<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>Learning environment – SingTeach | Education Research for Teachers | Research within Reach</title> <atom:link href="https://singteach.nie.edu.sg/topic/learning-environment/feed/" rel="self" type="application/rss+xml" /> <link>https://singteach.nie.edu.sg</link> <description></description> <lastBuildDate>Mon, 27 Jan 2025 07:07:10 +0000</lastBuildDate> <language>en-US</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.0</generator> <item> <title>From Passive to Proactive Learners with Student-Generated Ideas</title> <link>https://singteach.nie.edu.sg/2024/10/17/from-passive-to-proactive-learners-with-student-generated-ideas/?utm_source=rss&utm_medium=rss&utm_campaign=from-passive-to-proactive-learners-with-student-generated-ideas</link> <comments>https://singteach.nie.edu.sg/2024/10/17/from-passive-to-proactive-learners-with-student-generated-ideas/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Thu, 17 Oct 2024 07:23:38 +0000</pubDate> <category><![CDATA[issue 90 sep 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Student questioning]]></category> <category><![CDATA[Progressive Education]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Learner-centred approaches]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[Classroom engagement]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Collaboration]]></category> <category><![CDATA[Student voice]]></category> <category><![CDATA[Student-centred approaches]]></category> <category><![CDATA[Science]]></category> <category><![CDATA[Classroom discussion]]></category> <category><![CDATA[Science inquiry]]></category> <category><![CDATA[Collaborative learning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23776</guid> <description><![CDATA[A student-centred classroom – one of the key tenets of progressive education – prioritizes autonomy and moves away […]]]></description> <content:encoded><![CDATA[<p><em><strong>A student-centred classroom <span>– </span>one of the key tenets of progressive education <span>– </span>prioritizes autonomy and moves away from conventional teaching methods by emphasizing collaboration and prioritizing student voices. In such an environment, meaningful conversations between students and teachers about the learning process are central, fostering a more interactive and personalized approach to education. In this article, NIE Senior Education Research Scientist <a href="https://www.ntu.edu.sg/research/faculty-directory/detail/rp01477" target="_blank" rel="noopener">Dr Wong Lung Hsiang</a> sheds some light on how meaningful learning occurs when students are intentionally guided to explore, adapt and refine their own ideas through his research study on Student-Generated Ideas.</strong></em></p> <h1><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-1024x691.jpg" alt="" class="aligncenter wp-image-23807 size-large" width="640" height="432" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-1024x691.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-300x202.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-768x518.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang-1536x1036.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ResearchinAction_LungHsiang.jpg 2000w" sizes="(max-width: 640px) 100vw, 640px" /></h1> <h1>Classroom Engagement as a Priority</h1> <p>Numerous research studies in Singapore have revealed that many teachers tend to unconsciously prioritize efficiency by steering students toward the correct answers, rather than fostering deeper (socio-)cognitive engagement and exploration. This persists despite the Ministry of Education’s emphasis on cultivating 21st century competencies (21CC) as a core focus of education.</p> <p>“There are classrooms with the tendency to focus on getting the correct answer rather than the process of learning itself,” Dr Wong Lung Hsiang, who is from the <a href="https://www.ntu.edu.sg/nie/research/office-of-education-research" target="_blank" rel="noopener">Office of Education Research</a> at NIE, shares. This restricts students’ ability to explore, adapt and refine their ideas <span>– </span>key skills essential for authentic learning and innovation. Traditional methods often focus on predetermined outcomes, expecting students to arrive at specific answers.</p> <p>“A transformation in teachers’ and students’ beliefs and dispositions towards teaching and learning is needed to ensure such critical success factors are genuinely exercised in existing and future pedagogical approaches.”</p> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW35616228 BCX0"><span class="NormalTextRun SCXW35616228 BCX0">Student-Generated Ideas (SGIs)</span></span><span class="EOP SCXW35616228 BCX0" data-ccp-props="{"201341983":0,"335559740":360,"469777462":[90],"469777927":[0],"469777928":[1]}"> </span></h1> <p>This inspired him to shift the teaching paradigm from knowledge transmission to idea transformation through a research study on Student-Generated Ideas (SGIs), a pedagogical concept that highlights how crucial the role of student-led ideas is in their learning. Through his research, Lung Hsiang aims to empower teachers to design lessons where students’ contributions shape the direction of their learning.</p> <p>“SGIs place students’ ideas at the core of the learning process. Through encouraging continuous feedback and iteration, SGIs enable students to refine their ideas over time,” Lung Hsiang explains. This fosters a more dynamic and interactive classroom environment where students are actively engaged in the learning process rather than passively absorbing information.</p> <p>By focusing on the development and refinement of students’ own ideas, students engage in meaningful inquiry, which enhances their ability to connect concepts to real-world situations. This results in a more relevant and engaging learning experience for students especially because classroom talks now resonate with them at a more intimate level.</p> <p>“The SGI design paradigm distills common elements from a range of (socio-)constructivist learning approaches, such as inquiry-based learning, active learning, knowledge building, productive failure, seamless learning, problem-based learning, project- based learning, computational thinking, design thinking and makers,” Lung Hsiang explains further.</p> <p>Lung Hsiang describes SGI as a “design paradigm” because it transcends any single pedagogical framework, drawing key success factors from various approaches to inform and reshape teaching practices.</p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p> <div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“The SGI design paradigm distills common elements from a range of (socio-)constructivist learning approaches, such as inquiry-based learning, active learning, knowledge building, productive failure, seamless learning, problem-based learning, project- based learning, computational thinking, design thinking and makers.”<o:p></o:p></span></p> <p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Lung Hsiang, </strong></span><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on SGI as a “</span><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">design paradigm”</span></em></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p><o:p></o:p></span></p> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW100662031 BCX0"><span class="NormalTextRun SCXW100662031 BCX0">Implementing</span><span class="NormalTextRun SCXW100662031 BCX0"> SGIs</span><span class="NormalTextRun SCXW100662031 BCX0"> </span><span class="NormalTextRun SCXW100662031 BCX0">in the Classroom</span></span><span class="EOP SCXW100662031 BCX0" data-ccp-props="{"201341983":0,"335559740":360}"> </span></h1> <p>In inquiry-based settings, students may feel constrained by the pressure to find the “right” answer, limiting their willingness to explore different possibilities. SGIs, however, encourage students to think creatively and consider a wide range of potential solutions. For instance, Lung Hsiang observed one Science classroom where the teacher and students were discussing plant dispersal methods and students were posed the open- ended question: “How did the plant get to the top of the building?” While their initial responses were straightforward, such as suggesting that the plant climbed the building, the open nature of the question prompted them to delve deeper and explore more complex ideas.</p> <p>Instead of providing direct answers, the teacher facilitated the conversation by posing thought-provoking questions and encouraging students to expand on one another’s ideas. As the discussion unfolded, students began refining their classmates’ suggestions and considered more intricate possibilities, such as the plant being carried by an animal or purposefully planted by a human, to explain how it reached the top of the building.</p> <p>In this student-centred approach, the teacher’s role shifts from being a knowledge dispenser to a facilitator of learning. As Lung Hsiang notes, “Teachers are co- creators in this process. Through strategic questioning and providing appropriate scaffolding, teachers help students refine their ideas, while keeping the learning experience structured and purposeful.” This positive shift addresses a significant issue in traditional classrooms: the overemphasis on finding the “right” answer.</p> <p>Lung Hsiang’s research findings reveal that students engaged in SGI-based learning develop not only greater cognitive skills but also a heightened enthusiasm and investment in their learning process. In the example of the plant dispersal lesson, students initially sought straightforward solutions but were guided to explore more nuanced explanations, showing their growing enthusiasm and commitment as they actively refined their ideas.</p> <p>This iterative process underscores the SGI approach’s focus on the cognitive journey of generating, testing and evolving ideas, fostering more authentic and meaningful learning experiences, central to the concept of progressive education.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><strong>Cultivating Authentic Constructivist Learning</strong></p> <p>A major challenge is the cognitive dissonance teachers may face when applying constructivist and student-centred methods. It’s not just about changing beliefs; teachers may already support constructivism, yet their classroom practices often revert to traditional methods, unintentionally undermining their goals.</p> <p>“For instance, a teacher practising inquiry learning may subtly guide students toward the “correct” hypothesis rather than fostering genuine exploration,” Lung Hsiang explains. “This results in the loss of pedagogical fidelity, reducing inquiry learning to a process where students validate the teacher’s hypothesis, instead of generating and testing their own.” Such guidance restricts the inquiry process, limiting students’ ability to explore and grow intellectually on their own.</p> <p>The SGI approach tackles this cognitive dissonance by highlighting what’s essential to create a truly authentic constructivist learning experience. It focuses on helping teachers fully embrace SGI principles and remain aligned with the constructivist methods they value, ensuring that both teachers and students engage in a genuine, idea-centred learning environment that fosters deeper understanding.</p> </div> </div> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW113246381 BCX0"><span class="NormalTextRun SCXW113246381 BCX0">Reflections</span><span class="NormalTextRun SCXW113246381 BCX0"> and th</span><span class="NormalTextRun SCXW113246381 BCX0">e Future of SGIs in Education</span></span><span class="EOP SCXW113246381 BCX0" data-ccp-props="{"201341983":0,"335559740":360}"> </span></h1> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p> <div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“It’s been incredible to see students take ownership of their ideas and develop the confidence to evolve them.”<o:p></o:p></span></p> <p><span class="st"><b><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"> Lung Hsiang</span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, on the positive transformation in students’ attitudes after participating in the study</span></em></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p></span></p> <p>Reflecting on the project, Lung Hsiang finds the most rewarding aspect to be the transformation in students’ attitudes.</p> <p>“When students are encouraged to explore their ideas without the fear of making mistakes, they become more engaged and invested in their learning,” he shares. “It’s been incredible to see students take ownership of their ideas and develop the confidence to evolve them.” He also observes that teachers have adapted well to their new role as facilitators, which has been both surprising and rewarding.</p> <p>Looking ahead, Lung Hsiang envisions SGIs playing a pivotal role in the future of education. “As educational technologies evolve, I see artificial intelligence-powered tools supporting both teachers and students in real-time idea generation and evolution.” He further explains that “the SGI approach complements Singapore’s move towards blended learning by integrating technology to support idea evolution, both inside and outside the classroom.”