<?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>Self-regulated learning – SingTeach | Education Research for Teachers | Research within Reach</title> <atom:link href="https://singteach.nie.edu.sg/topic/self-regulated-learning/feed/" rel="self" type="application/rss+xml" /> <link>https://singteach.nie.edu.sg</link> <description></description> <lastBuildDate>Fri, 26 Jul 2024 03:11:29 +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>Navigating Blended Learning: Insights from Students’ Experiences</title> <link>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/?utm_source=rss&utm_medium=rss&utm_campaign=navigating-blended-learning-insights-from-students-experiences</link> <comments>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Sun, 21 Jul 2024 02:02:45 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[issue 89 jun 2024]]></category> <category><![CDATA[Issues]]></category> <category><![CDATA[Student learning]]></category> <category><![CDATA[Teaching practices]]></category> <category><![CDATA[Student voice]]></category> <category><![CDATA[Feedback]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Redesigning Pedagogy International Conference]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Blended learning]]></category> <category><![CDATA[ICT]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23324</guid> <description><![CDATA[Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat, Centre for Pedagogical Research and Learning, Raffles Girls’ […]]]></description> <content:encoded><![CDATA[<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW59360027 BCX0"><span class="NormalTextRun SCXW59360027 BCX0"><strong><em>Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat,</em> <a href="https://perl.rgs.edu.sg/homepage/announcements/annon4/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning</a>, <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a>,</strong> <span lang="EN-MY"><b><i>for</i></b><b><span> </span></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><span> </span></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a></span></span></span><span class="EOP SCXW59360027 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> <div id="attachment_23470" style="width: 460px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23470" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg" alt="" class="wp-image-23470" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-23470" class="wp-caption-text">The team comprises (from left) Azahar Noor, Hafizah Jumat, Tan Yin Lai, Tan Yen Chuan, Mary George Cheriyan and Lucille Yap (not in picture).</p></div> <div style="font-weight: 400;"> <p paraid="4" paraeid="{d7e102d5-6c62-4e44-bb55-9037136bd9bf}{254}"><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Have you ever wondered what students really think about blended learning? Or how their experiences can enhance our teaching practices? </span> </strong></em><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">In this article, Ms Tan Yen Chuan and Ms Hafizah Jumat, from the </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School</a> <a href="https://perl.rgs.edu.sg/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning </a>(PeRL)</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">share insights from a study on students’ perceptions and experiences of blended learning which involved a survey of over 500 students and focus group discussions conducted with approximately 20 students from a secondary school.</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">This article highlights both good practices and areas where teachers can better understand and support students in their blended learning journey.</span> </strong></em></p> </div> <div style="font-weight: 400;"> <h1 paraid="5" paraeid="{7a03c4b6-17c1-4a3e-a139-f8a7a9686aef}{5}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW75453431 BCX0"><span class="NormalTextRun SCXW75453431 BCX0">Cultivating Self-Regulating Learning Skills for Blended Learning</span></span><span class="EOP SCXW75453431 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW109863942 BCX0"><span class="NormalTextRun SCXW109863942 BCX0">Self-regulated learning (SRL) refers to one’s ability to understand and control one’s learning environment (Zimmerman, 2002). SRL abilities which include goal setting, self-monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996), are vital in the blended learning (BL) environment, where students have their own personal learning devices (PLDs). They must be able to use strategies to minimize distractions, manage their time and exercise self-</span><span class="NormalTextRun SCXW109863942 BCX0">control to complete assigned work. </span></span><span class="EOP SCXW109863942 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <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-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">“I have this app that’s like a study timer… </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">YPT… it would lock your phone…it makes sure that you don’t get distracted.”</span></span></p> <p>–<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW181025075 BCX0"><span class="NormalTextRun SCXW181025075 BCX0"><strong>Student A</strong> on her strategy to exercise time management</span></span><span class="EOP SCXW181025075 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></em></p> </div> </div> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW94301182 BCX0"><span class="NormalTextRun SCXW94301182 BCX0">Based on the survey findings, the students felt they were able to use online tools, assessment data, model answers and teacher feedback to guide, </span><span class="NormalTextRun SCXW94301182 BCX0">monitor</span><span class="NormalTextRun SCXW94301182 BCX0"> and improve their performance. They also employed a help-seeking process and sought teachers’ feedback for further </span><span class="NormalTextRun SCXW94301182 BCX0">clarifications to improve their learning. Majority of them were able to apply digital literacy skills to evaluate the credibility of online information. </span></span><span class="EOP SCXW94301182 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <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-GB" lang="EN-GB" class="TextRun SCXW199868558 BCX0"><span class="NormalTextRun SCXW199868558 BCX0">“…I will self-check my answers to see … where my weaknesses [are]… those are the parts where I’ll focus more on strengthening.” </span></span><span class="EOP SCXW199868558 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559737":-295,"335559740":360}"> </span></p> <p>–<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW8445525 BCX0"><span class="NormalTextRun SCXW8445525 BCX0"><strong>Student B</strong> on her self-monitoring behaviour</span></span></em></p> </div> </div> <p><span class="NormalTextRun SCXW109356356 BCX0">On the other hand, during the </span><span class="NormalTextRun SCXW109356356 BCX0">focus group discussions (FGDs)</span><span class="NormalTextRun SCXW109356356 BCX0">, some students reported being easily distracted by their PLDs. Their off-task behaviours can affect neighbouring students as well. Therefore, it is important for teachers to empower students to advocate for themselves as learners. Besides providing varied learning activities to increase student engagement, teachers can consider nurturing their executive functioning skills on minimizing distraction, environment control, planning, and time-management. Teachers should also </span><span class="NormalTextRun SCXW109356356 BCX0">demons</span><span class="NormalTextRun SCXW109356356 BCX0">trate</span><span class="NormalTextRun SCXW109356356 BCX0"> breaking down a task into actionable steps to help them learn how to complete tasks independently. Additionally, creating opportunities for student self-reflection and self-evaluation is important, requiring teachers to </span><span class="NormalTextRun SCXW109356356 BCX0">designate</span><span class="NormalTextRun SCXW109356356 BCX0"> time and space in the BL environment for self-reflection (whether offline or face-to-face).