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	<title>Feedback &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>A Progressive Approach to Student Assessment</title>
		<link>https://singteach.nie.edu.sg/2024/10/17/a-progressive-approach-to-student-assessment/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=a-progressive-approach-to-student-assessment</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 17 Oct 2024 07:22:48 +0000</pubDate>
				<category><![CDATA[issue 90 sep 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Peer assessment]]></category>
		<category><![CDATA[Alternative assessment]]></category>
		<category><![CDATA[Student progress]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Student-involved assessment]]></category>
		<category><![CDATA[Progressive Education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23781</guid>

					<description><![CDATA[One of the key characteristics of student-involved assessment is the shift in focus from traditional, teacher-driven evaluations to [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><b>One</b><b> </b><b>of</b><b> </b><b>the</b><b> </b><b>key</b><b> </b><b>characteristics</b><b> </b><b>of</b><b> </b><b>student-involved</b><b> </b><b>assessment</b><b> </b><b>is</b><b> </b><b>the</b><b> </b><b>shift</b><b> </b><b>in </b><b>focus from traditional, teacher-driven evaluations to collaborative, reflective and dynamic assessments where students play an active role. </b></em><em><b>This</b><b> </b><b>aligns</b><b> </b><b>closely</b><b> </b><b>with</b><b> </b><b>the</b><b> </b><b>core</b><b> </b><b>principles</b><b> </b><b>of</b><b> </b><b>progressive</b><b> </b><b>education</b><b> </b><b>which </b><b>emphasizes a learner-centred approach, the value of the learning process and collaborative learning. <a href="https://dr.ntu.edu.sg/cris/rp/rp01511" target="_blank" rel="noopener">Dr Wong Hwei Ming</a>, Assistant Centre Director at NIE’s <a href="https://www.ntu.edu.sg/nie/crpp" target="_blank" rel="noopener">Centre for Research in Pedagogy &amp; Practice</a>, <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a>, shares with us insights from her research on student-involved assessment and feedback, as well as her reflections on the relationship between student-involved assessment and progressive pedagogies.</b></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg" alt="" class="alignright wp-image-23810 " width="327" height="580" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-169x300.jpeg 169w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-577x1024.jpeg 577w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-768x1364.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-865x1536.jpeg 865w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-1153x2048.jpeg 1153w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_People_WongHweiMing-scaled.jpeg 1441w" sizes="(max-width: 327px) 100vw, 327px" /></p>
<h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW37352676 BCX0"><span class="NormalTextRun SCXW37352676 BCX0">C</span><span class="NormalTextRun SCXW37352676 BCX0">an</span><span class="NormalTextRun SCXW37352676 BCX0"> you share</span><span class="NormalTextRun SCXW37352676 BCX0"> </span><span class="NormalTextRun SCXW37352676 BCX0">what the </span><span class="NormalTextRun SCXW37352676 BCX0">d</span><span class="NormalTextRun SCXW37352676 BCX0">efinition</span><span class="NormalTextRun SCXW37352676 BCX0"> of </span><span class="NormalTextRun SCXW37352676 BCX0">student-involved assessment and feedback</span><span class="NormalTextRun SCXW37352676 BCX0"> is, and some examples of those?</span></span><span class="EOP SCXW37352676 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p>Student-involved assessment and feedback refers to the involvement of students in the assessment and feedback process, where they actively participate in various ways such as:</p>
<ul>
<li style="list-style-type: none;">
<ul>
<li>Evaluating their own work (self-assessment against a set of criteria)</li>
<li>Setting learning goals for improvement</li>
<li>Reflecting on their learning (experience) and revising their work based on the criteria</li>
<li>Assessing their classmates’ work (peer assessment based on the same set of criteria)</li>
<li>Providing and receiving formative feedback to improve performance and work towards their goals</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>From 2020 to 2022, I conducted a study that focused on how to build teachers’ and students’ capacities in student-involved assessment in primary classrooms and also explored how to better engage primary school teachers and students in this area. The study revealed that by involving students in the assessment process, it empowers them to take ownership of their learning, understand the assessment criteria and use feedback to improve their work. It also showed that student- involved assessment can provide teachers with the necessary pedagogical tools to engage their students further. Additionally, it highlighted that providing meaningful feedback helps students stay on track academically while sustaining their motivation and enthusiasm for learning (Wong et al., 2023a). It also affords them the opportunity to engage more deeply with the concept of what it means to manage their own learning (Wong, 2023b).</p>
<h1>From your point of view, why is student-involved assessment considered a progressive pedagogy in teaching and learning?</h1>
<p>Student-involved assessment aligns neatly with the core principles of progressive education which emphasizes student-centred learning, active learning and engagement, critical thinking and self-regulation, collaboration and the development of skills relevant to students’ lives in and outside of school. Let me explain further.</p>
<p>Student-involved assessment embodies student- centred learning as it actively engages students in the assessment (and feedback) process, allowing them to take ownership of their learning. It shifts the emphasis om teacher-centred assessment to one where students play a greater and critical role in assessing their own learning and that of their peers based on a set of criteria.</p>
