </span></b></p>
<ul>
<li><span lang="EN-GB">Significantly improve students’ math fluency and accuracy</span></li>
<li>Help students of varying math ability – especially for at-risk or low-progressing math students</li>
</ul>
</div>
<div>
<p>&nbsp;</p>
</div>
<p>&nbsp;</p>
<p>&nbsp;</p>
<p>&nbsp;</p>
<div id="A4">
<hr />
<h1><b><span lang="EN-GB"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon" /> <span style="font-size: 28px;">Evidence from iMAGINE</span></span></b></h1>
<p>&nbsp;</p>
<p><span style="font-size: 20px;"><b><span lang="EN-GB">Significance I</span></b><span lang="EN-GB">: </span><i><span lang="EN-GB">Identifying and nuancing <b>at-risk learning mechanisms</b> of low progress math learner population </span></i></span></p>
<p><span lang="EN-GB">A strong link between <b>cognitive and affective measures</b> of executive functioning and anxiety with <b>low math performance</b> highlight the importance of <b>rethinking</b>: </span></p>
</div>
<div>
<ul>
<li><span lang="EN-GB">categorizations of math performance, that is not only based on academic outcomes, but also linked to other cognitive or socio-emotional factors</span></li>
<li><span lang="EN-GB">remediation programs that focuses on not just math performance outcomes, but also a holistic consideration of students’ cognitive and affective development</span></li>
</ul>
</div>
<div>
<p><span lang="EN-GB">A clear typology of underlying math struggles can help teachers: </span></p>
</div>
<div>
<ul>
<li><span lang="EN-GB">understand personalized intervention better and </span></li>
<li><span lang="EN-GB">identify students with specific mathematical learning differences</span></li>
</ul>
<p>&nbsp;</p>
<p><span style="font-size: 20px;"><b><span lang="EN-GB">Significance II</span></b><span lang="EN-GB">: Research evidence on the <b>efficacy of </b></span><b><i><span lang="EN-GB">neural-informed games</span></i></b><i><span lang="EN-GB"> to remediate math numeracy struggles</span></i></span><b><span lang="EN-GB"> </span></b></p>
<p><span lang="EN-GB">Through randomized trials, <b>positive impacts (improved accuracy and fluency)</b> from the topical intervention on Number Sensing using the <b>neural-informed game, Number Beads</b>, has provided evidence </span><span lang="EN-GB">for the use of games to help students who have been struggling with math concepts.</span></p>
<p>&nbsp;</p>
<p><span style="font-size: 20px;"><b><span lang="EN-GB">Significance III:</span></b><span lang="EN-GB"> </span><i><span lang="EN-GB">Development of a <b>neural-based theory of math learning</b>, which is novel in mainstream Singapore schools</span></i></span></p>
<p>Little is known about the <b>neural mechanisms</b> that <b>mediate acquisition of math competencies</b> and <b>mitigation of persistent math struggles</b>.</p>
<p>This study found:</p>
</div>
<div>
<ul>
<li><span lang="EN-GB">differences in <b>brain activation and resting state</b> functional connectivity <b>before and after math gameplay</b>. <b> </b></span></li>
<li><b><span lang="EN-GB">use brain data</span></b><span lang="EN-GB"> as a <b>sensitive assessment marker of math learning</b>, particularly in cases of covert and persistent math struggles. </span></li>
</ul>
</div>
<p><span lang="EN-GB"> </span></p>
<p><span style="font-size: 20px;"><strong><span lang="EN-GB">Expected future outcomes</span></strong></span></p>
<p><span lang="EN-GB">The findings <b>facilitate a more nuanced approach to </b></span><b><span lang="EN-GB">identify specific mathematics learning difficulties</span></b><span lang="EN-GB"> from a heterogeneous sample of <b>math at-risk children</b>. </span></p>
<p><b><span lang="EN-GB">Type-specific interventions</span></b><span lang="EN-GB">, can be <b>co-designed, between researchers and practitioners to:</b></span></p>
<ul>
<li><b><span lang="EN-GB">improve</span></b><span lang="EN-GB"> cognitive competencies and affective dispositions </span></li>
<li><b><span lang="EN-GB">optimize</span></b><span lang="EN-GB"> learning potential </span></li>
<li><b><span lang="EN-GB">develop</span></b><span lang="EN-GB"> holistic well-being of the learner</span></li>
<li><b><span lang="EN-GB">shift</span></b><span lang="EN-GB"> from traditional and undue focus on math skills remediation</span></li>
</ul>
<p>&nbsp;</p>
<p><span lang="EN-GB">While the ‘science’ behind different brain interconnections might not have direct implications for the classroom as yet, this information is useful for: </span></p>
<ul>
<li><span lang="EN-GB"> </span><span lang="EN-GB">the holistic understanding of math education, </span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">suggesting the optimal focus for further remediation of continual struggling math learners. </span></li>
</ul>
<p>&nbsp;</p>
<p><span lang="EN-GB">In this study, the information is used to <b>design, and test neural-informed math game-based interventions</b> based on the <b>respective hypotheses and inferences for intervention studies</b>. The scientific information facilitated research that allows us to test for the <b><i>‘dose-response relationships’</i></b> <a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/06_Goswami-2008_Cognitive-Neuroscience-Perspective.pdf">(Goswami, 2008)</a>, that is, if a particular designed game shows reliable correlations with positive math performance, then receiving more (or less) ‘doses’ should increase the performance effect. </span></p>
<p><span style="font-size: 10pt;"><i><span lang="EN-GB">(*The research team is continuing the line of game-based intervention studies, through the PIs in other projects.)</span></i></span><span lang="EN-AU"></span></p>
<p>&nbsp;</p>
<hr />
<div id="A5">
<h1><b><span lang="EN-GB"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15341" /> <span style="font-size: 28px;">How iMAGINE Can Enhance Classroom Teaching</span></span></b></h1>
<p>&nbsp;</p>
<ul>
<li><strong>Identifying students’ individual differences</strong> through the characterisation of underlying behaviours and neural data
<ul>
<li>Enables teachers to improve their <strong>facilitation of learning</strong>, targeting on weaker areas.</li>
</ul>
</li>
<li><strong>Using neural-informed games</strong>
<ul>
<li>Provide students with <strong>self-directed exploration of mathematics concepts</strong> that are adaptive to their learning needs.</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<hr />
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon11.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="Useful_links_&amp;_references">Related Links</strong></span></h1>
<div>
<p>&nbsp;</p>
<ul>
<li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://singteach.nie.edu.sg/issue72-classroom/">SingTeach Issue 72, “Levelling up math learners through neuro-games”</a></span><span lang="EN-GB"></span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://ebook.ntu.edu.sg/20190730-oer-knowledge-bites-volume10/full-view.html">OER Knowledge Bites Volume 10 (pp. 6 – 7), “Translational specifications of neural-informed game-based interventions for mathematical cognitive development of low progress learners: A science of learning approach.”</a></span><span lang="EN-GB"></span></li>
<li><span lang="EN-SG"> </span><span lang="EN-GB"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/03/SingTeach_Issue76.pdf">SingTeach Issue 76 on Science of Learning in Education</a></span><span lang="EN-GB"> [PDF] </span><span lang="EN-SG"></span></li>
</ul>
<hr />
</div>
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong>Further Readings</strong></span></h1>
<div>
<p>&nbsp;</p>
<ul>
<li><span lang="EN-GB"><a href="https://doi.org/10.1080/23735082.2019.1685027">Jamaludin, A., Henik, A., &amp; Hale, B. J. (2019). Educational Neuroscience: Bridging Theory and Practice. <i>Learning, Research and Practice, 5</i>(2), 93-98</a></span><span lang="EN-SG"></span></li>
<li><span lang="EN-GB"><a href="https://doi.org/10.1080/23735082.2019.1684991">Jamaludin, A., Hung, D. W. L., Lim, P. X. (2019). Developments in educational neuroscience: Implications for the <i>art </i>and <i>science </i>of learning, <i>Learning: Research and Practice,</i> <i>5</i>(2), 201 – 213. </a></span></li>
</ul>
<p><span lang="EN-GB"></span></p>
<p>&nbsp;</p>
<p><span><span lang="EN-GB"><span style="font-size: 20px;"><strong>How can teachers get started?</strong></span><br />
Teachers can email Asst. Prof. Azilawati Jamaludin at <a href="mailto:azilawati.j@nie.edu.sg">azilawati.j@nie.edu.sg</a> or the project team at <a href="mailto:imagine@nie.edu.sg">imagine@nie.edu.sg</a>.<br />
</span></span></p>
<p><span><span lang="EN-GB">Additionally, here are some papers which teachers can read for more information regarding similar studies:<br />
</span></span></p>
<ul>
<li><span><span lang="EN-GB"><a href="https://doi-org.libproxy.nie.edu.sg/10.1080/08856257.2017.1412640">Aunio, P., &amp; Mononen, R. (2018). The effects of educational computer game on low-performing children’s early numeracy skills–an intervention study in a preschool setting. European Journal of Special Needs Education, 33(5), 677-691.</a> </span></span></li>
<li><span><span lang="EN-GB"><a href="http://kutaksam.karabuk.edu.tr/index.php/ilk/article/view/738/536">Chizary, F., &amp; Farhangi, A. (2017). Efficiency of Educational Games on Mathematics Learning of Students at Second Grade of Primary School. Journal of History Culture and Art Research, 6(1), 232-240.</a> </span></span></li>
<li><span><span lang="EN-GB"><a href="https://naerjournal.ua.es/article/view/v7n1-5">Guzmán Duque, A. P., Fernández, L. C., &amp; Del Moral Pérez, M. (2018). Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students.</a></span></span></li>
<li><span><span lang="EN-GB"><a href="https://ajet.org.au/index.php/AJET/article/view/3116/1432">Laurillard, D. (2016). Learning number sense through digital games with intrinsic feedback. Australasian Journal of Education Technology, 32(6), 32 – 44.</a> </span></span></li>
<li><a href="https://doi.org/10.1006/ccog.1997.0301">Posner, M. I., DiGirolamo, G. J., &amp; Fernandez-Duque, D. (1997). Brain Mechanisms of Cognitive Skills. Consciousness and Cognition, 6(2-3), 267–290.</a> </li>
<li><a href="https://login.libproxy.nie.edu.sg/login?url=http://search.ebscohost.com/login.aspx?direct=true&amp;db=eue&amp;AN=507993004&amp;site=ehost-live&amp;scope=site">Goswami, U. (2008a). Principles of learning, implications for teaching: A cognitive neuroscience perspective. Journal of Philosophy of Education, 42(3), 381–399.</a> </li>
</ul>
<p>&nbsp;</p>
<hr />
</div>
<h1><strong id="Research_projects"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;">Research Projects</span></strong></h1>
<p>&nbsp;</p>
<p>The following NIE projects are associated with iMAGINE</p>
<ul>
<li><span lang="EN-GB"><a href="https://www.nie.edu.sg/research/projects/project/nrf2016-sol002-003"><span lang="EN-SG">Translational Specifications of Neural-informed Game-Based Interventions for Mathematical Cognitive Development of Low-Progress Learners</span></a></span><span lang="EN-SG"></span></li>
<li>
<p><span lang="EN-GB"><a href="https://www.nie.edu.sg/research/projects/project/afd-07-16-zw">Developing a Translating Educational Neuroscience Clearinghouse for the Differentiated Instruction of Diverse Learners</a></span></p>
</li>
<li><a href="https://nie.edu.sg/our-people/academic-groups/learning-sciences-assessment/research-consultancy">f-MACE: fNIRS Modelling for Game-based Affective and Cognitive Math Learning</a></li>
</ul>
<p>&nbsp;</p>
<hr />
<h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="Research_team">Research Team</strong></span></h1>
<div>
<p>&nbsp;</p>