</span></p> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW141024317 BCX0"><span class="NormalTextRun SCXW141024317 BCX0">Increase </span><span class="NormalTextRun SCXW141024317 BCX0">Feedback Channels through Diverse Platforms</span></span><span class="EOP SCXW141024317 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW211541332 BCX0"><span class="NormalTextRun SCXW211541332 BCX0">Our findings showed the students felt their teachers helped them see their learning progress using online and offline assessment data. They also find teacher feedback helpful as it is tailored to address their learning gaps. </span></span><span class="EOP SCXW211541332 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <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-GB" lang="EN-GB" class="TextRun SCXW199079150 BCX0"><span class="NormalTextRun SCXW199079150 BCX0">“…your teacher guiding you through it…she helps you understand what you’re missing out on and what you need to do.” </span></span><span class="EOP SCXW199079150 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559737":-209,"335559740":360}"> </span></p> <p><em>–<span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW176678285 BCX0"><span class="NormalTextRun SCXW176678285 BCX0"><strong>Student C</strong> on teachers’ guidance</span></span></em></p> </div> </div> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW90423389 BCX0"><span class="NormalTextRun SCXW90423389 BCX0">However, a minority of students wanted more prompt feedback on their online assignments. To address this, teachers can consider harnessing approaches like the Station Rotation Model to provide </span><span class="NormalTextRun SCXW90423389 BCX0">timely</span><span class="NormalTextRun SCXW90423389 BCX0"> feedback during face-to-face lessons. As this </span><span class="NormalTextRun SCXW90423389 BCX0">model includes both online and face-to-face stations as part of the rotation process, this means teachers can provide feedback in real time on these online assignments as students work on them during class time. Under this model, teachers can also offer personalized instruction, feedback, and support to students individually or in small groups (Tucker, Wycoff & Green, 2016).</span></span><span class="EOP SCXW90423389 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":160,"335559740":301}"> </span></p> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW163594085 BCX0"><span class="NormalTextRun SCXW163594085 BCX0">Balancing Student Workload in Blended Learning Environment</span></span><span class="EOP SCXW163594085 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW124607578 BCX0"><span class="NormalTextRun SCXW124607578 BCX0">Given the nature of BL, teachers may assign both hardcopy homework and online homework to </span><span class="NormalTextRun SCXW124607578 BCX0">facilitate</span><span class="NormalTextRun SCXW124607578 BCX0"> flipped classroom teaching or home-based learning. However, this combination may potentially overwhelm students, especially with limited completion time. Schools can help ensure a manageable workload by periodically surveying students’ homework demand. Teachers should engage students in setting realistic deadlines, </span><span class="NormalTextRun SCXW124607578 BCX0">expectations</span><span class="NormalTextRun SCXW124607578 BCX0"> and scope of tasks. Teachers should also assess students’ homework load and provi</span><span class="NormalTextRun SCXW124607578 BCX0">de support to help them manage their workload effectively.</span></span><span class="EOP SCXW124607578 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <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-GB" lang="EN-GB" class="TextRun SCXW129080173 BCX0"><span class="NormalTextRun SCXW129080173 BCX0">“The school can send out check-in surveys… to check if students are managing </span><span class="NormalTextRun SCXW129080173 BCX0">their workload well.”</span></span><span class="EOP SCXW129080173 BCX0" data-ccp-props="{"134245417":false,"201341983":0,"335559685":-141,"335559737":-216,"335559740":360}"> </span></p> <p><em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW122633995 BCX0"><span class="NormalTextRun SCXW122633995 BCX0">–<strong>Student D</strong> on the workload</span></span></em></p> </div> </div> <h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW12427822 BCX0"><span class="NormalTextRun SCXW12427822 BCX0">Fostering Interaction: Encouraging Students’ Responses to Classmate’s Online Postings</span></span><span class="EOP SCXW12427822 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <div style="font-weight: 400;"> <p paraid="44" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{23}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>While students value peer feedback, the majority would not respond to their classmates’ online </span><span>postings if their responses were not graded. They felt such activity was not important or useful for</span></span><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span> </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>their learning. Teachers need to communicate to students how such activity can foster deeper understanding and value add to their knowledge-building as well as improve netiquette skills (Harmonize, 2023). Teachers can also employ the following strategies to maximize the benefits of online peer feedback:</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png" alt="" class="alignnone wp-image-23476" width="550" height="413" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1024x768.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-768x576.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1536x1152.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text.png 2048w" sizes="(max-width: 550px) 100vw, 550px" /></p> <p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Teachers can cultivate positive habits in students by mandating students’ responses to classmates’ postings. As students overcome the initial hurdle of participation and become accustomed to responding, they are more likely to sustain online discussions voluntarily. </span><span data-ccp-props="{"134245417":false,"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <h1 paraid="52" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{75}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW67395491 BCX0"><span class="NormalTextRun SCXW67395491 BCX0">Conclusion</span></span><span class="EOP SCXW67395491 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></h1> <div style="font-weight: 400;"> <p paraid="55" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{91}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>As BL incorporates digital tools and platforms for learning, the role of AI in education has become more prominent. During our FGD sessions, when we asked students about the </span><span>apps</span><span> they use to complete </span><span>their </span><span>homework, the use of ChatGPT was mentioned. Although this study did not initially focus on AI, its relevance and significance w</span><span>ere</span><span> highlighted by the students through these discussions on their BL experience, underscoring the need for educators to engage in conversations and </span><span>establish</span><span> guidelines for AI use in their </span><span>BL</span><span> journey. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="56" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{109}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>It is essential to develop their AI literacy and promote the ethical use of technology in line with the Ministry of Education’s EdTech Masterplan 2030. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="57" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{115}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI integration is inevitable. Karim R. Lakhani aptly </span><span>stated</span><span>, “AI is not going to replace humans, but humans with AI are going to replace humans without AI” </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(AI </span><span>Won’t</span><span> Replace Humans, 2023)</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. It is vital to convey to students that values </span><span>matter</span><span> and technology should be used for good, emphasizing that the thinking process </span><span>remains</span><span> central to learning. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>We hope that teachers can </span><span>leverage</span><span> these findings to refine their instructional strategies and support structures to better meet the students’ needs in </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>BL</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span> settings. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559738":240,"335559740":360}"> </span></p> <p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW193901827 BCX0"><span class="NormalTextRun SCXW193901827 BCX0">References</span></span></strong><span class="EOP SCXW193901827 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":360}"> </span></p> <div style="font-weight: 400;"> <p paraid="61" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{145}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harvard Business Review. (2023, August 4). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>AI </span><span>Won’t</span><span> Replace Humans — But Humans </span><span>With</span><span> AI Will Replace Humans Without AI</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://hbr.org/2023/08/ai-wont-replace-humans-but-humans-with-ai-will-replace-humans-without-ai</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="62" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{155}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>K-12 blended teaching: A guide to personalized learning and online integration</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. </span><span>EdTechBooks</span><span>. org: Provo, UT, USA</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="63" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{165}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize. (2023, January 23). How to respond to discussion posts. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harmonize Blog</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. https://harmonizelearning.com/blog/how-to-respond-to-discussion-posts/</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="64" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{175}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Harris, K. R., & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Learning Disability Quarterly, 22</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(4), 251–262. https://doi.org/10.2307/1511259</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="65" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{185}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Research in Science Education, 36</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8 </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="66" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{195}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Shunk, D. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>American Educational Research Journal, 33</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>, 359-382.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="67" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{205}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Stallbaumer-Beishline, L. (2023, June 1). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Discussion Boards: Better Practices & Tips [PDF file]</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. Bloomsburg Commonwealth University. https://www.bloomu.edu/documents/ctl-ttdiscussion-boards-v2.pdf</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="68" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{215}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Tucker, C. R., Wycoff, T., & Green, J. T. (2016). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Blended Learning in Action: A Practical Guide Toward Sustainable Change</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. California: Corwin, a SAGE company.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> <div style="font-weight: 400;"> <p paraid="69" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{225}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Theory Into Practice, 41</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":200,"335559740":240}"> </span></p> </div> </div> </div> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Understanding Child Outcomes from Early to Middle Childhood</title> <link>https://singteach.nie.edu.sg/2023/01/12/understanding-child-outcomes-from-early-to-middle-childhood/?utm_source=rss&utm_medium=rss&utm_campaign=understanding-child-outcomes-from-early-to-middle-childhood</link> <comments>https://singteach.nie.edu.sg/2023/01/12/understanding-child-outcomes-from-early-to-middle-childhood/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Thu, 12 Jan 2023 07:55:44 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 83 dec 2022]]></category> <category><![CDATA[Preschool education]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Early childhood education]]></category> <category><![CDATA[Classroom quality]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Primary school]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21091</guid> <description><![CDATA[The Singapore Kindergarten Impact Project (SKIP) was initiated in 2014 with the aim of studying child development across […]]]></description> <content:encoded><![CDATA[<p><strong><i>The</i><i><a href="https://nie.edu.sg/research/projects/project/oer-09-14-rb" target="_blank" rel="noopener"> Singapore Kindergarten Impact Project (SKIP)</a> </i><i>was initiated in 2014 with the aim of studying child development across the pre-school years. The early childhood period is a crucial time in a child’s development as it lays the foundation for later outcomes such as academic performance and well-being. What occurs when the child enters middle childhood? To provide a holistic view of child outcomes across the early and middle childhood years, a follow-up study, “<a href="https://nie.edu.sg/research/projects/project/oer-01-21-kkh" target="_blank" rel="noopener">SKIP-Up</a>”, for short, has been mounted. <a href="https://dr.ntu.edu.sg/cris/rp/rp01542">Dr Fannie Khng Kiat Hui</a></i><i>, Senior Education Research Scientist with the </i><i><a href="https://nie.edu.sg/research/research-offices/office-of-education-research/centre-for-research-in-child-development" target="_blank" rel="noopener">Centre for Research in Child Development</a></i><i> at NIE</i><i>, tells us more about this project.</i></strong><i></i></p> <h1><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_Research_Fannie-225x300.jpg" alt="" class="alignright wp-image-21184" width="300" height="400" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_Research_Fannie-225x300.jpg 225w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_Research_Fannie-768x1024.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_Research_Fannie-1152x1536.jpg 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_Research_Fannie-1536x2048.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_Research_Fannie-scaled.jpg 1920w" sizes="(max-width: 300px) 100vw, 300px" />A Follow-Up Study</h1> <p>Involving approximately 1,500 children across 80 local kindergartens and childcare centers, the Singapore Kindergarten Impact Project (SKIP) tracked the development of the children from the start of Kindergarten 1 to the start of Primary 1.</p> <p>“The study found that the strongest predictors of outcomes in a child’s early development were the child’s starting competency level in areas such as English literacy, socioemotional skills and executive functioning; socioeconomic status (SES); and non-verbal intelligence,” says Dr Fannie Khng, also Assistant Dean of Research Management at <a href="https://nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener">Office of Education Research (OER)</a>.</p> <p>A follow-up study, named “<a href="https://nie.edu.sg/research/projects/project/oer-01-21-kkh" target="_blank" rel="noopener">SKIP-Up</a>” for short, was launched to continue exploring the long-term effects of early childhood skills attainment as well as the roles home and school environments play in a child’s development as they grow into middle childhood.</p> <h1>Skills Attainment during Childhood</h1> <p>SKIP-Up examines both early and concurrent predictors of skills and well-being outcomes important for children as they exit middle childhood. The study involves a subset of the same group of children as SKIP, and additionally, some of these children’s classmates in Primary 5 or 6. The study investigates childhood outcomes such as academic skills, executive functioning and self-regulation as well as attributes such as mindset, resilience and school engagement. “The attributes and skills children have developed near the end of primary school will be important for their next phase in development,” she emphasizes.