<p>Self-assessment allows students to critically review their own work and make decisions on their progress as well as areas of improvement. This not only nurtures their self-regulation and self-management skills, but also increases their engagement with the learning process. Peer assessment gives them the opportunity to learn how to critically assess their classmates’ work and appreciate different perspectives. It fosters collaborative learning and builds a community of learners among themselves in the class. Both forms of assessments provide students with a deeper understanding of the topic they are working on and further develop their analytical skills.</p>
<p>The skills honed through self-assessment and peer assessment are not only relevant in the classroom but are also essential life skills that students can apply in various personal and professional contexts beyond school.</p>
<h1>How does student-involved assessment give students empowerment and agency in their learning?</h1>
<p>Student-involved assessment empowers and gives students agency by allowing them a more involved and active role in their learning process. Students’ sense of ownership over their learning is nurtured as they shift from being passive recipients of knowledge to active participants who set their own learning goals.</p>
<p>Through self-assessment, students develop critical thinking and reflective skills when they analyse and identify their strengths and areas of improvement. Peer assessment also enhances these skills and in addition, fosters collaboration and communication skills through the provision of feedback to their classmates. When students are involved in assessing their own work and their classmates’ work, they take on responsibility for their own learning, while gaining independence and confidence.</p>
<p>Students become more engaged and motivated when they see the results of their efforts, which further encourages a deeper commitment to their studies. When students are engaged in peer assessment, a sense of community and shared responsibility are encouraged, collaboration is strengthened and communication skills are also enhanced.</p>
<p>Student-involved assessment transforms students into empowered, active, motivated and reflective learners who are deeply involved in their learning journey, making it a more meaningful and personalized learning experience.</p>
<h1>Which areas of assessment do you think merit further attention and research? Why are they important?</h1>
<p>My research into student-involved assessment has shown that when implemented properly, it has the potential to empower students, develop their critical thinking, increase their sense of ownership and responsibility in learning, as well as enhance communication and collaboration skills through peer assessment.</p>
<p>However, further research is needed. For example, studies can be conducted to explore the various factors which can affect the uptake of student-involved assessment by students and in turn, its effectiveness. These factors include student self-efficacy and confidence, student motivation and engagement, social and cultural influences, among others. By understanding these factors, we can gain insights into how to better design and implement student-involved assessment that cater to diverse needs, thus increasing uptake and making the assessment, feedback and learning processes more impactful and meaningful for the students. Longitudinal research on student-involved assessment could also provide valuable insights into the long-term impact on student learning.</p>
<p><b>References</b></p>
<p>Wong, H. M., Rahmat, F. A., Safii, L., Tan, K., Sun, B. Q., Chng, M., &amp; Lee, J. (2023a). <i>Building Teachers’ and Students’ Capacities in Student-Involved</i><i> Assessment in Primary Classrooms. </i>Project Closure Report (ERFP), National Institute of Education. Singapore.</p>
<p>Wong, H. M. (2023b). <i>Student-involved</i><i> </i><i>assessment</i><i> </i><i>in</i><i> </i><i>primary</i><i> </i><i>classrooms:</i><i> Engaging teachers and students </i>(Research Brief Series No. 23-004). National Institute of Education (Singapore). https://hdl.handle.net/10497/25617</p>
]]></content:encoded>
					
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			</item>
		<item>
		<title>Navigating Blended Learning: Insights from Students’ Experiences</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=navigating-blended-learning-insights-from-students-experiences</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:02:45 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[Self-regulated learning]]></category>
		<category><![CDATA[Blended learning]]></category>
		<category><![CDATA[ICT]]></category>
		<category><![CDATA[Student learning]]></category>
		<category><![CDATA[Teaching practices]]></category>
		<category><![CDATA[Student voice]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Professional development]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23324</guid>

					<description><![CDATA[Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat, Centre for Pedagogical Research and Learning, Raffles Girls’ [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW59360027 BCX0"><span class="NormalTextRun SCXW59360027 BCX0"><strong><em>Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat,</em> <a href="https://perl.rgs.edu.sg/homepage/announcements/annon4/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning</a>, <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a>,</strong> <span lang="EN-MY"><b><i>for</i></b><b><span> </span></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><span> </span></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a></span></span></span><span class="EOP SCXW59360027 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<div id="attachment_23470" style="width: 460px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23470" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg" alt="" class="wp-image-23470" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-23470" class="wp-caption-text">The team comprises (from left) Azahar Noor, Hafizah Jumat, Tan Yin Lai, Tan Yen Chuan, Mary George Cheriyan and Lucille Yap (not in picture).</p></div>
<div style="font-weight: 400;">