</p> <p>This approach can lead to more personalized and scalable learning experiences, where students take an active role in shaping their own educational journeys. By empowering students to become the architects of their own learning, SGIs foster a sense of independence and responsibility. Furthermore, the focus on collaboration and student voices is at the heart of progressive education, where the goal is to prepare learners for lifelong learning, critical thinking and adaptability in an ever-evolving world.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/10/17/from-passive-to-proactive-learners-with-student-generated-ideas/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Nurturing Little Einsteins with Seamless Learning in Primary Science Classrooms</title> <link>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/?utm_source=rss&utm_medium=rss&utm_campaign=nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms</link> <comments>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Sun, 21 Jul 2024 02:01:55 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[issue 89 jun 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Seamless learning]]></category> <category><![CDATA[Science education]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Climate change]]></category> <category><![CDATA[Redesigning Pedagogy International Conference]]></category> <category><![CDATA[Primary school]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[ICT]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23320</guid> <description><![CDATA[Contributed by Tan Si Hua, Rachael Fang Swee Sian and Nurhuda Amin from West Grove Primary School, for SingTeach Virtual Staff […]]]></description> <content:encoded><![CDATA[<p><em><strong><span data-contrast="none" xml:lang="EN" lang="EN" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Strong">Contributed by </span></span><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">Tan Si Hua, Rachael Fang Swee Sian and </span><span class="NormalTextRun SpellingErrorV2Themed SCXW248797249 BCX0">Nurhuda</span><span class="NormalTextRun SCXW248797249 BCX0"> Amin from </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://westgrovepri.moe.edu.sg/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">West Grove Primary School</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">, for </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">SingTeach Virtual Staff Lounge</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight EmptyTextRun SCXW248797249 BCX0"></span><span class="EOP SCXW248797249 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></strong></em></p> <div id="attachment_23451" style="width: 560px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23451" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg" alt="" class="wp-image-23451" width="550" height="310" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1024x577.jpeg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-768x432.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1536x865.jpeg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1.jpeg 2000w" sizes="(max-width: 550px) 100vw, 550px" /><p id="caption-attachment-23451" class="wp-caption-text">The team comprises (from left to right) Rachael Fang Swee Sian, Tan Si Hua and Nurhuda Amin.</p></div> <h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167733097 BCX0"><span class="NormalTextRun SCXW167733097 BCX0">Seamless Learning in </span><span class="NormalTextRun SCXW167733097 BCX0">Primary </span><span class="NormalTextRun SCXW167733097 BCX0">Science Classrooms </span></span><span class="EOP SCXW167733097 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW18336023 BCX0"><span class="NormalTextRun SCXW18336023 BCX0">A central goal of science education is to enable students in their foundation years to appreciate the value of science and its application in their everyday lives</span><span class="NormalTextRun SCXW18336023 BCX0">,</span><span class="NormalTextRun SCXW18336023 BCX0"> laying the groundwork for future pursuits of science learning. </span><span class="NormalTextRun SCXW18336023 BCX0">Reali</span><span class="NormalTextRun SCXW18336023 BCX0">z</span><span class="NormalTextRun SCXW18336023 BCX0">ing </span><span class="NormalTextRun SCXW18336023 BCX0">this goal </span><span class="NormalTextRun SCXW18336023 BCX0">necessitates</span><span class="NormalTextRun SCXW18336023 BCX0"> that science classrooms provide students with learning experiences that </span><span class="NormalTextRun SCXW18336023 BCX0">leverage</span><span class="NormalTextRun SCXW18336023 BCX0"> their interests and stimulate their curiosity </span><span class="NormalTextRun SCXW18336023 BCX0">as inquirers </span><span class="NormalTextRun SCXW18336023 BCX0">to explore and apply scientific concepts to phenomena related to their daily experiences and environment, going beyond learning facts and outcomes of scientific investigations (N</span><span class="NormalTextRun SCXW18336023 BCX0">G</span><span class="NormalTextRun SCXW18336023 BCX0">SS, 2013).</span></span><span class="EOP SCXW18336023 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW199358250 BCX0"><span class="NormalTextRun SCXW199358250 BCX0">Seamless Learning (Wong, Looi, & Goh, 201</span><span class="NormalTextRun SCXW199358250 BCX0">9</span><span class="NormalTextRun SCXW199358250 BCX0">), which may be understood as the integration of experiences across formal and informal settings and the blending of individual and collaborative learning experiences in both physical and digital spaces through a continuous learning trajectory, </span><span class="NormalTextRun SCXW199358250 BCX0">supports learners in exploring and appreciating the role of science in their everyday lives and cultivates students’ habits of mind as budding inquirers.</span></span><span class="EOP SCXW199358250 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW115109980 BCX0"><span class="NormalTextRun SCXW115109980 BCX0">Scaffolding </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">eamless </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">cience </span><span class="NormalTextRun SCXW115109980 BCX0">L</span><span class="NormalTextRun SCXW115109980 BCX0">earning </span><span class="NormalTextRun SCXW115109980 BCX0">E</span><span class="NormalTextRun SCXW115109980 BCX0">xperiences</span></span><span class="EOP SCXW115109980 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW41603913 BCX0"><span class="NormalTextRun SCXW41603913 BCX0">To support teachers in implementing Seamless Learning experiences, Wong, Looi, and Voon (2018) developed a useful framework in the form of a Seamless Learning lesson design rubric, </span><span class="NormalTextRun SCXW41603913 BCX0">comprising</span><span class="NormalTextRun SCXW41603913 BCX0"> eight design principles derived from a synthesis of Seamless literature</span><span class="NormalTextRun SCXW41603913 BCX0"> (see Figure 1)</span><span class="NormalTextRun SCXW41603913 BCX0">.</span></span><span class="EOP SCXW41603913 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <div id="attachment_23456" style="width: 810px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23456" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png" alt="" class="wp-image-23456" width="800" height="450" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1.png 1280w" sizes="(max-width: 800px) 100vw, 800px" /><p id="caption-attachment-23456" class="wp-caption-text">Figure 1. Eight Dimensions of Seamless Learning</p></div> <p><span class="NormalTextRun SCXW183443890 BCX0">For example, designing and viewing a learning experience through the lens of this framework for Primary 5 students on the topic of the water cycle, with the </span><span class="NormalTextRun SCXW183443890 BCX0">objective</span><span class="NormalTextRun SCXW183443890 BCX0"> of helping students </span><span class="NormalTextRun SCXW183443890 BCX0">identify</span><span class="NormalTextRun SCXW183443890 BCX0"> the roles of evaporation and condensation in the water cycle and </span><span class="NormalTextRun SCXW183443890 BCX0">recogni</span><span class="NormalTextRun SCXW183443890 BCX0">z</span><span class="NormalTextRun SCXW183443890 BCX0">e </span><span class="NormalTextRun SCXW183443890 BCX0">their importance, can look like this:</span></p> <h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW94838487 BCX0"><span class="NormalTextRun SCXW94838487 BCX0">Lower Levels of Seamless Learning</span></span></em></h4> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">At lower levels of the Seamless Learning rubrics, learning experiences </span><span class="NormalTextRun SCXW193538299 BCX0">predominantly focus</span><span class="NormalTextRun SCXW193538299 BCX0"> on the transmission of subject content on the water cycle rather than </span><span class="NormalTextRun SCXW193538299 BCX0">facilitating</span><span class="NormalTextRun SCXW193538299 BCX0"> meaning-making through inquiry </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">, with limited experiences to help students relate their daily experiences to the water cycle </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">. Learning is </span><span class="NormalTextRun SCXW193538299 BCX0">largely confined</span><span class="NormalTextRun SCXW193538299 BCX0"> to formal settings with little or no explicit connections made between what students learn in class </span><span class="NormalTextRun SCXW193538299 BCX0">about the water cycle and their everyday experiences, focusing on drill-and-practice assignments </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0"> Cross-topic and disciplinary connections are primarily explained to students didactically </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span class="EOP SCXW193538299 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">Learning activities </span><span class="NormalTextRun SCXW123936271 BCX0">predominantly involve</span><span class="NormalTextRun SCXW123936271 BCX0"> students working independently, with few opportunities for collaboration </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Additionally, activities are </span><span class="NormalTextRun SCXW123936271 BCX0">mainly directed</span><span class="NormalTextRun SCXW123936271 BCX0"> by teachers, with content primarily adhering closely to curriculum-based learning goals specified in the syllabus </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">Personaliz</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">ed</span><span class="NormalTextRun SCXW123936271 BCX0"> Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Formative assessment is primarily driven by teachers, involving the design and assessment of students with tools like quizzes and performance tasks </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Little technology is applied in isolated learning activities without enhancing scientific inquiry. For example, students may watch an online explainer on the water cycle without follow-up activities to deepen their understanding or connect to other learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">.</span></span><span class="EOP SCXW123936271 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW28303848 BCX0"><span class="NormalTextRun SCXW28303848 BCX0">Higher Levels of Seamless Learning</span></span></em></h4> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">At higher levels of the Seamless Learning rubrics, students are provided with a range of inquiry learning experiences, such as hands-on activities, intentionally bridged to encourage the construction of scientific knowledge on the water cycle through personal reflections and by challenging their peers’ viewpoints </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">. Students </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW152966083 BCX0">have the opportunity to</span><span class="NormalTextRun SCXW152966083 BCX0"> </span><span class="NormalTextRun SCXW152966083 BCX0">observe</span><span class="NormalTextRun SCXW152966083 BCX0"> and manipulate real-world environments, encouraging the generation of new knowledge. For example, teachers can guide students in discussing real-world challenges related to clean water and sanitation by exploring the UN Sustainable Development Goals and Singapore’s water story to help students appreciate water as a precious resource, augmented with a visit to the </span><span class="NormalTextRun SCXW152966083 BCX0">NE</span><span class="NormalTextRun SCXW152966083 BCX0">W</span><span class="NormalTextRun SCXW152966083 BCX0">ater </span><span class="NormalTextRun SCXW152966083 BCX0">plant, highlighting how science and technology have transformed the world and improved our lives. Additionally, teachers can introduce inventions such as fog catchers and mist cooling systems to help students appreciate the meaningful applications of evaporation and condensation in everyday phenomena </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">.