<p><span lang="EN-GB">To learn more about this research, please contact the <b>iMAGINE team</b> at  </span><span lang="EN-GB"><a href="mailto:imagine@nie.edu.sg">imagine@nie.edu.sg</a></span><span lang="EN-GB">. </span><span lang="EN-GB"><br />
</span><span lang="EN-GB"></span><b><span lang="EN-GB"></span></b></p>
<p><b><span lang="EN-GB">Principal Investigator</span></b><i><span lang="EN-GB"></span></i></p>
<p><span lang="EN-GB"><a href="https://dr.ntu.edu.sg/cris/rp/rp01489" target="_blank" rel="noopener">Asst. Prof. Azilawati JAMALUDIN</a>, Learning Sciences and Assessment (LSA), Office of Education Research (OER), NIE</span></p>
<p><b><span lang="EN-GB">Co-Principal Investigators</span></b></p>
<ul>
<li><span lang="EN-GB"><a href="https://dr.ntu.edu.sg/cris/rp/rp01384" target="_blank" rel="noopener">Prof HUNG Wei Loong David</a>, OER, NIE</span></li>
<li><span lang="EN-GB"><a href="https://dr.ntu.edu.sg/cris/rp/rp01473" target="_blank" rel="noopener">Dr SEOW Sen Kee Peter</a>, OER, NIE</span></li>
</ul>
<p></p>
<p><b><span lang="EN-GB">Collaborators</span></b><span lang="EN-GB"></span></p>
<ul>
<li><span lang="EN-GB">Mdm KOH Yah Hui, Curriculum Planning and Development Division (CPDD), MOE</span></li>
</ul>
<p></p>
<p><b><span lang="EN-GB">Consultants</span></b><span lang="EN-GB"></span></p>
<ul>
<li><span lang="EN-GB">Prof. Brian BUTTERWORTH, University College of London (UCL)</span></li>
<li><span lang="EN-GB">Prof. Diana LAURILLARD, UCL</span></li>
</ul>
<p></p>
<p><b><span lang="EN-GB">Researchers </span></b><span lang="EN-GB"></span></p>
<ul>
<li><span lang="EN-GB"><a href="https://dr.ntu.edu.sg/cris/rp/rp02055">Dr TAN Aik Lim</a>, OER, NIE</span></li>
<li><span lang="EN-GB">Mr HEW Fook Ming Daryll (formerly of NIE)</span></li>
<li><span lang="EN-GB">Ms KWAN Kang Ling Michelle (formerly of NIE)</span></li>
<li><span lang="EN-GB">Ms LIM Pei Xuan (formerly of NIE)</span></li>
<li><span lang="EN-GB">Mr NG Chen Kian (formerly of NIE)</span></li>
<li><span lang="EN-GB">Ms TAN Yong Ling (formerly of NIE)</span></li>
<li><span lang="EN-GB">Ms YEO Wan Ting (formerly of NIE)</span></li>
</ul>
<p>&nbsp;</p>
</div>
<div>
<hr />
</div>
<h1><strong><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png"><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="size-full wp-image-15372 alignnone" /></a> <span style="font-size: 28px;">Acknowledgments</span></strong></h1>
<p>&nbsp;</p>
<p><span lang="EN-SG">This research was funded by the Singapore National Research Foundation (NRF) under the Science of Learning Initiative (NRF2016-SOL002-003). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NRF or NIE.</span></p>
<p><span lang="EN-SG">This knowledge resource was written by Asst Prof. Azilawati Jamaludin and Dr Tan Aik Lim, with input from Ms Monica Lim and Ms Lorraine Ow as of 15 July 2021; updated by Ms Monica Lim on 4 January 2022.</span></p>
</div>
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		<title>ST76 Guest Editor&#8217;s Note</title>
		<link>https://singteach.nie.edu.sg/2021/03/19/issue76-editorialnote/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue76-editorialnote</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Fri, 19 Mar 2021 16:36:41 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 76 mar 2021]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[Guest editor's note]]></category>
		<category><![CDATA[Science of learning in education]]></category>
		<category><![CDATA[Theory-practice nexus]]></category>
		<category><![CDATA[Multidisciplinary learning]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15052</guid>

					<description><![CDATA[Advances in imaging techniques, behavioural and psychological research enable the integration of science of learning disciplines that investigate human [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><img loading="lazy" width="200" height="300" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_Editorial_downsized-200x300.jpg" alt="" class="alignright size-medium wp-image-16095" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_Editorial_downsized-200x300.jpg 200w, https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_Editorial_downsized-682x1024.jpg 682w, https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_Editorial_downsized-768x1153.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_Editorial_downsized.jpg 999w" sizes="(max-width: 200px) 100vw, 200px" /></p>
<p><span data-contrast="none">Advances in imaging techniques, behavioural and psychological research enable the integration of </span><span data-contrast="none">science of learning </span><span data-contrast="none">disciplines that investigate human learning. This opens up possibilities for the enhancement, update and eventual </span><span data-contrast="none">desired </span><span data-contrast="none">reform of educational theories and practices. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">The field of </span><span data-contrast="none">science of learning </span><span data-contrast="none">and its potential contributions to educational research are now more pronounced than before. </span><span data-contrast="none">For example, insights from educational neuroscience are not only </span><span data-contrast="none">shedding light on brain mechanisms that underpin cognitive and social learning development</span><span data-contrast="none">, but they are a</span><span data-contrast="none">lso contributing towards neurobiological </span><span data-contrast="none">and technology-informed, </span><span data-contrast="none">evidence-based interventions that are ad</span><span data-contrast="none">dressing educational concerns. </span><span data-contrast="none">To name a few, t</span><span data-contrast="none">hese include issues such as i) </span><span data-contrast="none">early learning s</span><span data-contrast="none">truggles and early intervention; ii) </span><span data-contrast="none">challenges that individual differences pose</span><span data-contrast="none">; iii) </span><span data-contrast="none">effectiveness of educational and</span><span data-contrast="none"> remediation </span><span data-contrast="none">ap</span><span data-contrast="none">proaches to cognitive struggles; and iv) </span><span data-contrast="none">widening</span><span data-contrast="none"> possibilities that brain plasticity brings (e.g.</span><span data-contrast="none">,</span><span data-contrast="none"> life-long learning).</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Such a </span><span data-contrast="none">multi-disciplinary</span><span data-contrast="none"> convergence not only carries multiple implications for educational policy but also foregrounds the mutual benefits of the interaction between </span><span data-contrast="none">fields such as </span><span data-contrast="none">neuro</span><span data-contrast="none">biology </span><span data-contrast="none">and education, particularly since education may also conceivably offer a naturalistic framework for research on the brain. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">At the National Institute of Education</span><span data-contrast="none"> (NIE)</span><span data-contrast="none">, we are launching a new</span><span data-contrast="none"> </span><span data-contrast="none">Science of Learning in Education </span><span data-contrast="none">(</span><span data-contrast="none">SoLE</span><span data-contrast="none">) </span><span data-contrast="none">centr</span><span data-contrast="none">e </span><span data-contrast="none">that serves to bring together several research disciplines, including neuroscience, cognitive science, psychology, technology and education. The </span><span data-contrast="none">centre</span><span data-contrast="none"> will complement NIE&#8217;s existing education research with state-of-the-art neuroimaging, psychophysiological data capture techniques and modelling techniques to synthesize research investigations and findings across different disciplines. By driving and translating research that is informed by both educational practices and scientific and systemic knowledge, the </span><span data-contrast="none">center</span><span data-contrast="none"> aims to optimize the core of human potential: </span><i><span data-contrast="none">successful human learning.</span></i><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">In this issue of </span><i><span data-contrast="none">SingTeach</span></i><span data-contrast="none">, we delve into the </span><i><span data-contrast="none">science</span></i><span data-contrast="none"> of how we learn and focus on pedagogical activities that facilitate optimal learning such as physical activity and play in the context of our pervasive post-pandemic technological use. A critical success for translating and implementing evidence-informed practices in classrooms </span><span data-contrast="none">are </span><span data-contrast="none">strong</span><span data-contrast="none">, dynamic </span><span data-contrast="none">partnership</span><span data-contrast="none">s between </span><span data-contrast="none">the </span><i><span data-contrast="none">science</span></i><span data-contrast="none"> of what </span><span data-contrast="none">SoLE</span><span data-contrast="none"> researchers</span><span data-contrast="none"> offer</span><span data-contrast="none"> with </span><span data-contrast="none">the </span><i><span data-contrast="none">art</span></i><span data-contrast="none"> of pedagogical design inherent with </span><span data-contrast="none">teachers</span><span data-contrast="none">, school leaders, and </span><span data-contrast="none">education practitioners</span><span data-contrast="none">.</span><span data-contrast="none"> In this issue, a school leader shares with us perspectives</span><span data-contrast="none"> from Mind, Brain and Education</span><span data-contrast="none"> and its importance towards our national goals of lifelong learning. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">More importantly this issue also hopes to spark and catalyse the meaningful connections </span><span data-contrast="none">necessary </span><span data-contrast="none">between research</span><span data-contrast="none"> and practice </span><span data-contrast="none">that are at the heart of Science of Learning in Education endeavours</span><span data-contrast="none">.</span><span data-contrast="none"> </span><span data-contrast="none">We hope that you, as part of the teaching fraternity, will be inspired to </span><span data-contrast="none">artfully design and </span><span data-contrast="none">integrate robust and validated scientific evidence into your own teaching and learning, </span><span data-contrast="none">cohering new possibilities in augmenting the science of how we, successfully, learn.</span></p>
<p>Access The Big Idea article of this issue &#8220;<a href="https://singteach.nie.edu.sg/issue76-breaking-down-the-science-of-how-we-learn">Breaking Down the Science of How We Learn</a>&#8220;.</p>
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		<title>Breaking Down the Science of How We Learn</title>
		<link>https://singteach.nie.edu.sg/2021/03/19/issue76-breaking-down-the-science-of-how-we-learn/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue76-breaking-down-the-science-of-how-we-learn</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Fri, 19 Mar 2021 07:43:14 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 76 mar 2021]]></category>
		<category><![CDATA[Interdisciplinary approach]]></category>
		<category><![CDATA[The Big Idea]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[Artificial Intelligence]]></category>
		<category><![CDATA[Science of learning in education]]></category>