<p paraid="4" paraeid="{d7e102d5-6c62-4e44-bb55-9037136bd9bf}{254}"><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Have you ever wondered what students really think about blended learning? Or how their experiences can enhance our teaching practices? </span> </strong></em><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">In this article, Ms Tan Yen Chuan and Ms Hafizah Jumat, from the </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School</a> <a href="https://perl.rgs.edu.sg/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning </a>(PeRL)</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">share insights from a study on students’ perceptions and experiences of blended learning which involved a survey of over 500 students and focus group discussions conducted with approximately 20 students from a secondary school.</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">This article highlights both good practices and areas where teachers can better understand and support students in their blended learning journey.</span> </strong></em></p>
</div>
<div style="font-weight: 400;">
<h1 paraid="5" paraeid="{7a03c4b6-17c1-4a3e-a139-f8a7a9686aef}{5}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW75453431 BCX0"><span class="NormalTextRun SCXW75453431 BCX0">Cultivating Self-Regulating Learning Skills for Blended Learning</span></span><span class="EOP SCXW75453431 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW109863942 BCX0"><span class="NormalTextRun SCXW109863942 BCX0">Self-regulated learning (SRL) refers to one’s ability to understand and control one’s learning environment (Zimmerman, 2002). SRL abilities which include goal setting, self-monitoring, self-instruction, and self-reinforcement (Harris &amp; Graham, 1999; Schraw, Crippen, &amp; Hartley, 2006; Shunk, 1996), are vital in the blended learning (BL) environment, where students have their own personal learning devices (PLDs). They must be able to use strategies to minimize distractions, manage their time and exercise self-</span><span class="NormalTextRun SCXW109863942 BCX0">control to complete assigned work. </span></span><span class="EOP SCXW109863942 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">“I have this app that&#8217;s like a study timer… </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">YPT… it would lock your phone…it makes sure that you don&#8217;t get distracted.”</span></span></p>
<p>&#8211;<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW181025075 BCX0"><span class="NormalTextRun SCXW181025075 BCX0"><strong>Student A</strong> on her strategy to exercise time management</span></span><span class="EOP SCXW181025075 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></em></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW94301182 BCX0"><span class="NormalTextRun SCXW94301182 BCX0">Based on the survey findings, the students felt they were able to use online tools, assessment data, model answers and teacher feedback to guide, </span><span class="NormalTextRun SCXW94301182 BCX0">monitor</span><span class="NormalTextRun SCXW94301182 BCX0"> and improve their performance. They also employed a help-seeking process and sought teachers’ feedback for further </span><span class="NormalTextRun SCXW94301182 BCX0">clarifications to improve their learning. Majority of them were able to apply digital literacy skills to evaluate the credibility of online information. </span></span><span class="EOP SCXW94301182 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199868558 BCX0"><span class="NormalTextRun SCXW199868558 BCX0">“…I will self-check my answers to see … where my weaknesses [are]… those are the parts where I&#8217;ll focus more on strengthening.” </span></span><span class="EOP SCXW199868558 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335559737&quot;:-295,&quot;335559740&quot;:360}"> </span></p>
<p>&#8211;<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW8445525 BCX0"><span class="NormalTextRun SCXW8445525 BCX0"><strong>Student B</strong> on her self-monitoring behaviour</span></span></em></p>
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<p><span class="NormalTextRun SCXW109356356 BCX0">On the other hand, during the </span><span class="NormalTextRun SCXW109356356 BCX0">focus group discussions (FGDs)</span><span class="NormalTextRun SCXW109356356 BCX0">, some students reported being easily distracted by their PLDs. Their off-task behaviours can affect neighbouring students as well. Therefore, it is important for teachers to empower students to advocate for themselves as learners. Besides providing varied learning activities to increase student engagement, teachers can consider nurturing their executive functioning skills on minimizing distraction, environment control, planning, and time-management. Teachers should also </span><span class="NormalTextRun SCXW109356356 BCX0">demons</span><span class="NormalTextRun SCXW109356356 BCX0">trate</span><span class="NormalTextRun SCXW109356356 BCX0"> breaking down a task into actionable steps to help them learn how to complete tasks independently. Additionally, creating opportunities for student self-reflection and self-evaluation is important, requiring teachers to </span><span class="NormalTextRun SCXW109356356 BCX0">designate</span><span class="NormalTextRun SCXW109356356 BCX0"> time and space in the BL environment for self-reflection (whether offline or face-to-face).</span></p>
<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW141024317 BCX0"><span class="NormalTextRun SCXW141024317 BCX0">Increase </span><span class="NormalTextRun SCXW141024317 BCX0">Feedback Channels through Diverse Platforms</span></span><span class="EOP SCXW141024317 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW211541332 BCX0"><span class="NormalTextRun SCXW211541332 BCX0">Our findings showed the students felt their teachers helped them see their learning progress using online and offline assessment data. They also find teacher feedback helpful as it is tailored to address their learning gaps. </span></span><span class="EOP SCXW211541332 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199079150 BCX0"><span class="NormalTextRun SCXW199079150 BCX0">“…your teacher guiding you through it…she helps you understand what you&#8217;re missing out on and what you need to do.” </span></span><span class="EOP SCXW199079150 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335559737&quot;:-209,&quot;335559740&quot;:360}"> </span></p>