</span></span><span class="EOP SCXW152966083 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">In more advanced Seamless Learning experiences, teachers intentionally bridge students’ cross-topic and disciplinary connections. For instance, students conduct water audits to investigate water wastage costs using </span><span class="NormalTextRun SCXW7364595 BCX0">rates learned in </span><span class="NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW7364595 BCX0">Mathematics, and</span><span class="NormalTextRun SCXW7364595 BCX0"> explore hydroelectric power generation for the scientific theme on Energy </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">. </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW7364595 BCX0">Students have the opportunity to work both individually and collaboratively throughout inquiry learning experiences.</span><span class="NormalTextRun SCXW7364595 BCX0"> For example, to ensure students complete pre-reading materials and </span><span class="NormalTextRun SCXW7364595 BCX0">acquire</span><span class="NormalTextRun SCXW7364595 BCX0"> foundational knowledge about the water cycle, teachers first administer an individual quiz. Teachers then have students discuss and </span><span class="NormalTextRun SCXW7364595 BCX0">finali</span><span class="NormalTextRun SCXW7364595 BCX0">z</span><span class="NormalTextRun SCXW7364595 BCX0">e</span><span class="NormalTextRun SCXW7364595 BCX0"> </span><span class="NormalTextRun SCXW7364595 BCX0">their answers in groups, followed by a class discussion to address strengths, gaps, and misconceptions, thereby connecting individual and collaborative learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">.</span></span><span class="EOP SCXW7364595 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">Throughout the seamless learning process, key technological applications of ICT tools are integrated to support the shift of the learning culture to one that is more participative, reflective, and connected by enhancing student engagement, deepening learning, and giving greater student agency </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. Students can set and pursue both curriculum-based and interest-based learning goals and experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(</span><span class="NormalTextRun SCXW266937504 BCX0">Personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, the exponential rise of generative AI can create child-friendly learning companion chatbots like </span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">School.ai</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, which provide prompts, hints, and introduce related topics, encouraging students to pursue </span><span class="NormalTextRun SCXW266937504 BCX0">personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">learning pathways and explore interest-based subjects such as the impact of water pollution beyond the water cycle curriculum. Technology can also enhance formative assessment processes, involving students playing a more active role in reflecting on their own understanding through self and peer assessments as a budding community of practice of young inquirers </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, through both formal and informal settings </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, students can engage in knowledge building and peer feedback through online discussions to connect classroom learning with observations on the water cycle made in daily experiences.</span></span><span class="EOP SCXW266937504 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW54081104 BCX0"><span class="NormalTextRun SCXW54081104 BCX0">Insights from Implementing Seamless Learning</span></span></h1> <p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">One major takeaway from implementing Seamless Learning is </span><span class="NormalTextRun SCXW33725671 BCX0">witnessing</span><span class="NormalTextRun SCXW33725671 BCX0"> firsthand how students can be a tremendous source of progressive approaches to </span><span class="NormalTextRun SCXW33725671 BCX0">s</span><span class="NormalTextRun SCXW33725671 BCX0">cience </span><span class="NormalTextRun SCXW33725671 BCX0">teaching and learning. When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry. For example, tapping into students’ curiosity and interest in extreme environmental temperatures, elicited through online discussions, </span><span class="NormalTextRun SCXW33725671 BCX0">has </span><span class="NormalTextRun SCXW33725671 BCX0">spurred cross-topic connections on climate change and its impact on water cycles</span><span class="NormalTextRun SCXW33725671 BCX0">. </span><span class="NormalTextRun SCXW33725671 BCX0">Our team </span><span class="NormalTextRun SCXW33725671 BCX0">is </span><span class="NormalTextRun SCXW33725671 BCX0">look</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> forward to </span><span class="NormalTextRun SCXW33725671 BCX0">embrac</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> </span><span class="NormalTextRun SCXW33725671 BCX0">Seamless Learning as an educational philosophy, cultivating students’ habits of mind from their formative years for science in life, learning, and citizenship, nurturing the little Einsteins of tomorrow.</span></span><span class="EOP SCXW33725671 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p> <div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“<span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry</span></span>.”<o:p></o:p></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p><o:p></o:p></span></p> <h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW89432309 BCX0"><span class="NormalTextRun SCXW89432309 BCX0">Good Seamless Learning Practices</span></span><span class="EOP SCXW89432309 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></h1> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><span class="NormalTextRun SCXW3489123 BCX0">“When students are intentionally equipped with independent learning skills like notetaking and research skills, as well as collaborative skills like turn-taking and using sentence starters such as “I agree with you because…,” they </span><span class="NormalTextRun SCXW3489123 BCX0">are enabled to</span><span class="NormalTextRun SCXW3489123 BCX0"> participate more effectively as inquirers</span><span class="NormalTextRun SCXW3489123 BCX0"> in Seamless Learning experiences</span><span class="NormalTextRun SCXW3489123 BCX0">, shifting their roles from passive recipients of scientific knowledge to active inquirers, while teachers’ roles shift from knowledge dispensers to facilitators of inquiry.”</span></p> <p>– <em><strong><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW173219203 BCX0"><span class="NormalTextRun SCXW173219203 BCX0" data-ccp-parastyle="Normal (Web)">Rachael Fang Swee Sian, Edtech Champion/West Grove Primary School</span></span><span class="EOP SCXW173219203 BCX0" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></strong></em></p> </div> </div> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW19866279 BCX0"><span class="NormalTextRun SCXW19866279 BCX0" data-ccp-parastyle="Normal (Web)">Designing Seamless Learning need not present high barriers. Teachers can tap into existing high-quality resources such as the Student Learning Space Lessons, MOE teaching guides, Sparkle kits, and Young Scientist cards. They can also integrate school-based programs like Project Work and the Applied Learning Programme activities, along with readily accessible educational websites and emerging technologies like VR and AR, as valuable entry points to seamless learning.</span></span></p> <p>–<em><strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167551418 BCX0"><span class="NormalTextRun SpellingErrorV2Themed SCXW167551418 BCX0">Nurhuda</span><span class="NormalTextRun SCXW167551418 BCX0"> Amin, Senior Teacher/West Grove Primary School</span></span><span class="EOP SCXW167551418 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></strong></em></p> </div> </div> <p><b><span lang="EN-SG">References</span></b></p> <div style="font-weight: 400;"> <p paraid="506502481" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{5}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">NGSS Lead States. (2013). </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Next generation science standards: For states, by states</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">. National Academies Press.</span></span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="1535509006" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{15}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L.H., Looi, C.K., & Voon, X. P. (2018). A rubric for assessing </span><span data-ccp-parastyle="Normal (Web)">seamlessized</span><span data-ccp-parastyle="Normal (Web)"> Science learning lesson plans. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Workshop proceedings of </span><span data-ccp-parastyle="Normal (Web)">26th international conference on computers in education </span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">(pp. 761–766), Manila, Philippines.</span></span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="95012060" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{27}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L. H., & Looi, C. K. (2019). The conceptual niche of seamless learning: An invitation to dialogue. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Seamless learning: Perspectives, </span><span data-ccp-parastyle="Normal (Web)">challenges</span><span data-ccp-parastyle="Normal (Web)"> and opportunities</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">, 3-27.</span></span></p> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>A Whole-School Approach to Sustainability Education</title> <link>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/?utm_source=rss&utm_medium=rss&utm_campaign=education-for-sustainable-development</link> <comments>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Tue, 09 Jan 2024 02:37:27 +0000</pubDate> <category><![CDATA[issue 87 dec 2023]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Geography]]></category> <category><![CDATA[Outdoor education]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[In Their Own Words]]></category> <category><![CDATA[Lifelong learning]]></category> <category><![CDATA[Sustainability education]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22739</guid> <description><![CDATA[The Eco Stewardship Programme, developed by the Ministry of Education, aims to strengthen current environmental efforts in all […]]]></description> <content:encoded><![CDATA[<p><em><strong>The Eco Stewardship Programme, developed by the Ministry of Education, aims to strengthen current environmental efforts in all schools through the 4Cs of Curriculum, Campus, Culture and Community. Two teachers from <a href="https://www.meetoh.moe.edu.sg/" target="_blank" rel="noopener">Mee Toh School</a> and <a href="https://www.tampinessec.moe.edu.sg/" target="_blank" rel="noopener">Tampines Secondary School</a> – both of which are pilot schools in the programme – speak of their experiences in adopting a whole-school </strong></em><em><strong>approach to environmental education and sustainability efforts.</strong></em></p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Eleanor Quek, Subject Head (Total Curriculum)/Environment Education Advisor (EEA), Mee Toh School</div> <div class="message-box-content"> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-300x200.jpg" alt="" class="alignnone wp-image-22813" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop.jpg 889w" sizes="(max-width: 450px) 100vw, 450px" /></p> <p><strong>What has been the biggest challenge in teaching students about environmental sustainability?</strong></p> <p>One of the biggest challenges in teaching students about environmental sustainability is making the topic engaging and relatable to their daily lives. Environmental sustainability is a complex and sometimes abstract concept, which can be difficult for young students to fully grasp. They may not fully comprehend the urgency of environmental issues, the implications of environmentally unsustainable practices and the longer-term consequences of their actions. Overcoming these challenges requires helping them understand and relate to environmental causes in ways that resonate with them. In Mee Toh School, our school culture for environmental sustainability is built through our school-based environment curriculum, leveraging and engaging the wider community in environment efforts, and focusing our attention in curating an immersive environment within our school campus.