		<category><![CDATA[Cognitive science]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15034</guid>

					<description><![CDATA[In recent years, there has been an inclination to acquaint educators around the world with the science of [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>In recent years, there has been an inclination to acquaint educators around the world with the science of learning. While it is not a new concept, the science of learning in education particularly seeks to improve students’ learning by integrating knowledge from different fields of research which include neuroscience and social sciences. To support this endeavour, the <a href="https://nie.edu.sg/" target="_blank" rel="noopener noreferrer">National Institute of Education, Singapore</a> launched the Science of Learning in Education Centre on 24 March 2021. </em>SingTeach<em> speaks to the new centre director <a href="https://nie.edu.sg/profile/hung-wei-loong-david" target="_blank" rel="noopener noreferrer">Professor David Hung</a> and <a href="https://nie.edu.sg/profile/azilawati-jamaludin" target="_blank" rel="noopener noreferrer">Assistant Dean (Science of Learning) Dr Azilawati Jamaludin</a>, who is also the guest editor of this </em>SingTeach <em>issue, about the research centre and how our Singapore education can benefit from it.</em></strong></p>
<p><img loading="lazy" class="alignnone wp-image-15120" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_TheBigIdea_ProfHungAzi_2_crop.jpg" alt="" width="600" height="257" /></p>
<p>For decades, educators all over the world have explored different kinds of learning strategies, tools and techniques for their students. While some of these efforts might have been successful, how many of them are actually backed by science and research?</p>
<p>As such, it is crucial that educators are aware that applying the findings from research in the area of cognitive science – or the science of how we learn – to curriculum and materials development can significantly help enhance the likelihood of achieving desired outcomes. </p>
<h1>The Concept of Science of Learning</h1>
<p><span style="color: #333333; font-family: 'Georgia',serif;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"></span></p>
<p><span style="color: #333333; font-family: 'Georgia',serif;">“A science of learning in education orientation is important because it foregrounds a holistic conceptualization of learning, recognizing the multiple levels of investigation and descriptions that are necessary to better understand and explain how learning occurs.”</span></p>
<p><b><i><span style="color: #333333; font-family: 'Georgia',serif;">–</span></i></b><strong><i><span style="color: #333333; font-family: 'Georgia',serif;"> Azilawati</span></i></strong><em><span style="color: #333333; font-family: 'Georgia',serif;">, on the important role the science of learning plays in the education field</span></em></p>
<p><span style="color: #333333; font-family: 'Georgia',serif;"></div>
<p></span></p>
<p>To understand the concept of science of learning, one has to first recognize that learning is shaped by various levels of interactions that occur outside and within the individual. These interactions include that of environmental and socio-cultural factors, as well as biological and physiological factors.</p>
<p>“The science of learning then <em>integrates</em> these knowledge from different fields to advance our understanding of the processes, mechanisms, factors, and designs that contribute to learning,” Professor David Hung, who is also Dean of the <a href="https://www.nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener noreferrer">Office of Education Research (OER)</a> at NIE, explains. “It seeks to improve students’ learning and in particular, students that are of lower-progress.”</p>
<p>“A science of learning in education orientation is important because it foregrounds a holistic conceptualization of learning, recognizing the multiple levels of investigation and descriptions that are necessary to better understand and explain how learning occurs,” Assistant Professor Azilawati, who also leads several brain-based research projects at NIE, adds.</p>
<p>In a nutshell, the science of learning is a holistic theoretical framework that reconciles insights from different learning sciences fields in order to maximize one’s understanding of the complex associations and relations involving multiple systems that shape our learning. “With this integration, it provides us with the opportunities to shape more effective educational practices that optimize human growth and development,” Azilawati shares.</p>
<h1>Singapore’s First Science of Learning in Education Centre</h1>
<p>Many of us are no strangers to Singapore’s international reputation in the area of education. In October 2020, the Organisation for Economic Cooperation and Development (OECD) announced that Singapore’s students claimed the top spot in the Global Competence test that was conducted as part of the Programme for International Student Assessment (PISA) in 2018.</p>
<p>“Singapore’s education system has consistently fared well in international rankings and NIE has been at the forefront in leading educational research, and addressing educational challenges and problems,” Prof Hung shares.</p>
<p>As a large majority of the existing research at NIE utilizes cognitive-behavioural or socio-cultural research methods, Prof Hung believes that tools from other disciplines, such as neuroscience and artificial intelligence, can further help with pushing the boundaries of our understanding of learning and its related processes.</p>
<p>“It becomes vital that we tap into such resources,” he adds. “As such, the Science of Learning in Education Centre was established with the aim of bringing together education researchers and those from fields related to cognitive, neuroscience and artificial intelligence to combine their expertise and expand our capabilities in education research as a whole.”</p>
<p>Being the nation’s first and only science of learning centre that focuses specially in education, what kind of efficacies for Singapore education would the centre afford us with?</p>
<p><span style="color: #333333; font-family: 'Georgia',serif;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"></span></p>
<p style="text-align: center;"><span style="color: #333333; font-family: 'Georgia',serif;">&#8220;The Science of Learning in Education Centre was established with the aim of bringing together education researchers and those from fields related to cognitive, neuroscience and artificial intelligence to combine their expertise and expand our capabilities in education research as a whole.&#8221;</span></p>
<p><em><span style="color: #333333; font-family: 'Georgia',serif;">&#8211; <strong>Prof Hung</strong></span></em><strong><i><span style="color: #333333; font-family: 'Georgia',serif;">, </span></i></strong><em><span style="color: #333333; font-family: 'Georgia',serif;">on the purpose of setting up the Science of Learning in Education Centre </span></em></p>
<p><span style="color: #333333; font-family: 'Georgia',serif;"></div>
<p></span></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title"></div>
<div class="message-box-content">
<p aria-level="2">Find out more about Singapore&#8217;s first ever Science of Learning in Education Centre in the <a href="https://singteach.nie.edu.sg/issue76-the-science-of-learning-in-education-centre">Snapshot article</a> in this issue.<span data-contrast="auto"><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:360}"> </span></span></p>
</div>
</div>
<h1>Benefits of Science of Learning for Singapore Classrooms</h1>
<p>“The Science of Learning in Education Centre will allow us the opportunities to optimize educational practices, and teaching and learning strategies for successful human learning, which essentially is the crux of our human capital,” Azilawati explains. “In particular, there are at least three key leverages that the centre can afford us with: <em>integration</em>, <em>optimization</em> and <em>generalization</em>.”</p>
<p>The <em>integration</em> of advanced neural-equipment such as portable brain imaging with targeted cognitive experiments available at the centre will give education researchers like Azilawati herself the ability and confidence to answer intractable learning problems such as persistent disparities in learning outcomes.</p>
<p>She explains further: “For example, in implementing an evidence-based pedagogy for Mathematics, why do children still show marked individual differences in outcomes? What factors contribute to these differences between learners who are typically developing and those who are struggling? If even after behavioural interventions, we still find students falling behind in math, can the differences in outcomes be attributed to biological differences that are not easily observed?” Integrating different levels of analyses can enable researchers to answer perennial questions in education that would otherwise be impossible.</p>
<p>Azilawati also believes that it is worthwhile to explore and determine how successful, or unsuccessful, pedagogies are when mediated by other factors of instructional effectiveness such as motivation, emotions or metacognitive processes. Through specific research that can inform how learning vary as a function of individual learner characteristics, we can imagine an enriched education landscape that <em>optimizes</em> both teaching and learning strategies.</p>
<p>“The third leverage that the centre can afford us with is <em>generalization</em>,” Azilawati shares. “If we are able to identify the factors or patterns that influences learning through basic science research and find out whether these patterns can transfer to other domains, we can certainly advance our understanding of and efforts for maximized learning,” Azilawati explains. This will also greatly help researchers and educators in designing more appropriate and accurate intervention programmes for struggling learners.</p>
<h1>The Future of Education with Science of Learning</h1>
<p>To this end, there is no doubt that learning is a complex and active process that occurs throughout the lifespan and involves multiple factors. Some NIE research that looks at the science behind how one learns also tells us that learning <em>can</em> be shaped and reinforced through variable aspects.</p>
<p>“We hope that with this centre, we will eventually create a body of knowledge in learning that can, one day, find a translation pathway from research contexts all the way to translational practices where teachers can take that research evidence and situate it into sound pedagogical designs,” says Prof Hung.</p>
<p>With the establishment of this new centre that brings together education researchers from various fields related to cognitive and neuroscience, to name a few, Azilawati also hopes that she would be able to remediate persistent, prolonged struggles that some lower-progress learners face. “We hope that we can remediate and help this group of learners progress in terms of their academic achievements and also their well-being in life,” she concludes.</p>
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		<title>The Science of Learning through Playing</title>
		<link>https://singteach.nie.edu.sg/2021/03/19/issue76-the-science-of-learning-through-playing/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue76-the-science-of-learning-through-playing</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Fri, 19 Mar 2021 06:58:04 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 76 mar 2021]]></category>
		<category><![CDATA[Professional development]]></category>