<p><em>&#8211;<span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW176678285 BCX0"><span class="NormalTextRun SCXW176678285 BCX0"><strong>Student C</strong> on teachers’ guidance</span></span></em></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW90423389 BCX0"><span class="NormalTextRun SCXW90423389 BCX0">However, a minority of students wanted more prompt feedback on their online assignments. To address this, teachers can consider harnessing approaches like the Station Rotation Model to provide </span><span class="NormalTextRun SCXW90423389 BCX0">timely</span><span class="NormalTextRun SCXW90423389 BCX0"> feedback during face-to-face lessons. As this </span><span class="NormalTextRun SCXW90423389 BCX0">model includes both online and face-to-face stations as part of the rotation process, this means teachers can provide feedback in real time on these online assignments as students work on them during class time. Under this model, teachers can also offer personalized instruction, feedback, and support to students individually or in small groups (Tucker, Wycoff &amp; Green, 2016).</span></span><span class="EOP SCXW90423389 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:160,&quot;335559740&quot;:301}"> </span></p>
<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW163594085 BCX0"><span class="NormalTextRun SCXW163594085 BCX0">Balancing Student Workload in Blended Learning Environment</span></span><span class="EOP SCXW163594085 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW124607578 BCX0"><span class="NormalTextRun SCXW124607578 BCX0">Given the nature of BL, teachers may assign both hardcopy homework and online homework to </span><span class="NormalTextRun SCXW124607578 BCX0">facilitate</span><span class="NormalTextRun SCXW124607578 BCX0"> flipped classroom teaching or home-based learning. However, this combination may potentially overwhelm students, especially with limited completion time. Schools can help ensure a manageable workload by periodically surveying students’ homework demand. Teachers should engage students in setting realistic deadlines, </span><span class="NormalTextRun SCXW124607578 BCX0">expectations</span><span class="NormalTextRun SCXW124607578 BCX0"> and scope of tasks. Teachers should also assess students’ homework load and provi</span><span class="NormalTextRun SCXW124607578 BCX0">de support to help them manage their workload effectively.</span></span><span class="EOP SCXW124607578 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW129080173 BCX0"><span class="NormalTextRun SCXW129080173 BCX0">“The school can send out check-in surveys… to check if students are managing </span><span class="NormalTextRun SCXW129080173 BCX0">their workload well.”</span></span><span class="EOP SCXW129080173 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335559685&quot;:-141,&quot;335559737&quot;:-216,&quot;335559740&quot;:360}"> </span></p>
<p><em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW122633995 BCX0"><span class="NormalTextRun SCXW122633995 BCX0">&#8211;<strong>Student D</strong> on the workload</span></span></em></p>
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<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW12427822 BCX0"><span class="NormalTextRun SCXW12427822 BCX0">Fostering Interaction: Encouraging Students’ Responses to Classmate’s Online Postings</span></span><span class="EOP SCXW12427822 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
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<p paraid="44" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{23}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>While students value peer feedback, the majority would not respond to their classmates’ online </span><span>postings if their responses were not graded. They felt such activity was not important or useful for</span></span><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span> </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>their learning. Teachers need to communicate to students how such activity can foster deeper understanding and value add to their knowledge-building as well as improve netiquette skills (Harmonize, 2023). Teachers can also employ the following strategies to maximize the benefits of online peer feedback:</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png" alt="" class="alignnone wp-image-23476" width="550" height="413" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1024x768.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-768x576.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1536x1152.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text.png 2048w" sizes="(max-width: 550px) 100vw, 550px" /></p>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Teachers can cultivate positive habits in students by mandating students’ responses to classmates’ postings. As students overcome the initial hurdle of participation and become accustomed to responding, they are more likely to sustain online discussions voluntarily. </span><span data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<h1 paraid="52" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{75}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW67395491 BCX0"><span class="NormalTextRun SCXW67395491 BCX0">Conclusion</span></span><span class="EOP SCXW67395491 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