</p> <p>Our school’s Applied Learning Programme is called “Appreciation, Awareness and Action for Eco-Citizens@Mee Toh School”. We also have a programme called “Interdisciplinary Project Work and Values-in-Action (IPW-VIA)” which brings together related environmental topics from various subjects so that our young students can make meaningful connections and extensions to what they learn about the environment. We educate and challenge our students to empathize with real-life environmental issues and design sustainable solutions for the environment. For example, after learning about the challenges posed by urban living to the wildlife population, our students designed fauna hotels. After learning about our existential challenges in ensuring water sufficiency, our students designed ways to recycle water using the scientific principles they have learnt.</p> <p><strong>How does the infrastructure at your school create an immersive learning environment and help to instil lifelong eco-conscious habits in students?</strong></p> <p>Eco-stewardship starts from students’ advocacy for the environment. Our school, for example, adopts a whole-of-school and whole-of-community approach to recycling. On Wednesdays, also known as “recycling day”, Environment Ambassadors from each class, together with their form teachers, guide their fellow classmates to sort out their recyclables. Volunteers from the Parent Support Group also help to guide students in these weekly recycling efforts. Through such sustained practices, our students develop eco-conscious habits that they can practise both inside and outside of school, and are empowered to influence others, like their family members, to make simple adjustments for greater eco-friendliness. Environment Ambassadors who are keen to do more for the environment have the opportunity to become Environment Champions who advocate for environmental sustainability at their level and in the school in other ways. Students who are keen to learn more about the environment can also take part in co-curricular activities such as the Nature Lovers Club or the Environmental Science Club.</p> <p>We are conscious in making environment-friendly decisions, such as the progressive installation of LED lights and the use of more energy-efficient models of electrical appliances, such as inverter air-conditioners and sensors for lights in the toilets. Sensors are installed at taps and water coolers to reduce the wastage of water. In 2021, solar panels were installed on the school’s rooftop <span>– </span>an effort supported by MOE. Green spaces and gardens dot the school landscape while eco-trails have been designed for students to appreciate nature and biodiversity. Our students, too, grow and harvest vegetables and mushrooms within the campus. In our most recent partnership with the Punggol Shore Urban Farm, our students were able to learn more about sustainable farming from the urban community farmers.</p> </div> </div> <div class="message-box-wrapper yellow"> <div class="message-box-title">Preeti Sheri, Head of Department, Character and Citizenship Education, Tampines Secondary School</div> <div class="message-box-content"> <p><img loading="lazy" width="225" height="300" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-225x300.jpg" alt="" class="size-medium wp-image-23193 alignright" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-225x300.jpg 225w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-768x1024.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-1152x1536.jpg 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-1536x2048.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-scaled.jpg 1920w" sizes="(max-width: 225px) 100vw, 225px" /></p> <p><strong>How are environmental concepts integrated in the CCE curriculum?</strong></p> <p>Our goal is for Tampinesians to be “<strong>T</strong>he <strong>P</strong>assionate <strong>S</strong>ustainability <strong>S</strong>tewards (<strong>T.P.S.S.</strong>)” who are role models for a zero-waste nation. Our CCE environment literacy programme uses the school’s “<strong>A</strong>uthentic, <strong>E</strong>xperiential and <strong>C</strong>ollaborative (<strong>ACE</strong>)” approach, and features a year-long project thematically aligned to Earth Day. For example, the theme for 2023 was, “Invest in Our Planet, Live Sustainably”.</p> <p>Each cohort has a focused theme that is coherent with what they study in the academic year.</p> <ul> <li style="list-style-type: none;"> <ul style="list-style-type: circle;"> <li>Secondary 1: Positive Energy & Biodiversity</li> <li>Secondary 2: Food Waste</li> <li>Secondary 3: E-Waste</li> <li>Secondary 4 and 5: Global Efforts in Sustainability</li> </ul> </li> </ul> <p> </p> <p>Our pedagogies allow for student voice and agency through activities such as gamification, learning through the arts, talks by industry experts, partnerships with sustainable organizations and experiential activities. In addition, collaboration with the Music, Art, Literature and Geography units allow creative expressions in addressing environmental challenges.</p> <p><strong>How does the school nurture a culture of sustainable habits so that those habits extend beyond the classroom into students’ daily lives, and may even influence the community? Perhaps you can highlight some successful projects/programmes that showcase these aspects.</strong></p> <p>There are plentiful opportunities to promote “green” conversations and practices in our school. We focus on two pillars of the Singapore Green plan: “Sustainable Living” and “City In Nature” as well as the 4Cs of MOE’s Eco-Stewardship Programme as planning parameters.</p> <p>1. Our Applied Learning Programme (ALP) exemplifies innovative, sustainable practices such as upcycling plastic waste into 3D printer filaments.</p> <p>2. We organize an annual Green Week with activities such as:</p> <ul> <li style="list-style-type: none;"> <ul style="list-style-type: circle;"> <li>Eco-Warriors Amazing Race</li> <li>A tote bag design competition that showcases “Tammy the Whale” and emphasizes messages such as “Buy Just Enough”</li> <li>A “Sus-Fashion Booth” in which pre-loved items can be donated or collected</li> </ul> </li> </ul> <p> </p> <p>3. Physical spaces become gathering places for experimentation. The Butterfly Lodge allows for nurturing biodiversity and smaller eco-gardens to grow food crops that are donated to seniors in the community. Students are taught how to rear caterpillars and release them as butterflies. They also learn about the challenges of growing vegetables such as <em>chye sim</em>.</p> <p>4. Green Ambassadors armed with knowledge and advocacy skills contribute both within and beyond school.</p> <p>5. A “Plant-a-Table” initiative by Mathematics teachers in which teachers role model upcycling possibilities.</p> <p>6. Believing that teachers are key to culture building, all departments share their annual green initiatives. Every department has their own green initiative that they share during staff contact time. This includes the learning trail to Botanic Gardens by English teachers, as well as reflections on the closed loop ecosystem after an eco-farm tour to a black soldier fly facility organized by the Humanities Department.</p> <p>7. Partnership with Temasek Polytechnic’s School of Design encourages students to critically address household waste. The theme for the Secondary 1 Values in Action (VIA) programme is “Sustainability”. Students learn about sus-fashion and recycling from Temasek Polytechnic lecturers and create their own products.</p> </div> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Transforming the Classroom with Differentiated Instruction Approach</title> <link>https://singteach.nie.edu.sg/2023/07/05/transforming-the-classroom-with-differentiated-instruction-approach/?utm_source=rss&utm_medium=rss&utm_campaign=transforming-the-classroom-with-differentiated-instruction-approach</link> <comments>https://singteach.nie.edu.sg/2023/07/05/transforming-the-classroom-with-differentiated-instruction-approach/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Wed, 05 Jul 2023 05:32:54 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 85 jun 2023]]></category> <category><![CDATA[Mathematics]]></category> <category><![CDATA[Differentiated instruction]]></category> <category><![CDATA[Classroom Perspectives]]></category> <category><![CDATA[Student engagement]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[Teachers' Conference]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21746</guid> <description><![CDATA[Designing a learning environment that can effectively accommodate the needs of different learners is a challenge that demands […]]]></description> <content:encoded><![CDATA[<p class="p1"><strong><em>Designing a learning environment that can effectively accommodate the </em></strong><strong><em>needs of different learners is a challenge that demands innovative strategies. </em></strong><strong><em>At <a href="https://www.boonlaysec.moe.edu.sg/" target="_blank" rel="noopener">Boon Lay Secondary School (BLS)</a>, the Mathematics department embrace </em></strong><strong><em>the transformative approach of Differentiated Instruction (DI) to tackle this </em></strong><strong><em>challenge head-on. Through DI, they address their students’ unique needs, </em></strong><strong><em>empower them through scaffolded tasks, and personalize their progress based on </em></strong><strong><em>individual readiness. A group of teachers from BLS share with us how they do it.</em></strong></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-1024x615.png" alt="" class="aligncenter wp-image-21999 size-large" width="640" height="384" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-1024x615.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-300x180.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-768x461.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22-1536x922.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/22.png 1563w" sizes="(max-width: 640px) 100vw, 640px" /></p> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW94671769 BCX0"><span class="NormalTextRun SCXW94671769 BCX0">Differentiation in the Math Classroom</span></span><span class="EOP SCXW94671769 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1> <p class="p1">At Boon Lay Secondary School (BLS), the teachers aspire to go beyond just equipping students with academic skills and knowledge; they also aim to cultivate students’ ability to learn through guided exploration and foster self-directed learning capabilities.</p> <p class="p1">In addition to that, flexibility is another inherent characteristic of the BLS Mathematics department where teachers continually adjust and refine their teaching practices within the given time and curriculum constraints. This adaptability allows them to effectively address their students’ varied and evolving needs, thus fostering an engaging and dynamic learning environment in the Math classroom.</p> <p class="p1">“Designing education around the average student fails to address the needs of all learners effectively,” shares Ms Haznita Jaafar, Senior Teacher/Mathematics. “By embracing Differentiated Instruction (DI), we are revolutionizing our classrooms into inclusive spaces where every student’s unique learning needs are catered for.”</p> <p class="p1">Through personalized instruction, scaffolded tasks and an emphasis on self-directed learning, students are equipped with the skills and knowledge necessary to thrive in their own unique learning journeys.</p> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW569314 BCX0"><span class="NormalTextRun SCXW569314 BCX0">Personalized Learning Experience</span></span><span class="EOP SCXW569314 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1> <p class="p1">Due to time constraints and other factors, some teachers tend to design learning environments based on what is recommended in textbooks. However, it is important to note that students should not be seen as one-dimensional; their learning dimensions typically vary greatly.</p> <p class="p1">Defined as an approach to teaching and learning that acknowledges and embraces the diverse needs, strengths, weaknesses, interests and learning styles of individual students, DI involves tailoring instructions to meet the various needs of each learner.</p> <p class="p1">According to Professor Carol Ann Tomlinson, a renowned thought leader in the education field, DI is a teacher’s response to learners’ needs, guided by the fundamental principles of differentiation. These principles include providing respectful tasks, implementing flexible grouping strategies, and continuously assessing and adjusting instruction based on student progress.</p> <p class="p1">The core idea behind DI is to recognize that students possess inherent differences in their readiness, interests and learning profiles. It rejects the notion of designing education solely around the average student, as this approach fails to effectively address the needs of all learners.