</p> <p>Preliminary findings show that early childhood executive functioning and fine motor skills continue to directly (and indirectly) predict late primary school math and reading fluency. “Furthermore, a child who exhibits executive functioning difficulties in school during early childhood is more likely to experience similar difficulties during upper primary school,” Fannie shares. She adds that the study is still in progress and more comprehensive findings are anticipated in the near future.</p> <h1>Classroom and Home Environments<b></b></h1> <p>SKIP-Up also seeks to examine potential moderators within the child or the child’s environment – such as child environmental sensitivity, intervening activities/experiences, and classroom climate – that may influence outcomes.</p> <p>Fannie notes that the earlier SKIP study had found negligible impact of classroom quality on early childhood outcomes. However, there have been studies conducted in Europe that found process quality at preschools to have small but lasting effects on children’s language literacy and math outcomes in primary school.</p> <p>“Given the negligible impact of classroom quality on early child outcomes found in SKIP, SKIP-Up will seek to examine whether the quality of early childhood education classrooms in Singapore contribute towards children’s longer-term development,” she shares.</p> <p>SKIP also found that familial SES was an important predictor of preschoolers’ executive functioning, numeracy, and language and literacy skills.</p> <p>“More research should be done on the longer-term impact of the early home environment, as well as the continuing influence of home factors” Fannie says. “Of interest is whether SES, like the early competencies, continue to be influential predictors of outcomes at middle childhood, and if the predictive links can be moderated by other intervening processes and contexts.”</p> <p>Another direction the study is taking is investigating children found to be at-risk of poor outcomes.</p> <p>“Investigations will also be focused on the later development of children found in early childhood to be at-risk of poor outcomes, as well as the early predictors of children later found to be at-risk in middle childhood,” she explains.</p> <p>The study will also look closely at the link between SES and socioemotional well-being that becomes more apparent in middle childhood, especially in terms of externalizing problems such as behavioural regulation, and internalizing problems such as depression.</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;">“SKIP-Up will seek to examine whether the quality of early childhood education classrooms in Singapore contribute towards children’s longer-term development.”<o:p></o:p></span></p> <p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– </span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">Fannie, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the aims of the study</span></em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><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>Optimizing Children’s Outcomes</h1> <p>Fannie acknowledges that there is currently limited knowledge on the delayed effects of early childhood factors, such as quality of preschool classrooms. Lack of research into these areas can underestimate implications for policy and practice regarding early childhood education.</p> <p>“Understanding the longer-term effects will better inform practice and policy, for instance, on teacher training, as teachers can be trained to provide greater classroom support in various domains”, she remarks.</p> <p>SKIP-Up will also allow school leaders and teachers to have a better understanding of the effectiveness of the different intervention programmes available for learners.</p> <p>“Understanding if participating in activities or interventions – including school-based programmes – moderates the link between early childhood competencies and later competencies can inform the design and provision of supportive activities for children, especially those with disadvantaged backgrounds or starting states, to enhance their outcomes,” she attests.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2023/01/12/understanding-child-outcomes-from-early-to-middle-childhood/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Self-Regulation for Positive Schooling Experiences</title> <link>https://singteach.nie.edu.sg/2019/09/26/issue70-research/?utm_source=rss&utm_medium=rss&utm_campaign=issue70-research</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Thu, 26 Sep 2019 05:00:56 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 70 sep 2019]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Early years transition]]></category> <category><![CDATA[Early childhood]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13491</guid> <description><![CDATA[The ability to self-regulate can go a long way in helping children manage the transition from preschool to […]]]></description> <content:encoded><![CDATA[<p><em><strong>The ability to self-regulate can go a long way in helping children manage the transition from preschool to primary school. We speak to an NIE Research Scientist to learn more about the importance of self- regulation and how it impacts children’s academic and socioemotional outcomes.</strong></em></p> <p>By the time children enter primary school, they are expected to be able to stay focused during lessons, be more autonomous in their learning as well as interact well with teachers and classmates.</p> <p>So what do these developmental milestones have in common and why are they important?</p> <p>According to <a href="https://www.nie.edu.sg/profile/ng-ee-lynn" target="_blank" rel="noopener noreferrer">Dr Ng Ee Lynn</a>, a Research Scientist with NIE’s <a href="https://www.nie.edu.sg/research/research-offices/office-of-education-research/centre-for-research-in-child-development" target="_blank" rel="noopener noreferrer">Centre for Research in Child Development</a>, these milestones are linked to children’s ability to self-regulate and have implications for their ability to adjust to a new school environment.</p> <p><img loading="lazy" class="alignnone wp-image-13507" src="https://singteach.nie.edu.sg/wp-content/uploads/2019/09/ST70_Research_NgEeLynn_photo_resize.jpg" alt="" width="600" height="399" /></p> <h1>Self-Regulation and Child Development</h1> <p>“Self-regulation is essentially the ability to manage one’s own emotions, thoughts and behaviours,” Ee Lynn explains.</p> <p>For her ongoing study on the relationship between self-regulation skills and children’s academic and socioemotional outcomes in primary school, Ee Lynn is interested in two aspects of self-regulation <span class="st">–</span> executive functioning (EF) and effortful control (EC).</p> <p>While EF concerns a child’s ability to engage in goal-directed thought and action (e.g., inhibit distractions), EC is about how well children can use their attentional resources to suppress a behavioural or emotional response that is inappropriate within a given situation.</p> <p>“Generally, children with good self-regulation skills are better able to manage the transition from preschool to primary school and more likely to have positive learning experiences,” Ee Lynn shares.</p> <p>This is because the ability to self-regulate enables children to stay focused during lessons and build positive relationships with their peers and teachers, both of which contribute to positive academic and socioemotional outcomes.</p> <h1>Measuring Self-Regulation in Children</h1> <p>A series of games can be administered to children to assess their ability to self-regulate and scores are awarded to children based on their respective performance in these activities.</p> <p>“There is a game called ‘Heads-Toes-Knees-Shoulders’, which requires children to perform an action that does not align withthe command. For example, when instructed to ‘touch your head’, children are actually supposed to touch their toes and vice versa,” shares Ee Lynn.</p> <p>“If children are able to execute an action that is different (e.g., touch their toes) from what they will automatically do (e.g., touch their head), they are deemed to have good self-regulation skills,” Ee Lynn explains.