		<category><![CDATA[Classroom Perspectives]]></category>
		<category><![CDATA[Game-based learning]]></category>
		<category><![CDATA[Primary school]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[Science of learning in education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15018</guid>

					<description><![CDATA[Growing up, the saying “work hard, then play hard” might be familiar to some, but research in neuroscience [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>Growing up, the saying “work hard, then play hard” might be familiar to some, but research in neuroscience has shown that both can actually be done simultaneously. An NIE neuroscience research study found that one effective way to engage pupils while learning Mathematics was through playing games. A teacher from <a href="https://bukitviewpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Bukit View Primary School</a> shares how participating in the study has provided an increased support for pupils struggling in Mathematics.</em></strong></p>
<div style="max-width: 500px; text-align: center; margin: 0px auto 30px;"><img class="wp-image-15028" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_ClassroomPerspectives_BukitViewPrimarySchool-2.jpg" alt="" />Evelyn Tan (front row, middle) with her fellow colleagues from Bukit View Primary School</div>
<p>At <a href="https://bukitviewpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Bukit View Primary School (BVPS)</a>, Mrs Evelyn Tan and her fellow teachers-in-charge of the Learning Support for Mathematics (LSM) programme observed that some pupils continued to struggle with the subject, despite the team’s best efforts to provide them with additional support in the form of intervention programmes and smaller pull-out classes through the years.</p>
<p>When an NIE research team invited them to participate in a <a href="https://www.nie.edu.sg/research/projects/project/nrf2016-sol002-003" target="_blank" rel="noopener noreferrer">study</a> that aims to address the challenge of levelling up learners struggling in Mathematics through neural-informed games in 2020, Evelyn and her fellow teachers agreed. “We wanted to develop a deeper understanding of pupils’ learning processes and to explore the use of neural-informed Mathematics games as a teaching tool in the LSM classroom,” she shares.</p>
<p>With the same goal in mind, both the NIE and BVPS teams worked towards developing a joy of learning in this group of pupils by instilling motivation and confidence in learning the subject.</p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">What is the LSM?</div>
<div class="message-box-content">
<p>The Learning Support for Mathematics (LSM) programme is designed to provide early intervention in Mathematics to pupils who need extra support in acquiring basic numeracy skills when they enter Primary One.</p>
</div>
</div>
<h1>Understanding the Impact of Games through Neuroscience</h1>
<p>The research study consists of two segments which are carried out by the NIE researchers: assessment and activity.</p>
<p>The assessment segment involves personalizing the profiles of each pupil participant. These profiles are built through a set of comprehensive tests which included the attention span and anxiety level tests. To ensure more accurate profiles, the researchers also utilized a brain-based data collection tool, Functional Near-Infrared Spectroscopy (fNIRS), which provides insights into the activity level of the pupil participants’ brains when they work on problem sums.</p>
<p>In the activity segment, pupils played a series of neural-informed Mathematics games on tablets. At some of the game sessions, the researchers monitored how the various parts of the pupils’ brains were activated in the decision-making process and the pupils’ anxiety level using fNIRS.</p>
<p>Through the game sessions, Evelyn and her team of teachers observed an improvement in pupils’ learning attitudes and motivation levels. “They were captivated by the interactive games and they liked that they had autonomy over the pace of learning,” she shares. “They enjoyed the activities and looked forward to the sessions.”</p>
<p>Moving forward, how can teachers then implement such game-based interventions in their own classroom practices?</p>
<h1>Learning through Play</h1>
<p><span style="color: #333333; font-family: 'Georgia',serif;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"></span></p>
<p><span style="color: #333333; font-family: 'Georgia',serif;">“Learning can be introduced through <em>play</em>, which is central to how children learn and it takes away any stress or anxiety that they associate with when learning Mathematics.”</span></p>
<p><b><i><span style="color: #333333; font-family: 'Georgia',serif;">–</span></i></b><strong><i><span style="color: #333333; font-family: 'Georgia',serif;"> Evelyn </span></i></strong><span style="color: #333333; font-family: 'Georgia',serif;">on the positive impact of incorporating play into learning</span></p>
<p><span style="color: #333333; font-family: 'Georgia',serif;"></div>
<p></span></p>
<p>“Learning can be introduced through <em>play</em>, which is central to how children learn and it takes away any stress or anxiety that they associate with when learning Mathematics,” Evelyn explains. As such, infusing games into Mathematics lessons can better engage pupils and develop their interest and confidence in the subject.</p>
<p>Instead of only using worksheets to help pupils practice what they have learnt, teachers can explore structuring practices using mathematic games. For example, to help pupils commit to memory multiplication facts, they can practise in pairs using number cards or even <em>UNO</em> cards.</p>
<p>Another way is to engage the class in a game of <em>Kahoot</em> on multiplication. There are also mobile applications that teachers can download for pupils to play with to reinforce their learning. Many of these online platforms allow teachers to track the progress of individual pupils as they practice through games.</p>
<p>According to Evelyn, participation in the study was an eye-opening experience. “Not only did it allow us to have a more nuanced understanding of the process of learning and the factors that enable or hinder it, but we also have greater awareness of the development of teaching and learning strategies that are informed by brain-based findings, allowing us to improve on practices to help struggling learners.”</p>
<h1>Importance of School Support</h1>
<p>The research experience was not without challenges and difficulties. Due to the pandemic caused by COVID-19, the project was delayed for two months when the government declared the closure of all schools in Singapore in 2020.</p>
<p>Eventually when schools reopened and the study resumed with necessary measures implemented, BVPS’s school leaders and other departments poured their support in various ways. This includes and is not limited to allocating periods within curriculum time for the LSM team to focus on the project.</p>
<p>“We are thankful that support from the entire school team made the process smoother so we could complete the study within time constraints,” Evelyn shares. The strong support structure also motivates the team to further their participation in the research study and continue to implement neural-informed game-based interventions so that more pupils can benefit from them.</p>
<h1>Benefits of Teacher-Researcher Collaboration</h1>
<p>“Teachers are practitioners and through years of practice we might know good methods of teaching,” Evelyn shares, “but with evidence-based knowledge and methods derived from researches, we will be able to gain insights into the ‘why’ of a method: Why some practices worked better than the other or why some practices worked on some pupils or for some topics but not for others.”</p>
<p>The year-long collaboration between the NIE research team and Evelyn’s team of teachers was a fruitful one; the collaboration afforded teachers the opportunity to exercise greater awareness of the development of teaching and learning strategies that are informed by brain-based findings.</p>
<p>Evelyn and her team also emerged more confident as teachers especially in helping pupils from the LSM programme. “We are now more confident in teaching our weaker learners through the joy of learning and we believe they will be able to learn well with all the support that has been given to them,” she concludes.</p>
<p><em><span lang="EN-AU">This research / project is supported by the National Research Foundation (NRF), Singapore, under its Science of Learning Initiative (NRF2016-SOL002-003).</span></em></p>
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		<title>Physical Activity and Digital Media Use: Link to Cognitive Development</title>
		<link>https://singteach.nie.edu.sg/2021/03/18/issue76-physical-activity-and-digital-media-use-link-to-cognitive-development/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue76-physical-activity-and-digital-media-use-link-to-cognitive-development</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Thu, 18 Mar 2021 08:08:31 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 76 mar 2021]]></category>
		<category><![CDATA[Digital media use]]></category>
		<category><![CDATA[Physical health]]></category>
		<category><![CDATA[Research in Action]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[Science of learning in education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=15004</guid>

					<description><![CDATA[Regular physical activity plays an important role on a child’s overall mental and physical health. Recent studies, however, [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>Regular physical activity plays an important role on a child’s overall mental and physical health. Recent studies, however, show that children are leading increasingly sedentary lifestyles, with more time spent in front of computers or television screens, and less on being physically active. </em>SingTeach<em> talks to <a href="https://www.nie.edu.sg/profile/TEO_Wei_Peng" target="_blank" rel="noopener noreferrer">Assistant Professor Teo Wei Peng</a>, from <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE’s</a> <a href="https://www.nie.edu.sg/department?type=physical-education-sports-science-(pess)" target="_blank" rel="noopener noreferrer">Physical Education and Sports Science Academic Group</a>, on this worrying trend as he also discusses his research project that aims to plug the gap in our understanding of physical activity and digital media use in young children, and their link to cognitive development.</em></strong></p>
<p><img loading="lazy" class="alignnone wp-image-15007" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/03/ST76_ResearchInAction_TeoWeiPeng_2.jpg" alt="" width="600" height="338" /></p>
<p><a href="https://www.nie.edu.sg/profile/TEO_Wei_Peng" target="_blank" rel="noopener noreferrer">Assistant Professor Teo Wei Peng</a>, from <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE’s</a> <a href="https://www.nie.edu.sg/our-people/academic-groups/physical-education-and-sports-science" target="_blank" rel="noopener noreferrer">Physical Education and Sports Science Academic Group</a>, emphasizes the importance of instilling active lifestyle habits in children during the early years so that they can transition into active and healthy adolescents and adults. However, he notes that while there are guidelines for physical activities for children, adolescents and adults, there are none for children of preschool age.</p>