</p> <h1><span class="NormalTextRun SCXW76910138 BCX0">A</span><span class="NormalTextRun SCXW76910138 BCX0"> Department-</span><span class="NormalTextRun SCXW76910138 BCX0">W</span><span class="NormalTextRun SCXW76910138 BCX0">ide </span><span class="NormalTextRun SCXW76910138 BCX0">Transformative Journey</span></h1> <p class="p1"><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></p> <div class="shortcode-block-quote-right" style="color:#999999"></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“For the past 2.5 years, we have been dedicated to implementing DI, going through a process of unlearning, learning and relearning about this approach.” </span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">–<em><strong>Haznita, </strong>on the team’s determination in implementing DI</em></span></p> <p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"></div> <p></span></p> <p class="p1">In 2021, the Mathematics Head of Department (HOD) spearheaded a transformative department-wide journey towards implementing DI. “For the past 2.5 years, we have been dedicated to implementing DI, going through a process of unlearning, learning and relearning about this approach,” Haznita shares.</p> <p class="p1">The first step taken by the department was to unanimously agree that Algebra was the most challenging topic to address. They recognized the need for a structured framework to guide their instruction, leading to the development of a worksheet template which ensures consistency in the learning experiences offered to all learners. To cater to the varying needs and abilities of students, three levels of questioning strategies were incorporated into the template.</p> <p class="p1">Standardizing teaching resources based on the principles of DI was another crucial initial step in enabling differentiation in every lesson. However, the department encountered gaps and challenges along the way. To address these gaps, they attended the Differentiated Instruction Made Practical (DIMP) course offered by the Harvard Graduate School of Education.</p> <p class="p1">The course is based on a four-step teacher decision-making framework which is a structured approach that empowers teachers to make precise and effective instructional decisions. Through this framework, teachers can remove guesswork from differentiation and ensure that adjustments align with measurable outcomes for their students.</p> <p class="p1">BLS Senior Teacher/Computer Applications, Ms Azlina Muslimin highlights, “It requires teachers like us to embrace agile thinking, allowing us to be flexible, adaptable, and responsive in our approach to teaching.”</p> <p class="p1">This framework helps teachers to make informed and deliberate instructional decisions, tailored to the unique needs of their students. It promotes a proactive and systematic approach to differentiation, ensuring that adjustments are aligned with student learning outcomes and contribute to their overall success.</p> <p class="p1">“As the course equipped us with the necessary tools and knowledge to adopt a more facilitative approach to teaching, our students at BLS are now guided to solve questions using scaffolding, self-help tools, and dashboard signals that assist us in identifying areas where adjustments are needed,” Haznita adds.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW101081570 BCX0"><span class="NormalTextRun SCXW101081570 BCX0">The Four-Step </span><span class="NormalTextRun SCXW101081570 BCX0">Teacher Decision-Making Framework</span></span><span class="EOP SCXW101081570 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1> <p class="p1" style="padding-left: 40px;">1. <i><strong>Teachers need to identify the adjustable parts of the lesson <span>–</span> OSCAR (Objective, Starting Position, Criteria, </strong></i><i><strong>Action Pattern, and Reflection). </strong></i>They define the objective/s they want students to achieve, assess the starting position of each student, establish criteria for success, determine the action pattern to be employed, and reflect on the effectiveness of previous decisions.</p> <p class="p1" style="padding-left: 40px;">2. <i><strong>Teachers carefully observe, listen and contemplate student learning. </strong></i>They gather evidence of student progress, identify areas of strengths and weaknesses, and assess the effectiveness of their current instructional strategies. This step allows teachers to gain valuable insights into student needs and informs their decision-making process.</p> <p class="p1" style="padding-left: 40px;">3. <i><strong>Teachers employ agile thinking by maintaining a focus on specific objectives. </strong></i>They analyse situations for evidence of CARR (Clarity, Access, Rigor and Relevance), and brainstorm potential choices for adjusting or differentiating instruction. This step encourages teachers to think critically and creatively, exploring various options to meet the diverse needs of their students.</p> <p class="p1" style="padding-left: 40px;">4. <i><strong>Teachers provide solutions through the SHOp (Structure, Help, Options) approach. </strong></i>To counter student dependence on teachers, they learn to adjust the structure of the lesson or learning environment, provide additional help resources or support, or offer options to students to enhance their learning experience. This step ensures that teachers address student needs effectively, fostering a more inclusive and engaging classroom environment.</p> </div> </div> <h1><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun MacChromeBold SCXW1986611 BCX0"><span class="NormalTextRun SCXW1986611 BCX0">Integrating OSCAR into Sustainable and Practical Resources</span></span><span class="EOP SCXW1986611 BCX0" data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></h1> <p class="p1">In order to make DI sustainable and practical in every lesson, the Mathematics department has taken deliberate steps to integrate the Four-Step Teacher Decision-Making framework into their teaching resources and materials. “We use OSCAR, along with the SHOp adjustments to enhance the effectiveness of our DI approach and ensure a comprehensive learning experience for our students,” Mathematics Teacher Ms Nur Aida Md Khalid explains.</p> <p class="p1">By integrating OSCAR into their resources, the department ensures that differentiation becomes an embedded and sustainable practice in every lesson. The clear lesson objectives, activation of prior knowledge, action-oriented tasks, clear criteria for success and reflection opportunities contribute to a comprehensive and effective DI approach. This approach promotes student engagement, autonomy and continuous growth, ultimately leading to improved learning outcomes for all students.</p> <p class="p1">Dr Todd Rose, current CEO of Populace and former Professor and Director of the Laboratory for the Science of Individuality at Harvard, once said, “There is no such thing as an average student.” As students have jagged profiles and vary on many dimensions of learning, it raises the importance and relevance of transforming our classrooms using the DI approach.</p> <p class="p1"> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <div style="font-weight: 400;"> <p paraid="1333560757" paraeid="{fed792ef-92c1-4786-a8fc-34dd0f7a0b8c}{185}"><strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US">Guide to Integrating OSCAR</span> </strong></p> </div> <div style="font-weight: 400;"> <p paraid="1998732916" paraeid="{fed792ef-92c1-4786-a8fc-34dd0f7a0b8c}{191}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>OSCAR is adopted into BLS Mathematics teaching resources and materials as part of the department’s efforts to make DI sustainable. Below describes the five steps taken to integrate the framework:</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <div> <ol> <li style="list-style-type: none;"> <ol role="list" start="1"> <li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>The department </span><span>provides</span><span> clear and concise lesson </span><span>objectives</span><span>, setting a focal point for each lesson. This helps students understand the purpose and direction of their learning.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> <p></span></li> <li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Teachers design a starting position that activates students’ </span><span>prior </span><span>knowledge and </span><span>provides</span><span> a marker to measure their learning progress. They incorporate various activities and multimedia resources to engage students and promote active participation.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> <p></span></li> <li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Teachers </span><span>establish</span><span> clear criteria for success by </span><span>providing</span><span> a range of tiered questions and a structured approach to differentiate the learning experience. This includes dividing questions into “must-haves” and “amazing” categories, allowing students at </span><span>different levels</span><span> to be appropriately challenged. <p></span></span></li> <li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>The department creates an action pattern by transitioning students into activity sessions, such as group learning routines or individual task work. This fosters a sense of autonomy and allows students to apply their knowledge and skills. To </span><span>provide</span><span> </span><span>additional</span><span> support, teachers may include helpdesk videos within the worksheets to </span><span>support</span><span> students who </span><span>require</span><span> </span><span>assistance</span><span>.</span></span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> <p></span></li> <li data-leveltext="%1." data-font="Arial" data-listid="2" data-list-defn-props="{"335552541":0,"335559684":-1,"335559685":720,"335559991":360,"469769242":[65533,0],"469777803":"left","469777804":"%1.","469777815":"hybridMultilevel"}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1" role="listitem"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>The department encourages reflection as an integral part of the learning process. This can be done through simple surveys or concise quizzes at the end of the lesson. Reflection allows students to evaluate their thinking and assess any changes, challenges, or additions to their understanding during the lesson.</span></span></li> </ol> </li> </ol> </div> </div> </div> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2023/07/05/transforming-the-classroom-with-differentiated-instruction-approach/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Digital Literacy to Empower Lower-Tracked Learners</title> <link>https://singteach.nie.edu.sg/2020/04/02/issue72-research2/?utm_source=rss&utm_medium=rss&utm_campaign=issue72-research2</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Thu, 02 Apr 2020 03:24:28 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 72 mar 2020]]></category> <category><![CDATA[Future of Teaching and Learning]]></category> <category><![CDATA[Digital literacy]]></category> <category><![CDATA[Low attainers]]></category> <category><![CDATA[Lesson observation]]></category> <category><![CDATA[School-based curriculum development]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[ICT]]></category> <category><![CDATA[Leadership support]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13954</guid> <description><![CDATA[The Singapore education system is designed with the consistent goal of leaving no child behind. This means it […]]]></description> <content:encoded><![CDATA[<p><strong><i>The Singapore education system is designed with the consistent goal of leaving no child behind. This means it is crucial that schools recognize and acknowledge that every student is different and requires varied teaching methods in order to attain their maximum potential. One NIE Research Scientist also feels that much more could be done for students in the Normal (Technical) stream, especially in the development of their 21st century competencies. He shares more about how his current research study hopes to empower lower-tracked students with these competencies in ways that are accessible for everyone – all through putting digital literacy in their hands.</i></strong><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“When my research team and I think about students from the Normal (Technical) (NT) stream, we find that they seem to have fewer learning opportunities in school compared to students in other streams,” </span><span data-contrast="none"><a href="https://www.nie.edu.sg/profile/robert-santiago-de-roock" target="_blank" rel="noopener noreferrer">Dr Roberto de Roock</a> </span><span data-contrast="none">, a Research Scientist with the </span><a href="https://www.nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener noreferrer"><span data-contrast="none">Office of Education Research</span></a><span data-contrast="none"> at <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE</a>. </span></p> <p><span data-contrast="none">The reason for this observation is simple: The NT curriculum is much more remediated and constrained in that it is much more simplified, he explains. As such, Roberto wants to investigate the extent of these studen</span><span data-contrast="none">ts’ learning potential when they are presented with the appropriate and relevant experience in (and out of) classrooms. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><img loading="lazy" class="aligncenter wp-image-14027 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-300x199.jpg" alt="" width="300" height="199" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-300x199.