</p> <p>Another game is termed the “statue task”. “Children are asked to stand still for 90 seconds with their eyes closed. During this time, game administrators will make sudden noises and observe whether the children open their eyes or make any movement,” Ee Lynn elaborates.</p> <p>“If children are able to inhibit their innate tendency to find out the source of the noise (i.e., distractors) and not make any movement, they are deemed to have better self-regulation skills.”</p> <p>Although these games can help identify children with good and poor self-regulation skills, Ee Lynn highlights that such categorizations are in fact relative rather than absolute.</p> <p>“For my study, we consider those with scores in the bottom 25th percentile of all children assessed to have poor self-regulation skills,” Ee Lynn adds.</p> <p align="LEFT"> <div class="shortcode-block-quote-center" style="color:#999999"> <p align="LEFT">“There is a game called ‘Heads-Toes-Knees-Shoulders’, which requires children to perform an action that does not align withthe command. For example, when instructed to ‘touch your head’, children are actually supposed to touch their toes and vice versa. If children are able to inhibit their innate tendency to find out the source of the noise (i.e., distractors) and not make any movement, they are deemed to have better self-regulation skills.”</p> <p align="LEFT"><em>– <strong>Ee Lynn, </strong>on how children’s ability to self-regulate are measured<br /> </em></p> </div> <h1>Poor Self-Regulation <span class="st">–</span> Risk Factors and Implications</h1> <p>Children develop self-regulation skills over a long period of time and one of the key factors that influences this development is the environment they grow up in.</p> <p>“Many studies have found that socioeconomic disadvantage and an unstable family environment put children at greater risk of having poor self-regulation skills,” shares Ee Lynn. “One reason for this is that children who grow up under such conditions, unlike their more privileged peers, often lack the support that is needed from the adults around them (e.g., their parents) to help them develop the ability to self-regulate.”</p> <p>Given that there is a direct relationship between self-regulation and a child’s ability to adjust and do well in school, can it be presumed that children with poor self-regulation skills will necessarily experience poorer outcomes? According to Ee Lynn, it would be premature to arrive at any conclusions at this stage.</p> <p>“Presently, there are few studies that have actually followed children with poor self-regulation skills over a period of time to find out whether they really struggle throughout primary school and experience detrimental academic and socioemotional outcomes,” she explains.</p> <p>Ee Lynn thus hopes that her ongoing study will provide some insight on the impact of poor self-regulation skills on children’s academic and socioemotional outcomes, and whether there are any factors that may mitigate the impact of poor selfregulation skills.</p> <h1>The Journey of Self-Regulation</h1> <p>Some children may be better able to self-regulate than others, but Ee Lynn believes that at the end of the day, self-regulation is a quality that can be cultivated.</p> <p>What, then, can be done to help children develop good self-regulation skills?</p> <p>“For a start, preschools can consider setting the development of self-regulation skills as a learning objective within the curriculum,” Ee Lynn suggests. “After all, preschool is a time when children’s self-regulation skills are developing rapidly so this is an opportune period to not only teach children to manage their emotions and inhibit distractions, but also provide intervention to those who exhibit signs of poor self-regulation.”</p> <p>Another strategy is to create opportunities for children to practise their self-regulation skills, whether at home or at school. “This can include getting children to collaborate with their peers, training them to inhibit distractions, or having teachers guide them in managing negative emotions that may arise in the classroom,” Ee Lynn elaborates.</p> <p>Ultimately, when children have good self-regulation skills, they are not only better positioned to manage the transition to primary school, but are also more likely to have positive educational experiences.</p> ]]></content:encoded> </item> <item> <title>Preparing Preschoolers for Transition</title> <link>https://singteach.nie.edu.sg/2019/09/26/issue70-classroom/?utm_source=rss&utm_medium=rss&utm_campaign=issue70-classroom</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Thu, 26 Sep 2019 04:58:42 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 70 sep 2019]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Early years transition]]></category> <category><![CDATA[Transition]]></category> <category><![CDATA[Early childhood]]></category> <category><![CDATA[Kindergarten]]></category> <category><![CDATA[Classroom Perspectives]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13493</guid> <description><![CDATA[Will my child be able to cope academically? Will my child be able to catch up with his […]]]></description> <content:encoded><![CDATA[<p><em><strong>Will my child be able to cope academically? Will my child be able to catch up with his or her peers in primary school? These are some common questions parents have during a child’s school transition years. However, according to Dr Jacqueline Chung, Academic Director and Senior Principal of St. James’ Preschool Services, matters pertaining to academia should not be the primary concern. Instead, the focus should be placed on understanding the child’s social and emotional challenges, and how to best address them during the period of early childhood transition.</strong></em></p> <h1>Fear of the Unknown</h1> <p>“During the transition period, it is really about all the questions that children will have in anticipation of the unknown,” Jacqueline shares. “It is the <em>where do I</em>, <em>what do I</em> and <em>how do I</em> kind of questions that will arise.”</p> <p>Much like adults transiting to a new workplace, children also worry about the unknown which may inadvertently introduce apprehension and fear in them. As such, the role of preschool teachers in answering these questions becomes crucial during this period of change.</p> <p>“If we are able to answer these questions or at least attempt to anticipate some of them, these children may be able to transit to primary schools with greater confidence,” explains Jacqueline. “Their concerns will be less of a challenge if they are mentally and emotionally more ready.”</p> <p>And that sparked Jacqueline’s impetus to start a transition component within the K2 curriculum at <a href="https://sjck.org.sg/" target="_blank" rel="noopener noreferrer">St. James’ Church Kindergarten</a> in 2013.</p> <p><img loading="lazy" class="alignnone wp-image-13510" src="https://singteach.nie.edu.sg/wp-content/uploads/2019/09/ST70_ClassroomPerspectives_photo_2_resize.jpg" alt="" width="600" height="397" /></p> <h1>The Transition Programme</h1> <p>“I think is important to know that preschool children come from a different world and experience. A transition period is needed in order for them to walk across that bridge to the new world,” Jacqueline shares.</p> <p>Through the years, Jacqueline has collected stories, information and data that has informed the programme by communicating and engaging with the teachers, children and families in her school. With this rich supply of information, Jacqueline began her quest to address their concerns through their kindergarten years with the end-goal of developing children who are ready for transition when the time arrives.</p> <p>In particular, Jacqueline focuses on the social, emotional and environmental aspects of transition.</p> <p>“We look into how children manage their time, how they communicate with people, how they navigate social spaces and how they adjust to new processes,” explains Jacqueline. “As educators, we take a holistic view and attempt to engage the children in these areas.”</p> <h1>Self-Regulation Skills</h1> <p>Most parents may ask: “What are the differences between the preschool and primary school classroom environment?” One major adjustment is the children’s freedom of movement and expression. Many children in preschool are accustomed to moving around freely, and sharing their thoughts and feelings with their peers and teachers in the classroom.