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<p paraid="55" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{91}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>As BL incorporates digital tools and platforms for learning, the role of AI in education has become more prominent. During our FGD sessions, when we asked students about the </span><span>apps</span><span> they use to complete </span><span>their </span><span>homework, the use of ChatGPT was mentioned. Although this study did not initially focus on AI, its relevance and significance w</span><span>ere</span><span> highlighted by the students through these discussions on their BL experience, underscoring the need for educators to engage in conversations and </span><span>establish</span><span> guidelines for AI use in their </span><span>BL</span><span> journey. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="56" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{109}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>It is essential to develop their AI literacy and promote the ethical use of technology in line with the Ministry of Education’s EdTech Masterplan 2030. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="57" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{115}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI integration is inevitable. Karim R. Lakhani aptly </span><span>stated</span><span>, “AI is not going to replace humans, but humans with AI are going to replace humans without AI” </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(AI </span><span>Won’t</span><span> Replace Humans, 2023)</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. It is vital to convey to students that values </span><span>matter</span><span> and technology should be used for good, emphasizing that the thinking process </span><span>remains</span><span> central to learning. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>We hope that teachers can </span><span>leverage</span><span> these findings to refine their instructional strategies and support structures to better meet the students’ needs in </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>BL</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span> settings. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW193901827 BCX0"><span class="NormalTextRun SCXW193901827 BCX0">References</span></span></strong><span class="EOP SCXW193901827 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="61" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{145}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harvard Business Review. (2023, August 4). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI </span><span>Won’t</span><span> Replace Humans — But Humans </span><span>With</span><span> AI Will Replace Humans Without AI</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://hbr.org/2023/08/ai-wont-replace-humans-but-humans-with-ai-will-replace-humans-without-ai</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="62" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{155}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Graham, C. R., Borup, J., Short, C. R., &amp; Archambault, L. (2019). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>K-12 blended teaching: A guide to personalized learning and online integration</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. </span><span>EdTechBooks</span><span>. org: Provo, UT, USA</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="63" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{165}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize. (2023, January 23). How to respond to discussion posts. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize Blog</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://harmonizelearning.com/blog/how-to-respond-to-discussion-posts/</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="64" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{175}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harris, K. R., &amp; Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Learning Disability Quarterly, 22</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(4), 251–262. https://doi.org/10.2307/1511259</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="65" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{185}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Schraw, G., Crippen, K. J., &amp; Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Research in Science Education, 36</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8 </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="66" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{195}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Shunk, D. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>American Educational Research Journal, 33</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>, 359-382.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="67" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{205}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Stallbaumer-Beishline, L. (2023, June 1). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Discussion Boards: Better Practices &amp; Tips [PDF file]</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. Bloomsburg Commonwealth University. https://www.bloomu.edu/documents/ctl-ttdiscussion-boards-v2.pdf</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="68" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{215}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Tucker, C. R., Wycoff, T., &amp; Green, J. T. (2016). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Blended Learning in Action: A Practical Guide Toward Sustainable Change</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. California: Corwin, a SAGE company.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="69" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{225}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Theory Into Practice, 41</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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		<title>Differentiated Instruction: One School’s Journey</title>
		<link>https://singteach.nie.edu.sg/2020/01/21/issue71-classroom/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue71-classroom</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Tue, 21 Jan 2020 05:22:29 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 71 dec 2019]]></category>
		<category><![CDATA[Professional development]]></category>
		<category><![CDATA[Classroom Perspectives]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Holistic learning]]></category>
		<category><![CDATA[Professional dialogue]]></category>
		<category><![CDATA[Feedback]]></category>
		<category><![CDATA[Holistic assessment]]></category>
		<category><![CDATA[Differentiated instruction]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13691</guid>