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-1024x678.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-768x509.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-1536x1017.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-2048x1356.jpg 2048w" sizes="(max-width: 300px) 100vw, 300px" /></p> <h1>Defining Digital Literacy<span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></h1> <p><span data-contrast="none">Being a former secondary school digital literacy teacher himself, Roberto embarks on a research project that studies digital literacies as 21st century competencies among NT students. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“We think about literacy as less of a technical skill but more of a social practice and as something that is embedded in day-to-day life,” Roberto explains. “In terms of digital literacy, we look at it as an additional way of meaning-making. Building digital literacy in these students will allow us to look at the potential that they can have.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Digital literacy is increasingly being identified as a formal educational goal. It is a broad and holistic concept that embraces much more than the functional information technology (IT) skills that students need to survive in a digital society. </span><span data-contrast="none">D</span><span data-contrast="none">igital literacy is not merely about </span><span data-contrast="none">making digital tools available. It’s about creating an authentic learning context using digital devices which</span><span data-contrast="none"> students can make meaning from</span><span data-contrast="none">. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">This authentic</span><span data-contrast="none"> learning context </span><span data-contrast="none">may</span><span data-contrast="none"> almost immediately</span><span data-contrast="none"> also encourage</span><span data-contrast="none"> creativity, critical thinking, collaboration and learning independence, to name a few. These are the skillsets which we often refer to as 21st century competencies.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Why is Digital Literacy Critical for the Future?</div> <div class="message-box-content"> <p><span data-contrast="none">When we think of digital literacy, we tend to think of it as technical skills such as the ability to communicate and find information through the use of technology. But is that all digital literacy is about and why is it important for young students to have?</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“We look at digital literacy as a social practice that is embedded in day-to-day life instead of a technical skill. Within the field of learning sciences, we think of it as an additional way of meaning-making,” explains NIE Research Scientist Dr Roberto De Roock.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">In other words, digital literacy is less about the tools and technical skills, and more about the communicative opportunities it can offer to individuals. “Digital literacy can transform the way we think and act,” he adds. Roberto notes that it can open up endless possibilities for learners today and in the future, especially for lower-achieving ones. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Also according to one <a href="https://www.gse.harvard.edu/" target="_blank" rel="noopener noreferrer">Harvard Graduate School of Education</a> professor <a href="https://www.gse.harvard.edu/faculty/fernando-reimers" target="_blank" rel="noopener noreferrer">Fernando Reimers</a>, digital literacy is a linchpin of many other competencies such as effective communication and critical thinking (Doyle, 2016), which are 21st century competencies identified by the <a href="https://www.moe.gov.sg/" target="_blank" rel="noopener noreferrer">Ministry of Education</a>, Singapore.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">As such, digital literacy is key to a learner’s success in school and later lifelong improvement as it helps them to think critically, creatively and collaboratively “We all need a certain level of digital literacy in order to be active, productive and effective individuals,” Roberto shares. “Furthermore, equipping students with digital literacy today helps develop their worldviews for the future.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><b><span data-contrast="none">Reference</span></b><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Doyle, H. B. (2016, November) How to thrive in the 21st century. </span><i><span data-contrast="none">Usable Knowledge</span></i><span data-contrast="none">. Retrieved from: https://www.wired.com/2014/09/digital-literacy-key-future-still-dont-know-means/</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559685":720,"335559738":240,"335559739":240,"335559740":360,"335559991":720}"> </span></p> </div> </div> <h1>Building Students’ Confidence with Digital Literacy<span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></h1> <p><span data-contrast="none">Roberto’s project aims to provide mentorship to lower-tracked students and opportunities for them to create things that they see value in through the use of digital tools. However, Roberto again stresses that building digital literacy is more than just about providing them with the physical tools.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“It isn’t so much about giving students the tools,” he shares. “It is really about giving them the mentorship and opportunities to create things that they feel are important to them. So, along with the right tools, I leave the creative options and possibilities open to them. One group of students took this opportunity to advocate for their rights through creating a video.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">The research team further observes that when these students are provided with the right space and opportunities, they are enabled to do more creative, collaborative and critical work. Citing another example, Roberto shares the story of a student who has failed the PSLE examinations twice.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“This student is seen as the ‘kid failing in school’ but in the span of an hour, he managed to create a very nice video that could be posted online immediately,” Roberto adds. “When this student is placed in the right context, he is actually very capable of creating things that are valuable to his life and the community.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p align="LEFT"> <div class="shortcode-block-quote-center" style="color:#999999"> <p align="LEFT">“<span data-contrast="none">It is really about giving [students] the mentorship and opportunities to create things that they feel are important to them. So, along with the right tools, I leave the creative options and possibilities open to them. One group of students took this opportunity to advocate for their rights through creating a video</span>.”</p> <p align="LEFT"><em>– <strong>Roberto, </strong>explaining that building digital literacy is more than just about providing them with the physical tools<br /> </em></p> </div> <h1>Shifting Mindsets and Syllabus<span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></h1> <p><span data-contrast="none">During the span of his research study which is set to be completed in June 2020, Roberto found that this group of students not only has potential to excel in school but is in fact also capable of critical and creative work much like their higher-scoring counterparts.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">He believes that this is mostly due to the nature of the school he was working with in particular. “This school specializes in lower-achieving students,” he shares. “The syllabus is very well thought-out and it encourages independence and self-directed learning through a non-structured and non-didactic curriculum.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">For Roberto, this finding is important and powerful in that it suggests a need for other schools to consider a shift in their Normal (Technical) syllabus to provide their lower-</span><span data-contrast="none">tracked</span><span data-contrast="none"> students with the space and opportunity to do more creative and critical work through digital literacy. However, one of the challenges in this is the mindset shift that is required for it to happen. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“It is crucial that we re-look at the way we structure the curriculum in order to allow these students to progress in terms of creative, collaborative and critical thinking,” he explains. “But when teachers think that their students cannot gain from it for a number of reasons, such learning opportunities may not be possible to implement at all.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Beyond a mindset shift, Roberto adds that for a school to successfully support their lower-scoring students, there must also be strong leadership support. This is even more so for schools that tend to focus on student discipline over dynamic teaching, and academic excellence over 21st century competencies development.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“This gives teachers more teaching constraints and as such, it is vital that school leaders provide them with the support they require in order for shifts to happen. In the case of the school I am working with in my research, there is no way their students can benefit from the curriculum if not for the school principal’s strong support,” Roberto concludes.</span></p> ]]></content:encoded> </item> <item> <title>Engaging in Argumentation in Class</title> <link>https://singteach.nie.edu.sg/2016/07/14/issue57-classroom04/?utm_source=rss&utm_medium=rss&utm_campaign=issue57-classroom04</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Thu, 14 Jul 2016 03:10:07 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 57 jun 2016]]></category> <category><![CDATA[Argumentation]]></category> <category><![CDATA[Classroom Perspectives]]></category> <category><![CDATA[21st century competencies]]></category> <category><![CDATA[Metacognition]]></category> <category><![CDATA[Questioning techniques]]></category> <category><![CDATA[Inquiry-based learning]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[Teachers' Conference]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=10039</guid> <description><![CDATA[Teaching students the art of argumentation is one way to help nurture 21st century dispositions and future readiness […]]]></description> <content:encoded><![CDATA[<p><em><strong>Teaching students the art of argumentation is one way to help nurture 21st century dispositions and future readiness – skills necessary in an increasingly complex world. How can this be applied across disciplines? We find out more from three SOTA teachers.</strong></em></p> <h1>Argumentation Across Disciplines</h1> <p>Different disciplines require different teaching approaches. In Math, teachers help students make sense of the problem and make use of structure or repeated reasoning. In Science, students define the problem, carry out investigations, interpret data, and make evidence-based conclusions. In the Humanities, they read complex texts, and come to understand other perspectives and cultures through reading, listening and collaboration.</p> <div id="attachment_10072" style="width: 310px" class="wp-caption alignright"><img aria-describedby="caption-attachment-10072" loading="lazy" class="wp-image-10072 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2016/07/sota_for_web-300x176.jpg" alt="" width="300" height="176" /><p id="caption-attachment-10072" class="wp-caption-text">(From left) Ms Pang Soh Lian, Ms Toh Bee Leng and Mr Edmund Song want to help students develop argumentation skills in the classroom.</p></div> <p>What, then, lies at the centre of these three disciplines?</p> <p>“The centrality of the thinking across these disciplines lies in argumentation,” says <a href="https://www.sota.edu.sg/about-us/our-people/management-team/edmund-song" target="_blank" rel="noopener noreferrer">Mr Edmund Song</a>, Dean, Curriculum, <a href="https://www.sota.edu.sg/" target="_blank" rel="noopener noreferrer">School of the Arts</a> (SOTA). “Argumentation in the classroom implies there is reasoning, thinking and evidence of engagement.”</p> <p>Argumentation as a concept can be rather abstract. It is the process of developing an argument involving a group of statements, based on premises that are meant to provide support for a conclusion. Argumentation helps students arrive at a conclusion that is evidence-based.</p> <p>But how does one apply argumentation in the classroom? For Edmund and two other SOTA teachers <a href="https://www.sota.edu.sg/about-us/our-people/teaching-staff/faculty-of-humanities-of-social-sciences/toh-bee-leng" target="_blank" rel="noopener noreferrer">Ms Toh Bee Leng</a> and <a href="https://www.sota.edu.sg/about-us/our-people/teaching-staff/faculty-of-mathematics/pang-soh-lian-subject-head" target="_blank" rel="noopener noreferrer">Ms Pang Soh Lian</a>, it is all about making every child’s thinking visible.