</p> <p>In contrast, the primary school environment often may entail children having to sit still and be quiet. The demand to self-regulate doubtlessly proves to be challenging for both the children and the primary school teachers alike.</p> <p>“Imagine that the children are often encouraged to speak up and share their thoughts and feelings, but suddenly in primary school, that may not always be welcomed, for various reasons,” Jacqueline says.</p> <p>As such, Jacqueline makes it a point to constantly remind the children that while they should still continue to speak up and share their thoughts in primary school, they also have to remember that the class group is much bigger than the one they are in now. “So the children are reminded to understand and not be too upset if their teacher has no time to listen to everything they have to say,” she adds.</p> <p align="LEFT"> <div class="shortcode-block-quote-center" style="color:#999999"> <p align="LEFT">“Imagine that the children are often encouraged to speak up and share their thoughts and feelings, but suddenly in primary school, that may not always be welcomed, for various reasons.”</p> <p align="LEFT"><em>– <strong>Jacqueline, </strong>on one of the biggest differences between preschool and primary school<br /> </em></p> </div> <h1>Effective Communicator</h1> <p>Oftentimes, young children find that crying or reacting negatively is the most effective and quickest way to express their emotions when they struggle to verbalize them.</p> <p>To help children express themselves more effectively, the transition programme guides children to solve problems in an age-appropriate manner. “We let them know that while they may be upset over something that happened, just crying will not solve the problem,” Jacqueline shares.</p> <p>For example, if children get reprimanded by the teacher for certain actions, instead of crying or remaining silent, Jacqueline encourages them to communicate to the teacher, in a respectful manner, the details surrounding the incident. The programme instills in the children the value of being active learners who take responsibility for their own actions and are able to explain why certain things happened.</p> <p>At the same time, Jacqueline also implores teachers to listen to and understand the child if the explanation is valid. “If you feel that some children have challenging needs, then as educators, we ought to find out how to support these children instead of merely scolding them, which may instill fear in them.”</p> <p>“Everyone learns better when he or she is not afraid and feels secure. As early childhood educators, we are educating the whole child; we are not just teaching knowledge, we are developing children.”</p> <h1>Socially Confident</h1> <p>The rules of engagement in primary schools can be challenging for new students to traverse. Engagement involves the children interacting with the different people in school and being able to switch modes of communication depending on whom they speak to.</p> <p>“These children enter a whole new social space where there are so many people with different roles and functions so they need to understand who these people are, what their roles are, and how to interact with them accordingly,” Jacqueline explains.</p> <p>The programme encourages children to learn to observe and ask questions to identify the people they see in school. The highlight at the end of K2 is a graduation camp during which the children participate in a simulated tuck shop to accustom themselves to the concept of buying food. Exposure to role-playing helps children familiarize with likely scenarios by providing them with strategies for their transition.</p> <p>“Our preparation must be long-term so we have to help children to plan and think beyond just the academic aspects of transition,” Jacqueline says. Ultimately, it is her hope that the children in her 12 preschools will experience a positive transition period through the school’s transition programme aptly called <em>From K2 to P1</em>.</p> ]]></content:encoded> </item> <item> <title>Learn Positively!</title> <link>https://singteach.nie.edu.sg/2014/05/05/issue48-research03/?utm_source=rss&utm_medium=rss&utm_campaign=issue48-research03</link> <comments>https://singteach.nie.edu.sg/2014/05/05/issue48-research03/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Mon, 05 May 2014 05:30:14 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 48 may / jun 2014]]></category> <category><![CDATA[Self-efficacy]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Working memory]]></category> <category><![CDATA[Assessment]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Motivation]]></category> <category><![CDATA[Educational psychology]]></category> <category><![CDATA[Self-belief]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=8271</guid> <description><![CDATA[The different ways in which students are motivated can affect their learning experience. An NIE research team is […]]]></description> <content:encoded><![CDATA[<p><i><strong>The different ways in which students are motivated can affect their learning experience. An NIE research team is looking into how teachers can help students turn potential negatives into positives.</strong> </i></p> <p>Academic motivation has always been of interest to <a href="https://www.nie.edu.sg/profile/luo-wenshu" target="_blank" rel="noopener">Assistant Professor Serena Luo</a> because she knows how it can influence student learning.</p> <p>“Motivation is the force that drives behaviour,” she says. “It’s the students’ own internal reasons or purposes that drive them to choose and engage in various learning activities.”</p> <p>But different students can hold very different motivational beliefs. According to Serena, there are four types of beliefs:</p> <ul> <li>Self-efficacy: This refers to how confident students are in their learning.</li> <li>Value: Anything that students inherently enjoy doing will hold an intrinsic value for them. But if students perform a task for reward or because their parents or teachers want them to, the value is extrinsic.</li> <li>Goals: Students who set performance goals may study hard because they want to outperform others, but they may also withdraw effort when there is a risk of failure. Those who set mastery goals are keen to learn new things and seek new challenges.</li> <li>Attribution: When students succeed or fail in a task, do they attribute it to their innate ability, their hard work or other reasons?</li> </ul> <p>Students’ motivational beliefs shape the emotions they experience while learning. “Both of these, in turn, affect students’ learning strategies, and ultimately, achievement.”</p> <h1><img loading="lazy" class=" wp-image-8498 alignright" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2014/05/Research_Serena1_for_web1.jpg" width="280" height="368" />Maladaptive Learning Strategies</h1> <p>Students who tend to have negative learning experiences may end up adopting maladaptive learning strategies. Serena explains that maladaptive learning strategies are those that students use to avoid challenges they face in school:</p> <p><i>Some students try to avoid challenges</i>. Such students avoid challenging situations and have difficulty in planning for their studies effectively.</p> <p><i>Some students copy answers from others</i>. When they encounter difficulties, these students would rather copy the work of other students than do the work themselves.</p> <p><i>Some students “handicap” themselves</i>. When facing a challenge, these students feel they will not do well and will look for reasons to justify their expected poor performance. This expectation may be based on previous experiences or their low self-esteem.</p> <p><i>Some students avoid seeking help</i>. These students refrain from seeking help from peers or teachers although they may need it. Even if they do, it may be for the sake of finishing their work quickly with less effort.</p> <p><i>Some students use emotional and avoidance coping</i>. When such students encounter failures, they tend to feel despondent or that it is not their fault and shift the blame to others. They may also avoid the problem by shifting their attention to something else.