<p>“The World Health Organization, for example, has released a set of guidelines for adults and recently, one for adolescents as well, on how much physical activity is needed for good health. The problem is that there is not much data for young children below the age of six. There is currently no worldwide guideline for children within this age group,” he says.</p>
<p>His project, part of an international project called <a href="http://sunrise-study.com/about/" target="_blank" rel="noopener noreferrer">SUNRISE</a>, seeks a better understanding of how physical activity and digital media use amongst children between the ages of 4 and 5 years affect their cognitive, physical, emotional and psychosocial well-being. It is also between these ages that children undergo many crucial developmental milestones especially in their cognitive functions.</p>
<p>“This project examines if active children are more likely to engage with their cognitive abilities, and if there are any brain differences between a child who is more active versus one who is less active,” he explains.</p>
<h1>Measuring Brain and Physical Activity</h1>
<p>The ongoing project involves 80 children from local preschools, kindergartens and childcare centres. According to Wei Peng, the study uses latest technology and gold standard physical activity monitoring methods to gather data from the children.</p>
<p>“A portable neuroimaging device is placed on each child’s head to measure the level of brain activity while the child is engaged in various games or tasks. These include motoric tests to measure the child’s fine motor skills as well as running and balancing tasks to measure the child’s gross motor skills,” he says. “Each child will also play games on the iPad which will test their short-term memory and track their inhibition.”</p>
<p>To track their level of physical activity, an accelerometer called activPAL<img src="https://s.w.org/images/core/emoji/14.0.0/72x72/2122.png" alt="™" class="wp-smiley" style="height: 1em; max-height: 1em;" /> will be used. The accelerometer is attached to a belt which is worn by each child for at least three days on weekdays and two days on the weekends.</p>
<p>“The belt is removed only when the child is taking a shower or going for a swim,” Wei Peng explains. “It must be worn even when the child is sleeping. This way, not only can we keep a record of their sleeping habits, but we can also log five days’ worth of physical activities within a 24-hour period each.”</p>
<h1>Formalized vs Informalized Use of Digital Media</h1>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>&#8220;The project will provide us with new information on when, and for what purpose, children are given access to digital technology [in the home].&#8221;</p>
<p><em>&#8211; </em><strong><i>Wei Peng</i></strong><i>, </i><em>on one of the aims of the research project</em></p>
</div>
<p>One of the aims of this project is to have a better understanding of how young children of preschool age consume digital media, especially in classrooms and at home.</p>
<p>In formalized settings such as classrooms, Wei Peng notes that children usually use them for projects or discussions. At home, however, it may be a different story. “The project will provide us with new information on when, and for what purpose, children are given access to digital technology. For example, some parents will use an iPad to keep their children focused during mealtimes. In what other circumstances are children given access to these digital tools? We are hoping to see if we can tease out any of these nuances.”</p>
<p>Another aspect that the project hopes to explore is to see whether parents and caregivers place any limitations on using digital media at home. This is in comparison to schools where the use is typically supervised and structured.</p>
<p>“At home, we are looking if there are any restrictions put in place in terms of, for example, the content seen and the amount of screen time in the day as well as at night before they fall asleep,” he says. “We also want to understand the perceptions parents have towards screen media use and its impact on their children’s physical activity and overall well-being.”</p>
<h1>Physical Activity in the Home and Classroom</h1>
<p>Initial data shows that while children engage in some form of physical activity in the home and classroom, it is only at a moderate level.</p>
<p>“Based on data collected from the preschools so far, we find that preschools do encourage daily physical activities. However, they face limitations, for example, in terms of safety concerns within an outside environment or manpower issues when handling bigger classes,” Wei Peng shares.</p>
<p>At home, children are also less physically active. Anecdotal observations show that many working parents prefer to spend time with their children indoors after work hours, and not at the park or playground.</p>
<p>On weekends, the level of physical activity increases, but the rise is slight. “Parents do bring their children out during the weekends but current dataset shows that most of these physical activities range from low to moderate intensity,” he shares. “Ideally, we want them to at least hit moderate to intense activity which would make a bigger impact on their overall health.”</p>
<p>The study also looks at the extent to which primary caregivers such as grandparents or helpers encourage the child to be physically active. “We want to create more awareness among parents, caregivers and teachers that they actually play an important role in shaping how the child perceives physical activity and digital media use, and their relationship to his or her own well-being,” he says.</p>
<div class="shortcode-block-quote-center" style="color:#999999">
<p>&#8220;We want to create more awareness among parents, caregivers and teachers that they actually play an important role in shaping how the child perceives physical activity and digital media use, and their relationship to his or her own well-being.&#8221;</p>
<p><em>&#8211; </em><strong><i>Wei Peng</i></strong><i>, </i><em>on the important role parents, caregivers and teachers play</em></p>
</div>
<h1>Making Physical Health a Top Priority</h1>
<p>As a child moves up the education system, Wei Peng notes that their level of physical activities may gradually decline due to various reasons such as more time spent on academic pursuits. The challenge, thus, lies in educating the child, as well as the parents, caregivers and teachers, that setting boundaries for screen time is important, especially during the early years, and that physical health should be prioritized as much as academic performance.</p>
<p>“Generally, most parents assume their children are already healthy and pay less attention to how much time their children spend on being physically active. Studies have shown, however, that more active children have better health outcomes and perform better in school,” he says.</p>
<p>He also reminds us that that a child who has a sedentary lifestyle since young tend to transition to overweight adults, which brings along its own set of health complications. Thus, it is crucial that children pick up healthy habits during the formative early years.</p>
<p>“The data collected will help us toward developing a 24-hour activity guideline, as well as recommendations for screen time, for young children of preschool age. Ultimately, we hope that society as a whole sees the importance physical activity in children’s lives and makes it easier for them to be active and healthy,” he concludes.</p>
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		<title>The Impact of Knowledge Building on the Present and Future of Singapore’s Education System</title>
		<link>https://singteach.nie.edu.sg/2020/10/16/issue74-the-impact-of-knowledge-building-on-the-present-and-future-of-singapore-education-system/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue74-the-impact-of-knowledge-building-on-the-present-and-future-of-singapore-education-system</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Fri, 16 Oct 2020 04:33:52 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 74 sep 2020]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Knowledge building]]></category>
		<category><![CDATA[Research in Action]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[Learning analytics]]></category>
		<category><![CDATA[Education research]]></category>
		<category><![CDATA[Professional development]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14492</guid>

					<description><![CDATA[Contributed by Teo Chew Lee, Aloysius Ong, Gabrielle Ong, Alwyn Lee, Ivy Zhao &#38; Aaron Lim from NIE’s [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em>Contributed by Teo Chew Lee, Aloysius Ong, Gabrielle Ong, Alwyn Lee, Ivy Zhao &amp; Aaron Lim from NIE’s <a href="https://www.nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener noreferrer">Office of Education Research</a> for SingTeach Issue 74.</em></p>
<p><strong><i>Knowledge</i><i> building</i> <i>theories, pedagogy and technology have</i><i> been established for decades</i><i> internationally. </i><i>It</i> <i>recognizes that knowledge is socially constructed and helps develop a community of learners where every individual is a contributor and co-creator of knowledge. In Singapore, a group of researchers from NIE hopes to </i><i>further build on existing knowledge building research </i><i>to bring forth </i><i>information and findings</i><i> that are relevant and purposeful in the local</i><i> school</i><i> context.</i></strong></p>
<div id="attachment_14544" style="width: 460px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14544" loading="lazy" class="wp-image-14544" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ResearchinAction.jpg" alt="" width="450" height="341" /><p id="caption-attachment-14544" class="wp-caption-text">(Clockwise from top left) Aaron Lim, Alwyn Lee, Aloysius Ong, Ivy Zhao, Teo Chew Lee (guest editor of this issue) and Gabrielle Ong are involved in different research projects at NIE that focus on knowledge building in education.</p></div>
<h1>Research on Learning Analytics and Multimodal Learning Analytics</h1>
<p><img loading="lazy" class="aligncenter wp-image-14667" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/RIA_1A-1.png" alt="" width="600" height="144" /></p>