</p> <h1>Framework to “Think”</h1> <p>Thinking is not always as straightforward as we think.</p> <p>“If you tell students to ‘think about it’, they may not know how to approach that question or concept to reach a conclusion,” shares Soh Lian, a Math teacher.</p> <p>As students may feel at a loss if teachers were to ask questions they do not know how to answer, it is important that teachers give them a safe classroom environment, and ask questions that act as scaffolds.</p> <p>Teachers may not always know intuitively how to do that, says Soh Lian. “We therefore need a framework to guide us, and Paul’s Wheel of Reasoning is one good example.” (see box story below)</p> <p>In guiding these students to think visibly, the SOTA teachers adopt different methods.</p> <h2>Rich Questioning</h2> <p>“In the Physics class that I taught in the US, every student was a peer facilitator,” shares Edmund. “They went through the process of argumentation and rich questioning, verifying alternative conceptions and diverse points of views before arriving at a final conclusion.”</p> <p>In his class, Edmund used “whiteboarding” as a platform for students to make their thinking and conceptions visible. The humble whiteboard allowed students to confront their own conceptions and give feedback to other students.</p> <p>“In the process of receiving feedback from each other, students collaborate,” says Edmund. “And such collaboration and rich questioning is needed to elicit evidence of understanding from the students.”</p> <div class="shortcode-block-quote-center" style="color:#999999"> <p>In the process of receiving feedback from each other, students collaborate and such collaboration and rich questioning is needed to elicit evidence of understanding from the students.</p> <p>– <strong><em>Edmund Song,</em></strong> Dean (Curriculum), School of the Arts</p> </div> <h2>Slow Looking, Deep Understanding</h2> <p>Bee Leng, a Humanities teacher, believes in using artful thinking strategies in the classroom to facilitate thinking. One such strategy is “Slow Looking, Deep Understanding”.</p> <p>Slow Looking, Deep Understanding means taking the time to carefully observe more than what meets the eye, and thinking through what goes on beneath the surface, explains Bee Leng.</p> <p>“The purpose is to uncover the complexity of things, and help students learn how to pace inwards, by asking questions like ‘Who are we in relation to what we look at?’, ‘What do we choose to engage in?’, and ‘How do we navigate, react, and respond accordingly?’”</p> <p>For example, in teaching her students about the poverty cycle, Bee Leng used a cartoon that she thought would appeal to the Visual Arts students.</p> <p>“I would ask students what they think is going on based on their interpretation of the cartoon, give them 3 to 5 minutes to think, jot down their thoughts, and then share with one another in class,” says Bee Leng.</p> <p>This was followed by asking the students to make a claim about the observation, and looking for evidence to support their claims.</p> <p>The next stage involved students challenging their own thinking by asking questions relating to their claims (e.g., can this poverty cycle be broken, and how?). This allows students to challenge the validity of their claims.</p> <p>“When students are trained to think from both sides of an argument, they also think about evidence and reasons why they make those statements,” says Bee Leng, who finds this exercise useful in the Humanities classroom.</p> <div class="shortcode-block-quote-center" style="color:#999999"> <p>When students are trained to think from both sides of an argument, they also think about evidence and reasons why they make those statements.</p> <p>– <strong><em>Toh Bee Leng,</em></strong> School of the Arts</p> </div> <h2>Perspective Thinking</h2> <p>Another strategy Bee Leng uses in the classroom is perspective thinking.</p> <p>On the topic of migration, Bee Leng asked students: “What is migration? What do you think about migration? Who are the people interested in migration?”</p> <p>She showed them a photograph of migrants and invited them to look at migration from a different perspective, such as that of a migrant, authority figure, a child or the photographer who took the picture.</p> <p>For Bee Leng, the real voyage of discovery consists not in seeking new landscapes but having new eyes, or looking at issues from various lenses.</p> <p>“Doing this helps students expand their range of experiences, evaluate assumptions, review their own cultural beliefs, and understand how their beliefs and past experiences can influence their reasoning and behaviour,” shares Bee Leng.</p> <p>And with such scaffolds in place to enhance the spirit of questioning and dialoguing in the classroom, the SOTA team believes that students will be well on their way to creating meaningful knowledge.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Elements of Productive Thinking</div> <div class="message-box-content"> <p>Richard Paul’s Wheel of Reasoning provides eight elements of productive thinking. The process is to consider a problem or concept, and move through each component in a meaningful way.</p> <p>In teaching the Math topic of the relationship between discriminants and roots, the following questions can be considered:</p> <ol> <li><strong><strong>Purpose</strong></strong>: To teach the relationship between discriminants and the types of roots in a quadratic equation.</li> <li><strong><strong>Question</strong></strong>: What is a discriminant? What is the implication in studying the different types of roots?</li> <li><strong><strong>Information</strong></strong>: What types of information, data or facts have you come across and learned? How is the information relevant?</li> <li><strong><strong>Interpretation and Inference</strong></strong>: What evidence do you have and how do we infer about the types of roots?</li> <li><strong><strong>Concepts</strong></strong>: What kinds of key concepts are involved here?</li> <li><strong><strong>Assumptions</strong></strong>: Are claims made simply assumptions or supported by evidence? (In Math, assumptions are not usually questioned.)</li> <li><strong><strong>Implications & Consequences</strong></strong>: Are the more complicated claims supported by evidence or certain concepts? What implications can we derive about the interaction between a quadratic function and a linear function? What kind of conclusion can be made when a quadratic graph is definite positive or negative?</li> <li><strong><strong>Point of View</strong></strong>: Whose point of view is represented? Do I present the argument from a geometrical or algebraic point of view?</li> </ol> <p>Having broken down the abstract notion of argumentation into bite-sized, digestible forms, Edmund, Bee Leng and Soh Lian are confident this method can work across disciplines.</p> <p>“Educators need courage in order for argumentation to happen in the classroom,” shares Edmund. “It doesn’t just happen in a vacuum.”</p> <p>Indeed, when students probe and think deeply for themselves, the quality of inquiry is so much more powerful.</p> </div> </div> ]]></content:encoded> </item> <item> <title>Customizing Learning</title> <link>https://singteach.nie.edu.sg/2014/07/01/issue49-classroom01/?utm_source=rss&utm_medium=rss&utm_campaign=issue49-classroom01</link> <comments>https://singteach.nie.edu.sg/2014/07/01/issue49-classroom01/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Tue, 01 Jul 2014 07:13:14 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 49 jul / aug 2014]]></category> <category><![CDATA[Teachers' Conference]]></category> <category><![CDATA[Classroom Perspectives]]></category> <category><![CDATA[Curriculum design]]></category> <category><![CDATA[Secondary school]]></category> <category><![CDATA[Understanding by Design]]></category> <category><![CDATA[Experiential learning]]></category> <category><![CDATA[Outdoor education]]></category> <category><![CDATA[School-based curriculum development]]></category> <category><![CDATA[Learner preferences]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[Science]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=8543</guid> <description><![CDATA[School-based curriculum innovation is no easy task. We talk to a team of Science teachers who has collectively […]]]></description> <content:encoded><![CDATA[<p><i><strong>School-based curriculum innovation is no easy task. We talk to a team of Science teachers who has collectively designed a customized curriculum for their Normal (Technical) students.</strong> </i></p> <p>There is never a boring day at <a href="https://www.crestsec.edu.sg/" target="_blank" rel="noopener noreferrer">Crest Secondary School</a>, says Mr Adrian Tay, Head of Department of Math and Science.</p> <p>Set up by MOE, Crest Secondary is the first school in Singapore to specialize in educating Normal (Technical) (NT) students. To date, they have around 400 students. By 2016, that number will double. “You can imagine that it is an exciting place to work in!” says Adrian.</p> <p>The school has a clear purpose and mission: to transform students into confident individuals who are empowered to realize their dreams.</p> <p>“We know our students have certain learning needs and interests,” says Adrian, “so our mission is to provide a caring and creative learning environment that customizes authentic learning experiences, and equips them for academic progression and employment.”</p> <p>To fulfil that mission, the Science team designed their curriculum based on four theoretical influences.</p> <h1>Fixed versus Growth Mind-set</h1> <div id="attachment_8580" style="width: 360px" class="wp-caption alignright"><img aria-describedby="caption-attachment-8580" loading="lazy" class="size-full wp-image-8580 " src="https://singteach.nie.edu.sg/wp-content/uploads/2014/07/Classroom_Crest_01_for_web.jpg" alt="" width="350" height="240" /><p id="caption-attachment-8580" class="wp-caption-text">The team of Science teachers consists of (from left) Adrian Tay, Ong Kwang Wei and Noor Khairin.</p></div> <p><i>Your intelligence is fluid. It can be developed through effort and learning. </i></p> <p>Which statement do you believe in? According to Stanford University psychologist Carol Dweck, if you had chosen the first one, you probably have a fixed mind-set. If you went with the second, you have a growth mind-set. And what you believe in will drive your behaviour.</p> <p>For example, people with different mind-sets will aim for different goals.</p> <p>“Those with a fixed mind-set have performance as their goal. They go for grades,” explains Adrian. “However, for those with a growth mind-set, the goal is learning.”</p> <p>The way they react to stress and failure will differ as well. “Sometimes, a student with a fixed mind-set may not want to try a second time after failing once,” Adrian says.</p> <p>“To them, it would seem pointless, since they see failure as a measurement of their intelligence or ability, which they believe is an entity that cannot change. Refusing to put in the effort to try harder can also be a face-saving tactic.”</p> <p>Those with a growth mind-set will focus on learning from experience and becoming better. This kind of mind-set is what teachers at Crest want their students to have. “We don’t want our students to be defined by their past results or failures, or what they think they’re not good at,” explains Adrian.</p> <h1>The State of Flow</h1> <p>If you give your students an easy problem, they will soon become bored. But get them to solve something too challenging, and they may turn anxious.</p> <p>There is a “delicate, tricky balance” between students’ skills and the given challenges that teachers have to maintain in the classroom, says Adrian. If they get it right, students will become engaged, and even enter a state of <i>flow</i>.</p> <p>The psychologist Mihaly Csikzentmihalyi coined the term to describe a state where people enjoy and are fully immersed in an activity. Distractions are typically ignored and time seems to stand still.</p> <h1>Zone of Proximal Development</h1> <p>Developmental psychologist Lev Vygotsky developed the concept of the Zone of Proximal Development (ZPD) to describe the zone between what a student can do independently and what he or she can achieve with help.</p> <p>“How do we help students get from where they currently are to the next level?” Adrian asks. It is through scaffolding, or guidance from a more knowledgeable other, such as a teacher.</p> <p>Adrian sees a convergence of a growth mind-set, the state of flow and ZPD, as they all assume the possibility of growth, facilitated by teachers who strike the right balance between challenge and skills through thoughtful curriculum design. These teachers provide the necessary scaffolding to help their students achieve success.