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Working Memory Affects Motivation Too</div> <div class="message-box-content"> <p><a href="https://www.nie.edu.sg/profile/lee-kerry" target="_blank" rel="noopener">Associate Professor Kerry Lee</a> is working with Dr Serena Luo to look at the relationship between motivation and learning.</p> <p>In a recent paper, Kerry and his co-authors reported that the relationship is moderated by students’ working memory capacity.</p> <p>“Working memory is the ability to process information, to think and to remember the information all at the same time,” explains Kerry.</p> <p>They found that students with high performance goals did less well in Math tests than those with lower performance goals. Conversely, those with high mastery goals did better than those with low mastery goals. This was found more in students with low working-memory capacity.</p> <p>Interestingly, students with high working-memory capacity were found to perform best, regardless of their mastery or performance goals.</p> <p>“These findings suggest that improving a student’s working memory capacity may be another way in which we can overcome the effects of maladaptive motivation,” says Kerry.</p> </div> </div> <h1>Turning Negatives into Positives</h1> <p>Students’ motivational beliefs constitute and are constituted by the context and situations in which they study.</p> <p>To help students adopt positive motivational beliefs, emotions and learning strategies, Serena suggests that teachers can work on three aspects: (1) establish good teacher–student relationships; (2) make learning the classroom goal; and (3) consider students’ needs, opinions and difficulties.</p> <p>It is important for teachers to show that they have high expectations of their students. In her study, Serena found that if teachers do this, students will tend to feel that they can do better.</p> <p>Along with this, teachers can explicitly tell students that they can improve if they put in the effort. “We need to let students have that incremental belief about their ability, that their ability can be changed with effort and good learning strategies,” says Serena.</p> <p>Teachers can also emphasize that the goal in the classroom is to learn, rather than to compare grades. This serves to build a classroom where students are not afraid to make mistakes. All answers and opinions are valued.</p> <p>These methods will help create a positive classroom climate where students will have positive emotional experiences and learning behaviours.</p> <p>But there is another way to motivate students that many of us may not think of: using assessment to engage students.</p> <div class="shortcode-block-quote-center" style="color:#999999"> <p>We need to let students have that incremental belief about their ability, that their ability can be changed with effort and good learning strategies.</p> <p>– <strong><em>Serena Luo,</em></strong> Policy and Leadership Studies Academic Group</p> </div> <h1>Assessment for Self-regulated Learning</h1> <p>For Serena, assessment is more than just about tests and exams.</p> <p>“Assessment is part of the daily learning routine,” she says. “But they aren’t just about the students’ grades, and can also be used to promote self-regulated learning (SRL).”</p> <p>Self-regulated learners take ownership of their learning and are highly motivated to learn, even when faced with challenging tasks.</p> <p>While many focus on grades which may reflect how much students have learned, we must remember that assessment is also the time when teachers can give feedback that promotes SRL behaviour.</p> <p>“Don’t just give a tick or cross,” Serena suggests. “Feedback does not need to be long, but it should be constructive and tell students how to do better.” Students will then know what is expected of them and how they can improve their own learning.</p> <p>Serena also advises that feedback can be used to motivate if it links students’ improvement to the effort they have put in. A simple “Well done!” or “Good effort!” followed by why and what to do next will get students to see this link.</p> <p>“Students will see their learning progress and it will enhance their self-efficacy. As long as they put in the effort, they can do better. Over time, students will tend to internalize the value of learning.”</p> <p>Helping students to learn in such a positive manner is what Serena hopes to achieve and it motivates her to continue her work in this exciting area of education research.</p> <p><strong>Useful Resource</strong></p> <p>Lee, K., Ning, F., & Hui, C. G. (2014). Interaction between cognitive and non-cognitive factors: The influences of academic goal orientation and working memory on mathematical performance. <i>Educational Psychology, 34(</i>1), 73–91.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2014/05/05/issue48-research03/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>When Learners Want to Learn</title> <link>https://singteach.nie.edu.sg/2011/03/01/issue29-hottopic/?utm_source=rss&utm_medium=rss&utm_campaign=issue29-hottopic</link> <comments>https://singteach.nie.edu.sg/2011/03/01/issue29-hottopic/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Tue, 01 Mar 2011 18:20:09 +0000</pubDate> <category><![CDATA[issue 29 mar / apr 2011]]></category> <category><![CDATA[Self-efficacy]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Motivation]]></category> <category><![CDATA[Hot Topic]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=878</guid> <description><![CDATA[Thinking about learning and teaching has evolved over the years. Today, we think of students as agents of […]]]></description> <content:encoded><![CDATA[<p><strong>Thinking about learning and teaching has evolved over the years. Today, we think of students as agents of their own learning. Professor Scott Paris tells us why it is important to cultivate engaged and motivated learners.</strong></p> <h1>Q: What do you think is the future of classroom teaching and learning?</h1> <p><img loading="lazy" class="size-full wp-image-880 alignright" title="scott-paris" src="https://singteach.nie.edu.sg/wp-content/uploads/scott-paris.jpg" alt="" width="315" height="236" /><strong>A</strong>: In traditional notions, teaching was delivered by instructors and learning was acquired by students. More people now recognize that students’ internal motivation and intrinsic knowledge of the topic is very critical for deep learning.</p> <p>There are two important features. One is the notion of <em>agency – </em>that students see themselves as agents of their own learning. Their self-beliefs are important.</p> <p>Students’ understanding of their own roles as confident agents shaping their own learning, in directing their own effort and repairing their own problems, is critical so that they don’t depend on teachers to tell them what to do. They don’t depend on external motivation like marks and rewards to learn.</p> <p>The other is the sense of <em>identity</em>. As they begin to identify themselves as competent and successful learners, it helps them exert appropriate effort. It also helps them create distinctive perceptions of their own competence in different areas.</p> <h1>Q: How does this understanding change teaching and learning?<strong></strong></h1> <p><strong>A</strong>: We are asking teachers to pay attention to students’ views about themselves, about what they are interested in, about what they think they are good at. As teachers understand students’ notions of their agency and identities, this will help them understand how students adopt different coping strategies.</p> <p>Particularly with the failing students, they often have negative ideas of their own abilities or identities. These negative attitudes can actually make students stop trying and yield to a self-defeating approach to education.</p> <h1>Q: How can we motivate students to take charge of their own learning?</h1> <p><strong>A</strong>: If you give students opportunities to be independent, to be engaged, to pursue their own interests, then they will be more motivated. Some people call it <em>autonomous learning</em> or <em>self-regulated learning</em>.</p> <p><div class="shortcode-block-quote-right" style="color:#999999"> More people now recognize that students’ internal motivation and intrinsic knowledge of the topic is very critical for deep learning.