<p><span data-contrast="none">Collaborative learning</span><span data-contrast="none"> is dynamic</span><span data-contrast="none"> in that </span><span data-contrast="none">student</span><span data-contrast="none">&#8211;</span><span data-contrast="none">to</span><span data-contrast="none">&#8211;</span><span data-contrast="none">student interactions involve a myriad of </span><span data-contrast="none">learning processes</span><span data-contrast="none">. These learning processes include</span><span data-contrast="none"> how they </span><span data-contrast="none">understand</span><span data-contrast="none">, </span><span data-contrast="none">and </span><span data-contrast="none">regulat</span><span data-contrast="none">e their </span><span data-contrast="none">learning and</span> <span data-contrast="none">emotion</span><span data-contrast="none">s</span><span data-contrast="none">,</span> <span data-contrast="none">to name a few.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Teachers can </span><span data-contrast="none">analyse</span><span data-contrast="none"> and visualize some of these </span><span data-contrast="none">learning processes </span><span data-contrast="none">through the use of t</span><span data-contrast="none">echnolog</span><span data-contrast="none">ical</span><span data-contrast="none"> tools known as learning analytics</span><span data-contrast="none">. </span><span data-contrast="none">To </span><span data-contrast="none">support that, the research team develops two sets of analytic tools: 1)</span> <span data-contrast="none">a </span><span data-contrast="none">“curriculum-idea-analytics” to represent growth of students’ idea</span><span data-contrast="none">s</span><span data-contrast="none"> in relation to depth and width of a big-idea curriculum</span><span data-contrast="none">;</span><span data-contrast="none"> and</span><span data-contrast="none"> 2)</span><span data-contrast="none"> a multimodal learning analytics to understand students’ emotion</span><span data-contrast="none">s</span><span data-contrast="none"> in collaborative learning. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“</span><span data-contrast="none">First, </span><span data-contrast="none">t</span><span data-contrast="none">he</span> <span data-contrast="none">research </span><span data-contrast="none">project </span><span data-contrast="none">‘</span><a href="https://www.nie.edu.sg/research/projects/project/aed-04-17-mc" target="_blank" rel="noopener noreferrer"><span data-contrast="none">Developing 21</span><span data-contrast="none">st</span><span data-contrast="none"> century Assessment and Environment for Teachers and Students: The Case of Knowledge Building Pedagogy and Technology</span></a><span data-contrast="none">’</span> <span data-contrast="auto">explores </span><span data-contrast="auto">an analytic tool that generate</span><span data-contrast="auto">s</span><span data-contrast="auto"> visualizations (word</span><span data-contrast="auto"> cloud</span><span data-contrast="auto"> and networks) of connections between </span><span data-contrast="auto">students’ ideas and the ideas exp</span><span data-contrast="auto">lored in a big-idea curriculum,” </span><span data-contrast="none">NIE Research Fellow </span><span data-contrast="none"><a href="https://www.nie.edu.sg/profile/ong-kian-keong-aloysius" target="_blank" rel="noopener noreferrer">Dr Aloysius Ong</a></span><span data-contrast="none"> shares.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“</span><span data-contrast="auto">This </span><span data-contrast="auto">b</span><span data-contrast="auto">ig-idea curriculum are produced by mapping</span> <span data-contrast="auto">ideas</span> <span data-contrast="auto">across </span><span data-contrast="auto">interdisciplinary topics</span> <span data-contrast="auto">from </span><span data-contrast="auto">p</span><span data-contrast="auto">rimary to </span><span data-contrast="auto">junior college level</span> <span data-contrast="auto">curriculum documents to generate unifying themes or big-ideas</span><span data-contrast="auto">.</span><span data-contrast="none">” </span><span data-contrast="none">By v</span><span data-contrast="none">isualizing </span><span data-contrast="none">and identifying </span><span data-contrast="none">ideas </span><span data-contrast="none">that are key</span><span data-contrast="none"> to</span><span data-contrast="none"> the topic, </span><span data-contrast="none">teachers can</span> <span data-contrast="none">better </span><span data-contrast="none">support students</span> <span data-contrast="none">in developing</span><span data-contrast="none"> big-idea</span> <span data-contrast="none">inquiries</span><span data-contrast="none"> and understanding </span><span data-contrast="none">of</span><span data-contrast="none"> the </span><span data-contrast="none">online discussion</span><span data-contrast="auto">.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">“</span><span data-contrast="auto">Second, we posit that what is observable</span><span data-contrast="auto"> during collaborative learning sessions in the classroom</span><span data-contrast="auto"> i</span><span data-contrast="auto">s</span><span data-contrast="auto"> only the tip of </span><span data-contrast="auto">the</span><span data-contrast="auto"> iceberg</span><span data-contrast="auto">,</span><span data-contrast="auto">” Aloysius adds.</span> <span data-contrast="none">T</span><span data-contrast="none">hese “unseen” </span><span data-contrast="none">interactions </span><span data-contrast="none">may </span><span data-contrast="none">often </span><span data-contrast="none">be </span><span data-contrast="none">equally</span><span data-contrast="none">, if not more</span><span data-contrast="none">,</span><span data-contrast="none"> important </span><span data-contrast="none">in understanding </span><span data-contrast="none">students’</span> <span data-contrast="none">learning.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">To </span><span data-contrast="none">pursue this phenomenon further</span><span data-contrast="none">, </span><span data-contrast="none">the </span><span data-contrast="none">research team </span><span data-contrast="none">led by </span><span data-contrast="none">NIE Senior Research Scientist </span><a href="https://www.nie.edu.sg/profile/Teo_Chew_Lee" target="_blank" rel="noopener noreferrer"><span data-contrast="none">Dr Teo Chew Lee</span></a> <span data-contrast="none">embark</span><span data-contrast="none">ed</span><span data-contrast="none"> on another project that explores </span><span data-contrast="auto">advanced video and sensor technology and analysis of </span><span data-contrast="auto">multimodal</span> <span data-contrast="auto">data to gain insights into students’ </span><span data-contrast="none">different behavioral and speech aspects during collaborative discussions</span><span data-contrast="none">. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“This project,</span> <span data-contrast="auto">‘</span>Multimodal Learning Analytics and Computer-Supported Collaborative Learning: Environments and Assessment in a New Continuum of Learning<span data-contrast="auto">’</span><span data-contrast="auto">, </span><span data-contrast="auto">looks at students</span><span data-contrast="none">’</span><span data-contrast="none"> facial expression, head and body movement</span><span data-contrast="none">s</span><span data-contrast="none">, </span><span data-contrast="none">verbal </span><span data-contrast="none">and lexical </span><span data-contrast="none">cues</span><span data-contrast="none">, and </span><span data-contrast="none">physiological data</span><span data-contrast="none">,” </span><span data-contrast="none">Aloysius shares.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<div id="attachment_14541" style="width: 460px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14541" loading="lazy" class="wp-image-14541" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ResearchinAction_1.png" alt="" width="450" height="640" /><p id="caption-attachment-14541" class="wp-caption-text">The vision and mission of knowledge building research at NIE.</p></div>
<h1>Research on Knowledge Building in Preschool Classrooms</h1>
<p><img loading="lazy" class="aligncenter wp-image-14669" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/RIA_2A-1.png" alt="" width="650" height="158" /></p>
<p><span data-contrast="auto">As knowledge building lies greatly on the concept of community learning and socio-constructivism, an ongoing</span> <a href="https://www.nie.edu.sg/research/projects/project/ial-wdarf-leveraging" target="_blank" rel="noopener noreferrer"><span data-contrast="auto">NIE </span></a><span data-contrast="auto">research</span><span data-contrast="auto"> attempts to understand how knowledge building communities among preschool educators can help to sustain teachers’ professional development. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">“We have seen huge potential of knowledge building enhancing the professional identity of teachers and the experiences of students. Both teachers and students showed incredible levels of knowledge building,” </span><span data-contrast="auto">Chew Lee,</span><span data-contrast="auto"> who is also the guest editor of this issue of </span><i><span data-contrast="auto">SingTeach,</span></i><span data-contrast="auto"> shares.</span><span data-contrast="auto"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">“Having implemented knowledge building pedagogies in several schools, the research team expanded the know</span><span data-contrast="auto">ledge building continuum to pre</span><span data-contrast="auto">school communities in hope</span><span data-contrast="auto">s</span><span data-contrast="auto"> of connecting</span><span data-contrast="auto"> them</span> <span data-contrast="auto">to primary school</span><span data-contrast="auto"> teachers and understanding the first transition year experienced by </span><span data-contrast="auto">local</span><span data-contrast="auto"> children.”</span><span data-contrast="auto"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">Members of the Knowledge Building Community (KBC) share ownership of such students’ learning experience</span><span data-contrast="auto">s</span><span data-contrast="auto"> and achievements. Knowledge building pedagogies also go a step further by guiding young students in their own exploration.  </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">“In KBC, the teachers come together to share advances and challenges faced in the week. They </span><span data-contrast="auto">practi</span><span data-contrast="auto">s</span><span data-contrast="auto">e</span><span data-contrast="auto"> evidence-based discussion by sharing and studying students’ artefacts. They are given the agency to create their own brand of</span><span data-contrast="auto"> knowledge building</span><span data-contrast="auto"> practice undergird by </span><span data-contrast="auto">its</span><span data-contrast="auto"> principles,” Chew Lee shares. </span><span data-contrast="auto"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">One recent example of evidence-based discussions is from student drawings on their understanding of gravity. Students had previously understood gravity as </span><span data-contrast="auto">an Earth magnet </span><span data-contrast="auto">that pulls </span><span data-contrast="auto">all matter</span><span data-contrast="auto"> down. However, </span><span data-contrast="auto">at</span><span data-contrast="auto"> the weekly meetings, teachers identified this </span><span data-contrast="auto">misconception</span><span data-contrast="auto"> and worked together to correct </span><span data-contrast="auto">it</span><span data-contrast="auto"> </span><span data-contrast="auto">through various r</span><span data-contrast="auto">esources</span><span data-contrast="auto"> such as books</span><span data-contrast="auto">. Coupled with </span><span data-contrast="auto">knowledge building</span><span data-contrast="auto"> principles, students’ drawings help teachers </span><span data-contrast="auto">to identify learning gaps</span><span data-contrast="auto">. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">This allows teachers to</span><span data-contrast="auto"> better</span> <span data-contrast="auto">redesign</span><span data-contrast="auto"> the aims of</span><span data-contrast="auto"> </span><span data-contrast="auto">upcoming</span> <span data-contrast="auto">lessons</span> <span data-contrast="auto">and also</span><span data-contrast="auto"> further</span> <span data-contrast="auto">build on</span><span data-contrast="auto"> students’ interest</span><span data-contrast="auto">s in the classroom</span><span data-contrast="auto">. For example, </span><span data-contrast="auto">when</span><span data-contrast="auto"> planning lessons </span><span data-contrast="auto">related to gravitational forces in the orbiting planets</span><span data-contrast="auto">, teachers may consider</span> <span data-contrast="auto">a bigger-picture </span><span data-contrast="auto">theme of solar system. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<h1>Research on Neuroscience and Knowledge Building</h1>