</p> <h1>Understanding by Design<b><i> </i></b></h1> <p>Understanding by Design is a framework for educational planning developed by two education experts Grant Wiggins and Jay McTighe. The first step requires teachers to identify the desired results. Then, they need to determine what would be acceptable evidence to answer the question: “How will we know if students have achieved the desired results?” Finally, teachers plan the learning experiences and instruction.</p> <p>“In a nutshell, start with the end in mind,” Adrian says. And from there, work backwards. Working on this process is a team effort, and all the teachers take ownership over curriculum design.</p> <h1>Main Features of Assessment Tasks</h1> <p>Influenced by these theories, Adrian and his team designed the Secondary 1 Science curriculum for their students. Projects and practical assessments make up 40% of their final Science grade</p> <p>The assessment tasks the teachers came up with share three common features.</p> <h2>1. Performance Tasks</h2> <p>To assess student understanding, and to give their students learning experiences that are both hands-on and “minds-on”, Adrian and his team created performance tasks. which they hope would create the need to learn, and hence motivate learning.</p> <p>“According to Wiggins and McTighe, understanding is revealed in performance. Compared to pen-and paper tests, a performance task is a more complex, authentic and unstructured form of assessment that yields tangible products and performances. Ideally, they should be realistically contextualized,” Adrian explains (Find out about their performance tasks in the box story below).</p> <p>To ensure a balance between challenge and skills, the difficulty of the tasks had to be carefully calibrated. Clear scaffolding was also crucial.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Performing a Task</div> <div class="message-box-content"> <p>To teach students about forces and simple machines, Adrian and his team created <i>Project Weightlifter</i>. They gave students a scenario: <i>Imagine you are living in a village. The bucket of the only well in the village has fallen into the well! Work with your team to lift the bucket out of the well.</i></p> <p>Based on what they had learned about simple machines, the students were expected to design and build a contraption using the materials provided, such as poles, twine and pulleys.</p> <p>Another performance task that the teachers designed was related to nutrition. After learning about the various food groups, like carbohydrates, fats and proteins, students were asked to create set lunch menus for the school’s bistro, which is expected to be open by the end of this year.</p> <p>See pictures of pupils’ work in the gallery below.</p> <p>[slideshow id=15]<br /> Photos courtesy of Crest Secondary School</p> </div> </div> <h2>2. Scaffolding</h2> <p>Scaffolding can take many forms, including benchmark lessons, which Krajcik et. al. (1999) described as lessons in which students do not learn concepts for the sake of learning them, but instead to help them understand and find solutions to the driving question of a project. Teachers need to help students see how these lessons connect to their project.</p> <p>A template that provides structure for students can be very useful, as are examples of good work.</p> <p>Adrian’s team also works with other departments so that the knowledge and skills learned in different subjects could be used in tandem for a single project (e.g., ICT skills to do online searches and create Google presentations).</p> <h2>3. Showcase</h2> <p>To celebrate and affirm students’ successes, platforms are created to showcase excellent work.</p> <p>In the case of <i>Project Weightlifter</i>, the team that built the best contraption (which involved a combination of a wheel and axle system and a compound pulley system) was invited to present and demonstrate their contraption to their peers during assembly.</p> <p>As for the nutrition project, the teachers selected the best teams to present their set lunch menus to the school. Students and teachers then voted for their favourite menus. The teams with the most votes got to work with teachers from the school’s Retail and Hospitality Department to prepare the meal for their school leaders.</p> <h1>Every Student Matters</h1> <p>“At Crest, we believe that every student matters. They are all valuable and important to us. And they all can learn.” Because of such beliefs, Adrian and his colleagues are working hard to align their curriculum to their students’ needs.</p> <p>Ultimately, they hope to see their students graduate and live out the school motto: “Empowered to Realize My Dreams”.</p> <p><strong>Reference</strong></p> <p>Krajcik, J., Czerniak, C., & Berger, C. (1999). <i>Teaching children science: A project-based approach</i>. Boston, MA: McGraw-Hill College.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2014/07/01/issue49-classroom01/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Creating a Good Learning Environment</title> <link>https://singteach.nie.edu.sg/2014/05/05/issue48-research02/?utm_source=rss&utm_medium=rss&utm_campaign=issue48-research02</link> <comments>https://singteach.nie.edu.sg/2014/05/05/issue48-research02/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Mon, 05 May 2014 05:35:30 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 48 may / jun 2014]]></category> <category><![CDATA[Classroom communication]]></category> <category><![CDATA[Motivation]]></category> <category><![CDATA[Educational psychology]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Classroom relationship]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[Self-determination theory]]></category> <category><![CDATA[Teacher-student relationship]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=8240</guid> <description><![CDATA[For teachers, creating a learning environment where students become self-motivators requires some thought and time, but the students […]]]></description> <content:encoded><![CDATA[<p><strong><i>For teachers, creating a learning environment where students become self-motivators requires some thought and time, but the students will enjoy the lessons more, and work harder too. </i></strong></p> <p>“Teachers, being professionals, will always seek better outcomes for students,” says <a href="https://www.nie.edu.sg/profile/chew-wai-cheong-eugene">Assistant Professor Eugene Chew</a> of NIE’s <a href="https://www.nie.edu.sg/physical-education-and-sports-science/about-pess">Physical Education and Sports Science Academic Group</a>.</p> <p>For his project on motivation in Physical Education (PE) lessons, Eugene is looking at students’ perceptions of how their PE teachers relate to them. This has an effect on whether they enjoy PE, and how much effort they are willing to put into their lessons.</p> <h1>Conditional Regard from Teachers</h1> <p><img loading="lazy" class=" wp-image-8339 alignright" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2014/05/Research_Eugene2_for_web.jpg" width="196" height="296" />To Eugene, motivation is an intriguing part of human behaviour. This is because different individuals could be motivated for very different reasons. In his study, he looks at the “conditional regard” that PE teachers give their students.</p> <p>Conditional positive regard reflects the approval that a teacher shows to students who meet expectations, such as more demonstrations of warmth and appreciation than usual.</p> <p>Conditional negative regard is the opposite, when those who do not perform to expectations receive less attention and affection than usual.</p> <p>Previous research has shown that parents’ use of conditional positive regard is associated with negative outcomes.</p> <p>Why is this so? Eugene says that some students who receive such appreciation and affection are driven by motivation that is controlled and extrinsic. In other words, they feel that they are doing what someone else wants them to do, and not doing it because they want to.</p> <p>“If the students feel they are being controlled in terms of what they do, it’s not really up to them and they don’t see it as important or see the value in it,” Eugene says. Hence, he thought that PE teachers’ use of conditional positive regard will also be linked to negative outcomes.</p> <div class="shortcode-block-quote-right" style="color:#999999"> <p>It’s about creating a good learning environment where students will be able to be at ease and able to learn.</p> <p>– <strong><em>Eugene Chew,</em></strong> Physical Education and Sports Science Academic Group</p> </div> <p>Instead, what he found was students who perceive conditional positive regard from teachers during PE lessons were more interested and put in more effort. What could explain this?</p> <p>Students did feel they were being told what to do, and experienced mixed feelings about teachers’ use of conditional positive regard. But they generally felt positive about the approval and attention shown by their teachers.</p> <h1>Setting the Right Tone</h1> <p>There are other things teachers can do to motivate their students. to To help them become self-motivating learners, teachers must set the right tone for their lessons. “It’s about creating a good learning environment where students will be able to be at ease and able to learn,” says Eugene.</p> <p>“We’re talking about encouraging learning and engaging students better,” he continues. “It’s the whole manner in which they communicate with students, including body language and the tone of their voice.”</p> <p>Besides this, Eugene also advises teachers to let students know why their PE lessons are planned in a certain way to help them understand what they can get out of it.</p> <h1>Meeting Students’ Psychological Needs</h1> <p>When doing lesson plans, teachers often work with the learning outcomes in mind. But they could also think of student motivation as a goal.</p> <p>Eugene says that according to self-determination theory, everyone has three psychological needs that need to be fulfilled for them to feel motivated. Teachers can aim to meet students’ needs for autonomy, competency and relatedness as part of the lessons.</p> <h2>Need for autonomy</h2> <p>The need for autonomy is the need to have a sense of volition in one’s action. Presenting choices to students can help support this need. In a PE lesson, teachers can craft an activity where students are given choices instead of having every student do an activity in a specified way. Or teachers can ask students to choose from three pre-planned sports activities they would like to engage in.</p> <p>Giving students a choice is a powerful way of giving them agency in their learning, motivating them to look forward to the next activity of their choice.</p> <h2>Need for competency </h2> <p>The need for competency is the need to experience mastery over one’s environment. For students, it may mean being able to master a certain skill or content. Eugene talks about how there are two types of goals that teachers can set for students: mastery and performance goals.</p> <p>Mastery goals make people want to learn, while performance goals encourage competition. For example, teachers can get students to either better their own timing in running or make them race against their peers and then compare performances.</p> <p>Becoming competent is a great motivator for students to continuously improve their mastery of a skill or an area of knowledge.</p> <h2>Need for relatedness</h2> <p>The need for relatedness is a basic need to belong or be cared for. For this, teachers can strive to promote positive interactions with and among students.</p> <p>Getting students into groups and asking them to work together for a common goal is one good way to establish relatedness.</p> <h1></h1> <h1>Motivating the Unmotivated</h1> <h1><img loading="lazy" class=" wp-image-8338 alignleft" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2014/05/Research_Eugene1_for_web.jpg" width="280" height="186" /></h1> <p>In every class, there will always be students who feel unmotivated. How can a teacher help such individuals?</p> <p>“You will look at the next level of engagement,” says Eugene, referring to the interactions a teacher can have with them outside of lesson time.</p> <p>It might be a one-to-one talk after class, during recess or even along the corridor. That is when the teacher can understand more about a student’s background.</p> <p>Even just asking the student, “How was your game yesterday?” can go a long way in building teacher-student bonds.</p> <p>There is a lot more that can be done to motivate students. Eugene thinks that the work researchers do will be helpful for both policymakers and educators.</p> <p>“I would love to speak and interact more with educators, especially school leaders,” says Eugene. “There are findings that are already there that can be used straight away. If there are more interactions that exist (among the researchers and educators), that’d be great!”</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2014/05/05/issue48-research02/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> </channel> </rss> <!-- Performance optimized by W3 Total Cache. Learn more: https://www.boldgrid.com/w3-total-cache/ Served from: singteach.nie.edu.sg @ 2025-02-22 20:10:02 by W3 Total Cache -->