					<description><![CDATA[Differentiated instruction involves more than just recognizing that every child’s needs are different; it is also about the [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>Differentiated instruction involves more than just recognizing that every child’s needs are different; it is also about the practice of teaching with empathy. Pasir Ris Primary School shares more with </em>SingTeach <em>about their culture of care and their DI journey.</em></strong></p>
<p>Having been a pilot school with the Ministry of Education for holistic assessment (HA), an essential component of differentiated instruction (DI), <a href="https://pasirrispri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Pasir Ris Primary School</a> (PRPS) is no stranger to HA practices. Nevertheless, when the school got on board with DI in 2015, its teachers and other stakeholders had to adopt a fundamental pedagogical shift.</p>
<p>Mdm Siti Nazrah, the Vice-Principal of PRPS shares that DI is a philosophy that fits into the school’s journey of enhancing the culture of care in the school. Elaborating further, she says, “Since 2015, our mission has been to restructure the culture of learning and enhance the culture of care in the school.”</p>
<div id="attachment_13757" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-13757" loading="lazy" class="wp-image-13757" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_Classroom_for_layout_photo1.JPG.jpg" alt="" width="600" height="397" /><p id="caption-attachment-13757" class="wp-caption-text">Senior Teacher Council at Pasir Ris Primary School</p></div>
<h1>Fostering a Culture of Care and Collaboration</h1>
<p>PRPS’ journey with DI has seen the school working to strengthen the culture of care amongst its teachers and students. The school has set its sights on becoming a school where inclusivity is key.</p>
<p>Nazrah observes that when students work together in teams and groups, they will progressively become more confident and empathetic towards one another. She notes that teachers also consistently look out for group dynamics to ensure that no one is left out.</p>
<p>“If a student is not able to gel with their team members, we engage him or her in close conversation and listen with empathy. We try to fit them with someone they can work with so that everyone is engaged in the classroom,” Nazrah says.</p>
<p>PRPS’ culture of care extends to its teachers as well. A weekly one-hour professional development (PD) platform called <em>Care and Share Forum</em> (C &amp; S Forum) seeks to enculturate empathy in teaching. Through this platform, teachers come together for discussions, share pedagogical practices and plan lessons together.</p>
<p>Mrs Polly Chew, Head of Mathematics department at PRPS, shares that she partners with a teacher who teaches at the same level to practise DI in her class. Based on her experience, she notes that the culture of collaboration and conversation has given more support and encouragement for key personnel (KP) to experiment with DI and take risks.</p>
<p>“The pitfalls they experience actually open up the opportunity for meaningful learning. They understand that their willingness to talk about failure can lead to improvements,” Nazrah adds.</p>
<h1>Strong Leadership Support</h1>
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<p>“When KP and TLs opened their classrooms, and teachers observed the ongoing lessons informally, it resulted in richer conversations about how to enhance teaching and learning further.”</p>
<p><em><strong><span class="st">–</span> Nazrah</strong>, on the positive impact of peer observations</em></p>
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<p>Nazrah shares that in 2017, the Senior Teacher (ST) Council came into the picture as formal facilitators who created opportunities for teachers to engage in peer observations. It led to KP and teacher leaders (TLs) taking the lead in experimenting with DI in their classrooms.</p>
<p>“When KP and TLs opened their classrooms, and teachers observed the ongoing lessons informally, it resulted in richer conversations about how to enhance teaching and learning further,” Nazrah shares.</p>
<p>The ST Council meets regularly to plan for structures that can take place during the C &amp; S Forum. Aside from giving teachers time to think through and answer reflection questions during the forum, the council also guides them in creating and sharing resources such as differentiated lesson packages and resource packs.</p>
<p>PRPS school leaders acknowledge that this journey of pedagogical shift takes time and they seek to reduce teachers’ apprehension through thoughtful support. In 2017, bold decisions such as putting on hold formal lesson observations for a year were made so that teachers could truly be focused on experimenting with DI and taking risks in the classroom.</p>
<p>As they progressed, however, a DI template that was meant to support teachers at the start of the DI journey was eventually removed. “When teachers become more confident and competent in implementing DI in their classrooms, they found that they could act independently without the template,” explains Mdm Jaspal Kaur, leader of ST Council. This signals the need for open dialogue with staff, trust of staff and a responsiveness to their feedback.</p>
<h1>Teachers’ Professional Development</h1>
<p>In PRPS, DI is not just for students, but also for teachers. The areas that teachers focus on during the C &amp; S Forum are differentiated based on the needs of the subject, level and teachers.</p>
<p>Teachers are also given the choice to choose the PD activities they prefer during the annual <em>PRPS Learning</em><em> Fest</em> by selecting from a buffet of concurrent sharing sessions that are led by their peers. It is also a day for teachers to celebrate their innovation in teaching and journey of learning together.</p>
<p>“In 2016, Dr Heng Tang Tang from NIE was roped in to deepen teachers’ understanding of DI. Her four PD workshops further cemented the practice of DI in PRPS’ curriculum,” Nazrah recounts.</p>