<p><img loading="lazy" class="wp-image-14673 alignleft" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/RIA_3A.png" alt="" width="580" height="149" /></p>
<p><img loading="lazy" class="wp-image-14546 aligncenter" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ResearchinAction_2.png" alt="" width="450" height="300" /></p>
<p><span data-contrast="auto">“</span><span data-contrast="auto">Neuroscience is an emerging field that has the potential to inform educational theory and affect teaching practice</span><span data-contrast="auto">,” NIE Research </span><span data-contrast="auto">Fellow </span><a href="https://nie.edu.sg/profile/Lee-Vwen-Yen-Alwyn" target="_blank" rel="noopener noreferrer"><span data-contrast="auto">D</span><span data-contrast="auto">r </span><span data-contrast="auto">Alwyn Lee</span></a><span data-contrast="auto"> shares.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">When s</span><span data-contrast="auto">tudent</span><span data-contrast="auto">s</span><span data-contrast="auto"> explor</span><span data-contrast="auto">e</span><span data-contrast="auto"> multiple </span><span data-contrast="auto">ideas and different </span><span data-contrast="auto">pathways during knowledge building lessons</span><span data-contrast="auto">, it is </span><span data-contrast="auto">similar to </span><span data-contrast="auto">students’ </span><span data-contrast="auto">cognitive flexibility, which is </span><span data-contrast="auto">a </span><span data-contrast="auto">key executive function. </span><span data-contrast="auto">“</span><span data-contrast="auto">By combining neuroscience research with the knowledge building approach, teachers can better understand childhood development and adapt classes to facilitate learning and student progress</span><span data-contrast="auto">,” he adds.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">In Singapore, research on adolescents </span><span data-contrast="auto">is part of an ongoing and larger project collaboration between </span><span data-contrast="auto">NIE</span><span data-contrast="auto"> and Cambridge University, under the <a href="https://cradle.ntu.edu.sg/aboutus/Pages/Centre-for-Lifelong-Learning-and-Individualised-Cognition-%28CLIC%29.aspx" target="_blank" rel="noopener noreferrer">Centre for Learning and Individualised Cognition</a></span><span data-contrast="auto"> (CLIC) and funded by the <a href="https://www.nrf.gov.sg/" target="_blank" rel="noopener noreferrer">National Research Foundation</a></span><span data-contrast="auto">. </span><span data-contrast="auto">As one of the co-P</span><span data-contrast="auto">rincipal Investigators</span><span data-contrast="auto"> of the project, </span><span data-contrast="auto">Chew Lee shares</span> <span data-contrast="auto">that</span><span data-contrast="auto"> t</span><span data-contrast="auto">h</span><span data-contrast="auto">e</span><span data-contrast="auto"> project </span><span data-contrast="auto">aims to</span> <span data-contrast="auto">characterize cognitive flexibility of adolescent</span><span data-contrast="auto">s</span><span data-contrast="auto"> in Singapore and study the impact of knowledge building pedagogy and cognitive training </span><span data-contrast="auto">protocol </span><span data-contrast="auto">on cognitive flexibility.</span><span data-contrast="auto"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="auto">“</span><span data-contrast="auto">T</span><span data-contrast="auto">h</span><span data-contrast="auto">is </span><span data-contrast="auto">strategic </span><span data-contrast="auto">and </span><span data-contrast="auto">global initiative will </span><span data-contrast="auto">involve at least 400 students </span><span data-contrast="auto">in Singapore </span><span data-contrast="auto">and we hope it will </span><span data-contrast="auto">be impactful and </span><span data-contrast="auto">beneficial to</span><span data-contrast="auto"> both</span><span data-contrast="auto"> teachers and students</span><span data-contrast="auto">,” </span><span data-contrast="auto">Chew Lee</span> <span data-contrast="auto">concludes.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
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		<title>Levelling Up Math Learners through Neuro-Games</title>
		<link>https://singteach.nie.edu.sg/2020/04/02/issue72-classroom/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue72-classroom</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Thu, 02 Apr 2020 03:49:11 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 72 mar 2020]]></category>
		<category><![CDATA[Game-based learning]]></category>
		<category><![CDATA[Low attainers]]></category>
		<category><![CDATA[Primary school]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[Future of Teaching and Learning]]></category>
		<category><![CDATA[Science of learning in education]]></category>
		<category><![CDATA[Mathematics]]></category>
		<category><![CDATA[Classroom Perspectives]]></category>
		<category><![CDATA[Action research]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13960</guid>

					<description><![CDATA[In 2018, North Spring Primary School and Elias Park Primary School collaborated with NIE researchers on a project [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>In 2018, <a href="https://northspringpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">North Spring Primary School</a> and <a href="https://eliasparkpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Elias Park Primary School</a> collaborated with NIE researchers on a project involving lower-progress students in Math. One of the key aims of this ongoing study is the translation of basic neuroscience research into effective classroom interventions. Two teachers from the schools share with us their experience of implementing games in the Math syllabus as a way to level up the numeracy skills in this group of students.</em></strong></p>
<p>As teachers in-charge of the Learning Support for Math (LSM) programme, Mdm Joyce Ye from <a href="https://northspringpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">North Spring Primary School</a> and Mdm Iza Mariah from <a href="https://eliasparkpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Elias Park Primary School</a> were keen to participate in the project to gain better insights on how educational neuroscience can help address the challenges of teaching and learning Math.</p>
<p>“Many lower-progress learners struggle with making sense of complex math concepts as they move up from one level to another. We felt that embarking on this project might help us uncover new pedagogies that can alleviate the level of Math anxiety,” Iza says.</p>
<p>Sharing her observations, Joyce adds that many of these students struggle to retain information. “We were curious to find out how brains work when students learn Math. We hope that by participating in this study, it can shed light on innovative learning strategies that can help students to achieve better learning outcomes in Math.”</p>
<div id="attachment_14065" style="width: 410px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14065" loading="lazy" class="wp-image-14065" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_Classroom_NorthSpringEliasPark-1.jpg" alt="" width="400" height="283" /><p id="caption-attachment-14065" class="wp-caption-text">(From left) Iza, Jesslyn and Joyce implement neural-informed game-based interventions in their schools&#8217; LSM classroom</p></div>
<h1>Playing Games as Intervention Strategy</h1>
<p>A key aspect of this project involves implementing neural-informed game-based interventions in the LSM classroom. Physical and digital games have been developed to suit the learning needs and abilities of this group of students.</p>
<p>Adopting a targeted approach, Iza and Joyce are selective when it comes to choosing which math topic will have a games element to it. “Not every topic in the Math syllabus will be accompanied by games,” Iza explains. “Due to several constraints, we are strategic in choosing topics that we think the games will have the most impact on learners.”</p>
<p>Since the inception of the project, several math topics such as multiplication tables and place value of numbers have been partly taught through games. Mdm Jesslyn Goh, Head of Mathematics Department at <a href="https://northspringpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">North Spring Primary School</a> shares, “For Primary 1 and 2 students, the learning of place values are reinforced through the playing of number games. For Primary 3 and 4 students, Bingo games are used to aid the learning of multiplication tables.”</p>
<p>Apart from using math-based games to reinforce what the students have learnt earlier, both schools also use them as a form of formative assessment. Iza adds that she uses them to introduce students to a new math topic.</p>
<h1>Enhancing Math Teaching and Learning</h1>
<p>Taking a step back from the conventional pen-and-paper route has given the teachers a fresh perspective in looking at new ways to engage LSM students. Playing number games on iPads, for example, is a boon for students who have issues with fine motor skills as they can easily answer questions with just a swipe of the fingers.</p>
<p>Joyce shares, “Participating in the math-based hands-on activities and digital games becomes a physical and visual treat for them. They get excited when they score a point and are more motivated to try another question. They will then compare their scores with their peers. This mode of competition actually builds up their confidence.”</p>
<p>Agreeing, Iza adds that the instant gratification the students get from playing these games helps them in self-directed learning. “These math games encourage them to attempt answering questions and find solutions independently. When they realize that success is within their reach, they want to continue reinforcing that loop of success without needing much prompt from teachers.”</p>
<p>Jesslyn notes that adapting games into the Math intervention programme has equipped the teachers with a wider repertoire of teaching tools to meet the different learning needs of students.</p>
<p align="LEFT">
<div class="shortcode-block-quote-center" style="color:#999999">
<p align="LEFT">&#8220;These math games encourage [the students] to attempt answering questions and find solutions independently. When they realize that success is within their reach, they want to continue reinforcing that loop of success without needing much prompt from teachers.&#8221;</p>
<p align="LEFT"><em>&#8211; <strong>Iza, </strong>on how the games encourage students in self-directed learning<br />
</em></p>
</div>
<h1>Bridging the Gap Between Research and Classroom</h1>
<p>Working with lower-progress students in the LSM programme comes with its unique set of challenges. Iza and Joyce highlight two critical issues – chronic absenteeism and lack of family support – that impede their intervention efforts.</p>
<p>“The lack of parental involvement and availability of resources such as computers and Internet access in the home mean that the children cannot learn within a consistent and holistic environment,” Iza shares.</p>
<p>“Their absenteeism, a contributing factor in low academic performance, also poses a logistical challenge. It can be quite difficult to get them to be in the same room with the researchers which may, in turn, affect the collection of data for the project,” Joyce adds.</p>