<p>New teachers are given training in DI during their induction at the beginning of the year and will later proceed to join the different PD groups in PRPS. “They understand that DI is a philosophy that PRPS embraces, and not a burden or add-on in teaching,” she adds.</p>
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<div class="message-box-title">Learning Fest</div>
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<p><em>Learning Fest </em>is PRPS’s flagship annual teacher-led symposium that aims to foster a culture of collaboration among the teachers. It celebrates teachers’ innovation in teaching and their journey of learning together.</p>
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<h1>Challenges Faced</h1>
<p>Initially, teachers were resistant to practise DI in their classrooms. In the first year, only the KPs and ST Council were on board in the DI journey. Subsequently, other teachers were brought into the fold. Teachers faced challenges in managing their time between PD activities and teaching duties, especially when both happened during curriculum hours.</p>
<p>“On top of that, with the different forms of DI that exist in theory and practice, there is always a question of which DI is considered to be most appropriate. Teachers also have to decide how much to differentiate or how much choice should be given to students. Suffice to say, the path has not always been rosy,” Nazrah elaborates.</p>
<p>Parents too, need convincing about DI. She notes that some parents have raised concerns that their children are learning less through DI.</p>
<p>“We are trying to bank on the current focus where HA plays a bigger part in student learning. We want parents to understand that DI and HA work hand-in-hand to raise student engagement and support their development,” she says.</p>
<p>Despite the challenges faced, PRPS has not lost sight of its bigger aims. The school’s long-term goals focus on providing holistic education and raising student engagement through three domains—developing skilful teachers, embracing inclusivity and enhancing student well-being.</p>
<p>The culture of care is also here to stay. “Our school leaders always show care for teachers as well as students. As leaders, we will continue to open our ears to feedback given and inspire all to embrace new ideas and challenges,” Jaspal concludes.</p>
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<div class="message-box-title">What the Future Holds</div>
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<p>“Our focus on DI is for the long term,” affirms Pasir Ris Primary School (PRPS) Vice-Principal, Mdm Siti Nazrah. PRPS’ professional development (PD) has focused on differentiated instruction (DI) for the past three years and a multi-year PD plan has been developed for the future. Guiding principles from the Singapore Teaching Practice have also been seamlessly incorporated into their PD plan.</p>
<p>Mr Tan King Ming, PRPS Principal, also shares the school’s focus with parents so that they are aware of the rationale behind curricular and pedagogical practices and can become partners. He explains that constant communication with staff, parents, and students is critical in the school’s journey.</p>
<p>The long-term plans and constant calibration on DI have borne fruit. Nazrah shares that there is close to 90% penetration of DI into teachers’ practice.</p>
<p>“Our teachers are still relatively new to DI but they enjoy working and learning together. Younger teachers are enthusiastic in sharing their new ideas while experienced teachers are humble in learning from other colleagues on new approaches that have worked in the classroom,” she shares.</p>
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		<title>Leveraging Student Voice to Differentiate Instruction</title>
		<link>https://singteach.nie.edu.sg/2020/01/21/issue71-people/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue71-people</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Tue, 21 Jan 2020 05:19:39 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 71 dec 2019]]></category>
		<category><![CDATA[Differentiated instruction]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Learning]]></category>
		<category><![CDATA[Student voice]]></category>
		<category><![CDATA[Socio-emotional learning]]></category>
		<category><![CDATA[Diversity]]></category>
		<category><![CDATA[Feedback]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13689</guid>

					<description><![CDATA[Amidst growing diversity in our classrooms and the forthcoming shift towards Subject-Based Banding, the philosophy of differentiated instruction [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>Amidst growing diversity in our classrooms and the forthcoming shift towards <a href="https://beta.moe.gov.sg/primary/curriculum/subject-based-banding/" target="_blank" rel="noopener noreferrer">Subject-Based Banding</a>, the philosophy of differentiated instruction has been gaining traction within Singapore’s education fraternity. A teacher-educator explains the importance of students’ voices in a differentiated classroom and how they can facilitate the development of a thriving learning community.   </em></strong></p>
<p>To help diverse students achieve intended learning goals, teachers will have to develop competencies to differentiate instruction in a mixed-ability classroom. But would professional expertise alone suffice in enabling them to cater to the needs of different learners?</p>
<p>According to <a href="https://www.nie.edu.sg/profile/lucy-oliver-fernandez" target="_blank" rel="noopener noreferrer">Dr Lucy Oliver Fernandez</a>, an Assistant Dean with the <a href="https://www.nie.edu.sg/our-people/programme-offices/office-of-graduate-studies-and-professional-learning" target="_blank" rel="noopener noreferrer">Office of Graduate Studies and Professional Learning</a>, student voices can also play a central role in supporting teachers’ efforts to understand students’ needs and maximize learning for all learners.</p>
<p><img loading="lazy" width="450" height="298" class="aligncenter wp-image-13751" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/01/ST71_People_LucyFernandez_v4_for_layout_photo1.jpg" /></p>
<h1>Using Students’ Perspectives to Inform Differentiation</h1>
<p>The concept of student voice centres on learners’ unique perspectives about their experiences with schooling, learning and teaching. Throughout her career in education, Lucy has often thought about how educators could invite students to participate in discourses about their educational experiences.</p>
<p>“Students’ perspectives are important because they not only experience our curricula and educational policies first-hand, but can also have varied experiences with the same curriculum,” Lucy explains. “Their perspectives can thus enrich our understanding about the relationship between teaching and learning as well as reveal information about students’ needs and possible gaps between the intended, implemented and experienced curriculum.”</p>
<p>Furthermore, when teachers understand how different students experience the curriculum, they are also better equipped to make informed decisions with regard to differentiating instruction for their students.</p>
<p>“After all, if DI is about adapting to student variance to maximize learning for all learners, inviting students to share on their learning experiences and how teachers can support them can make differentiation more robust,” Lucy elaborates.</p>
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<p>&#8220;[Students&#8217;]  perspectives can thus enrich our understanding about the relationship between teaching and learning as well as reveal information about students’ needs and possible gaps between the intended, implemented and experienced curriculum.&#8221;</p>
<p><em>&#8211; <b>Lucy</b></em><b>, </b><em>on the role students&#8217; perspectives can play on teaching and learning<br />
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<h1>Avenues for Student Voices</h1>
<p>During her stint as a secondary school teacher, Lucy made time for breakfast with her students to find out how she could cater to their learning needs and make the curriculum more accessible for different learners.</p>
<p>“I invited two students at a time to meet me for breakfast in the school canteen on particular days in a week and engaged them in discussions about the lessons we have had,” she shares. “At these sessions, I also sought my students’ views on whether they found my teaching approaches to be effective and the areas in which they require additional support.”</p>
<p>Lucy was also cognizant about the need to hear from all students when she initiated these meet-ups. “Some students are less outspoken, or prefer to approach teachers in smaller settings so these sessions gave them the opportunity to voice their perspectives and be heard.”</p>
<p>Lucy’s efforts to hear from every student paid off and over time, she observed that her classes blossomed into collegial and supportive learning communities. “From both an academic and socio-emotional standpoint, students appeared better off as they felt a sense of belonging and were helping one another improve,” she adds.</p>
<p>Informal meetings are, however, just one of many avenues in which teachers can gather inputs from students. “Other strategies that teachers may use include surveys and questionnaires, which can be based on an aspect of teaching or learning that teachers would like to focus on.”</p>
<h1>Dialogue between Students and Teachers</h1>
<p>While students’ inputs are central to efforts to engage them in their learning, there needs to be discernment and negotiation from all parties involved.</p>
<p>“It is also not about a teacher agreeing with every student’s view or acceding to every student’s request,” Lucy adds. “Rather, student voice is a dialogue about teaching and learning between students and teachers and in this conversation, both parties engage with one another.”</p>
<p>Additionally, after inviting students to share their perspectives, educators need to show that they appreciate students’ feedback and that teachers have heard what students are saying by responding to them.</p>
<p>“One way for teachers to do this is to initiate a dialogue with students on the feedback they have received and make decisions together so that both parties can move forward,” shares Lucy. “In doing so, students would also be assured that teachers value their inputs and thus not regard efforts to solicit their inputs as perfunctory exercises.”</p>
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<p>&#8220;It is also not about a teacher agreeing with every student’s view or acceding to every student’s request. Rather, student voice is a dialogue about teaching and learning between students and teachers and in this conversation, both parties engage with one another.&#8221;</p>
<p><em>&#8211; <b>Lucy</b></em><em> clarifies on the definition of dialogue between students and teachers</em></p>
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<h1>An Opportunity for Educators to Grow</h1>
<p>Making time to gather students’ perspectives did not just help Lucy understand the needs of different students and the pedagogical approaches that they find effective; they also gave her insights about herself as an educator.</p>
<p>“The conversations I shared with my students also prompted me to think about how, as a teacher, I could enact the curriculum differently and incorporate different strategies into my practice to support their growth and development as learners,” Lucy shares.</p>
<p>Inviting and accommodating students’ perspectives can, however, be challenging for teachers given the limited curriculum time. Nevertheless, Lucy encourages fellow educators who may be uncertain but interested in incorporating students’ voices into their practice to take small steps and trust their professional judgement.</p>
<p>“Even within a planned curriculum, there are spaces for teacher discretion, where the teacher can consider inviting students to share their inputs and make informed decisions together,” Lucy explains.</p>
<p>Furthermore, as classrooms and schools become more heterogeneous, students’ perspectives can strengthen teachers’ efforts to maximize learning for all students in a differentiated classroom.</p>
<p>“Accommodating diversity in our classrooms may require teachers to think and work in new ways, but it is also an opportunity for the fraternity to grow professionally and become better educators,” concludes Lucy.</p>
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