<p>While taking these challenges in stride, they are also confident that the research findings can pave the way for changing how Math is taught and learnt in these group of students. With concrete data and evidence, they say, it will be easier to change teachers’ beliefs and mode of teaching.</p>
<p>“The research outcome has the potential to deepen teachers’ and stakeholders’ understanding of how lower-progress learners learn Math and perhaps bring about shifts in the way teachers engage them,” says Joyce.</p>
<p>Furthermore, Iza adds that the research findings can benefit not only lower-progress learners, but those of average ability as well. “I believe we can do more to level up the math proficiency of average learners too. This research can be a strong advocate for teachers and educators to reflect on their current teaching and learning approaches, and see what can be changed such that learning is maximized for all learners.”</p>
<p><em><span lang="EN-AU">This research / project is supported by the National Research Foundation (NRF), Singapore, under its Science of Learning Initiative (NRF2016-SOL002-003).</span></em></p>
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		<title>Getting Your Students&#8217; Attention</title>
		<link>https://singteach.nie.edu.sg/2015/03/30/issue52-people02/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue52-people02</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Mon, 30 Mar 2015 07:03:30 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 52 mar 2015]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Research in Action]]></category>
		<category><![CDATA[Classroom engagement]]></category>
		<category><![CDATA[Educational neuroscience]]></category>
		<category><![CDATA[Attention]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=9125</guid>

					<description><![CDATA[Neuroscience research is yielding useful insights on how we learn. But how can teachers use those findings to [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>Neuroscience research is yielding useful insights on how we learn. But how can teachers use those findings to improve their teaching practices? Dr David A. Sousa, an expert in educational neuroscience, conducted a workshop for educators on “Translating Brain Research into Classroom Practice” in December 2014. This article reproduces his advice to teachers on how they can help students stay attentive in class. </em></strong></p>
<p>Getting a brain&#8217;s attention is not easy. It requires three systems.</p>
<p>The first is the <em>alerting system</em>, or some signal in the environment that tells the brain, &#8220;Hey, I need you, I want your attention!&#8221; It tells the brain to suppress everything else that&#8217;s irrelevant, and pay attention to the signal. The classic example is the fire alarm. When you hear a fire alarm, no matter what you&#8217;re doing, you pretty much pay attention to that!</p>
<p>The second part is the <em>orienting system</em>. That is, the brain says, “OK, I heard the signal. Let&#8217;s see if we can get more information.” And you do that by orienting yourself towards the signal to collect more sensory inputs, such as smell or sight. You want to collect more information as the brain has to make a decision.</p>
<p>The third one is, you have to decide. After I&#8217;ve gotten all the input, what&#8217;s the best response?</p>
<h1>Class, Pay Attention!</h1>
<p>Imagine the start of a class. Generally, the teacher gives some kind of signal. It could be the ring of a bell, a tap on the whiteboard or simply just talking aloud in hopes that students will stop their conversations, put their cell phones away, and turn to face you.</p>
<p>Let&#8217;s say we are in a perfect world and that happens. They face you. Now here comes the critical thing – convincing them that you deserve their attention.</p>
<p>This is the most important part of every lesson. Unlike our time, schooling today is just one of the many things in students’ mind. They have many other diversions now, because of technology and social media, so getting their attention is a lot tougher.</p>
<p>What this means for us is, teachers must have the most convincing objective possible to gain students’ trust that being in the classroom <em>is </em>worthwhile.</p>
<p>Thanks to the advent of technology, getting learners’ attention at the beginning of a lesson has since become a real challenge for teachers. This means that teachers will require a bigger bag of tricks to counter that.</p>
<p><img loading="lazy" class="aligncenter wp-image-9144 size-large" src="https://singteach.nie.edu.sg/wp-content/uploads/2015/03/People_DavidSousa-400x316.jpg" alt="" width="400" height="316" /></p>
<h1>Using Novelty</h1>
<p>What is the environmental stimulus most likely to get the brain&#8217;s attention? What is the brain&#8217;s main purpose? Survival! Because the brain&#8217;s purpose is to keep you alive, it is always alert to novelty – the unexpected, or anything that the brain perceives as not fitting into the environment. The brain pays attention to it, because it wants to assess whether that novelty is a threat to you.</p>
<p>You might think, “What can possibly happen in my classroom? It&#8217;s the safest place on earth!” But having nothing happening in the classroom may only result in boredom among students who are keen observers of their teachers’ teaching habits. They are often able to predict how the lesson will run. That&#8217;s why you need to have a bigger bag of tricks, to break that kind of expectations.</p>
<p>Let&#8217;s look at what are some of the things you can do.</p>
<ol>
<li style="list-style-type: none;">
<ol>
<li>Get students to talk. Talking is one of the most powerful memory devices there is. But if teachers are doing all the talking, who&#8217;s doing all the remembering? Teachers! That&#8217;s why we know our lessons so well. So, we have to give students a chance to talk.</li>
<li>Use different sources of content to teach. Get students to tell you their personal experiences if they are related to what&#8217;s happening in your classroom. Get them to go online. For example, give them 10 minutes to find information online as fast as they can. Have the students go out and interview people that may relate to what you&#8217;re talking about in the classroom. Or use other textbooks, not just the one you usually use in class.</li>
<li>Use different social patterns. Switch the way students talk to one another. Vary that pattern every 20 to 30 minutes, depending on the length of your lesson. There is novelty in a classroom when students are never quite sure what&#8217;s coming next, and that&#8217;s what makes it fun.</li>
<li>Use different kinds of activities for learning. For example, one of the most successful practices is what we call flipped instruction. That&#8217;s when the students study the materials at home and they come into class the next day and they present the lesson. There&#8217;s an old expression: The best way to learn something is to teach it.</li>
<li>Ask yourself, did actual learning happen? Are the students able to apply what they’ve learned to new situations? That&#8217;s what transfer is all about and we have to test for it. One way to do this is to have students develop a test. Let&#8217;s say we&#8217;re doing a lesson on astronomy that focuses on planets, stars and meteors. They can write the key words down, such as <em>Star</em>, or <em>Orbit, </em>on cards. They then work in groups and pick the cards at random, and they will have to explain what each key word means.</li>
<li>Use quiz games. Students have to write the questions and also know what the answers are. So who&#8217;s doing the learning here? They are! The Internet has lots of examples of such quiz games and you&#8217;ll find all kinds of video clips on how to do that.
</li>
</ol>
</li>
</ol>
<p>&nbsp;</p>
<h1>Laugh and Learn</h1>
<p>Then, there’s my favourite one: using humour.</p>
<p>Do not underestimate the power of laughter. It has physiological, psychological and social benefits. When you laugh, you get more oxygen into your bloodstream. More oxygen means more fuel for the brain! When you laugh, you get a pump of endorphins in your bloodstream. Endorphins are the feel-good chemicals, closely related to opium but legal, of course!</p>
<p>How about psychological? That moment of humour of makes students glad to be there. Sometimes, it doesn&#8217;t last very long, but at least for a few moments, they feel good to be in the classroom.</p>
<p>What about social? Singapore has lots of different cultures, nationalities and languages. To me, there&#8217;re two universal things we can do that cut across all that. One of them is music, and the other is laughter. When kids laugh together, they feel more comfortable with each other. It is the same when they listen to music together.</p>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>Because the brain&#8217;s purpose is to keep you alive, it is always alert to novelty–the unexpected, or anything that the brain perceives as not fitting into the environment.</p>
<p>&#8211; <strong><em>David A. Sousa</em></strong> on how to get students&#8217; attention</p>
</div>
<h1>Remember with Music</h1>
<p>How many of you play music in your classroom? You&#8217;d be surprised how powerful music is.</p>
<p>The hippocamus is the part of the brain that is responsible for learning and memory formation. It&#8217;s the part that helps make decisions such as: &#8220;Do I save this forever?&#8221; &#8220;Do I put this in long-term storage, or not?&#8221;</p>
<p>It is in the limbic system in the brain, which is responsible for emotions. Isn&#8217;t that fascinating? The part of the brain that makes the decision about whether to remember something is in the emotional part of the brain, not the rational.</p>
<p>Whenever you can tie emotions to learning, there&#8217;s a greater probability it&#8217;ll be learned, and more importantly, retained. Music stimulates that the emotional part of the brain, which increases the chance that new learning would be remembered.</p>
<p>And here&#8217;s a question that I get all the time: Is technology affecting students&#8217; attention span? I used to say no, but because of what we now know of the brain&#8217;s plasticity, maybe over time, there will be a change. What is definitely changing, however, is that the demands on our attention has increased. Students’ attention span isn&#8217;t changing. What’s changing would be their choices. They have e-mail, cell phones, gaming, social media, and among all these things that are demanding their attention, school is just one thing. You can see why our job is tough—we&#8217;ve got lots of competition.</p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Choosing Music for the Classroom</div>
<div class="message-box-content">
<p>Dr David Sousa shares some tips on what teachers should consider when playing music in the classroom.</p>
<p>“When you choose music to use in the classroom, you have to choose something that is appropriate for the student activity. If you want to perk them up, play them music with 80 beats. If you want to get them thinking, try 60 beats. If you want to calm them down, you go for 40 beats. In fact, we use 40-beat music in cafeterias and common areas in US schools, because we find that it reduces the chances of disciplinary problems.</p>
<p>“Some things to remember are, first, no lyrics. You don&#8217;t want them singing along with it. It brings us to the second one: unfamiliar music. It shouldn&#8217;t be something they already know, or it becomes a distraction rather than an enhancer.”</p>
</div>
</div>
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