</p> <p><em>–<strong> Scott Paris</strong>, Centre for Research in Pedagogy and Practice</em> </div> </p> <p>As students develop an interest in an area, the most important thing is to give them freedom to explore it. Teachers can do that by allowing opportunities in the classroom for independent research – allow them to explore their own interest, develop deeper knowledge, and really give them the independence to seek that.</p> <p>When students have the ability to do that, we find they persist longer in the face of difficulties. They show more initiative and curiosity, and develop a greater sense of confidence in their ability.</p> <p>So the self-efficacy of learning and discovering reinforces their motivation to learn because it shows that their efforts are successful. This cycle of effort is what teachers need to create so that students feel confident.</p> <h1>Q: What do you mean by “self-efficacy”?</h1> <p><strong>A</strong>: It is understanding that you <em>can</em> do something and also that you <em>should </em>do something. It is not just the confidence that you can do it but also the knowledge that you ought to do it and of what you need to do.</p> <p>The feeling of self-efficacy motivates people. If you think about what you are good at, you have the sense that I know how to tackle this problem, I know the different strategies that are available, and I can figure out which ones are appropriate.</p> <p>That is the kind of feeling you want your students to have when you give them a new or an ill-structured problem. They approach it with the attitude that they have the tools and strategies to solve the problem and that they can do it.</p> <h1>Q: How can we help teachers feel the same way about the way they teach?</h1> <p><strong>A</strong>: All of us need to acquire the same kind of independence and self-regulation. It is hard for teachers because they have so many constraints and so many things to do. Like students, they are often driven by instrumental motivation.</p> <p><div class="shortcode-block-quote-left" style="color:#999999"> As teachers become more expert at knowing how to adjust to different situations, they gain a sense of self-confidence.</p> <p><em>– <strong>Scott </strong>on how teachers can be more motivated</em></div> </p> <p>We need to give teachers opportunities for reflection and professional development, so they recognize that they need to direct their own motivation. They need to be selective, set priorities, manage their time, choose goals that are important for their students.</p> <p>Teachers who have a sense of self-efficacy know they can’t do everything, so they plan things throughout the year. They plan different things for different students. And as teachers become more expert at knowing how to adjust to different situations, they gain a sense of self-confidence.</p> <p>It is professionally motivating for them to work together as a community and share the secrets of how they all become successful – different techniques for teaching, different opportunities for stimulating students’ interest, sharing the things that work for them.</p> <p>As you gain this sense of self-efficacy, you have a growing sense of agency and identity, so that you feel I can do this and I can learn what I need to learn. When you have that as a teacher or as a student, you are confident you can accept new challenges.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2011/03/01/issue29-hottopic/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Self-efficacy and Self-regulation in Biliteracy Learning</title> <link>https://singteach.nie.edu.sg/2011/03/01/issue29-languageed/?utm_source=rss&utm_medium=rss&utm_campaign=issue29-languageed</link> <comments>https://singteach.nie.edu.sg/2011/03/01/issue29-languageed/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Tue, 01 Mar 2011 10:17:25 +0000</pubDate> <category><![CDATA[issue 29 mar / apr 2011]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[Bilingualism]]></category> <category><![CDATA[Chinese language]]></category> <category><![CDATA[LanguageEd]]></category> <category><![CDATA[Self-efficacy]]></category> <category><![CDATA[Biliteracy]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=866</guid> <description><![CDATA[by Lawrence Jun Zhang Our pupils are required to learn two languages in school, but not all of […]]]></description> <content:encoded><![CDATA[<p><strong>by Lawrence Jun Zhang</strong></p> <p><strong>Our pupils are required to learn two languages in school, but not all of them are not equally engaged in learning both languages. When teachers understand self-efficacy and self-regulated learning, we can help our pupils learn to read and write effectively in both languages. </strong></p> <div class="message-box-wrapper white"> <div class="message-box-title">Article highlights</div> <div class="message-box-content"> <ul> <li>What are self-efficacy and self-regulation?</li> <li>How can we apply these concepts to language learning?</li> <li>How can we enhance pupils’ self-efficacy and self-regulation skills for biliteracy learning?</li> </ul> </div> </div> <p>You might be very familiar with the following scenarios:</p> <p style="padding-left: 30px;">John is not interested in Mandarin and always dozes off in his Chinese class. He sees no point in learning a language he finds too difficult and for which he has never scored well. He communicates with his friends in English but his English test scores are not fantastic either. His teachers think he is a poor Chinese learner.</p> <p style="padding-left: 30px;">Diana is a different case. She loves Mandarin and always aces her Chinese class. She is most confident in Mandarin, which is the language most often used at home. She has received very positive comments from both her English and Chinese teachers.</p> <p>Diana is not only bilingual but also biliterate. Part of the reason for her success in Chinese and English, and John’s lack of interest in Chinese and relative stagnation in English, has much to do with self-efficacy and self-regulated learning (SRL). The good news is that the solution to John’s problems is within the teachers’ control.</p> <h1>The Role of Self-efficacy and Self-regulation</h1> <p>Teachers can help learners like John. But first we need to understand the role of self-efficacy and self-regulation in pupils’ language learning.</p> <h2>What is self-efficacy?</h2> <p><a href="https://singteach.nie.edu.sgself-efficacy-and-self-regulation-in-biliteracy-learning/lawrence-jun-zhang/" rel="attachment wp-att-868"><img loading="lazy" class="alignright size-full wp-image-868" title="lawrence-jun-zhang" src="https://singteach.nie.edu.sg/wp-content/uploads/lawrence-jun-zhang.jpg" alt="" width="315" height="236" /></a></p> <p>Self-efficacy is a person’s belief in his or her ability to succeed in learning. Psychologist Albert Bandura (1994) suggests that people with high self-efficacy – those who believe they can perform well – are more likely to tackle difficult tasks than avoid them.</p> <p>Pupils with successful experiences often have a strong sense of fulfilment, and these experiences in turn boost their self-efficacy. Such pupils may blame themselves for not putting in enough effort if they fall short of their personal goals.</p> <p>In contrast, pupils with low self-efficacy often attribute their failure to a lack of ability. Such experiences of failure are detrimental to their self-efficacy.</p> <h2>What is self-regulated learning?</h2> <p>SRL includes metacognition (thinking about one’s thinking), strategic action (planning, monitoring and evaluating personal progress against a benchmark), and motivation to learn (Zimmerman, 2001).</p> <p>Self-regulated learners are often aware of their strengths and weaknesses, and they usually have a repertoire of strategies for completing learning tasks. Successful learners proactively chart their learning through the use of SRL behaviours. They also exhibit a high sense of self-efficacy.</p> <p>Research has found that good bilingual and biliteracy learners deliberately make use of learning strategies to achieve optimal results in a learning task.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title">The Case of John and Diana</div> <div class="message-box-content"> Let’s try to understand John and Diana as biliteracy learners through the lenses of self-efficacy and SRL.</p> <p><em>John</em><br /> John needs to realize that the two languages share many similarities and his stronger oracy skills in English can help him achieve better reading fluency and, to a great extent, comprehension. However, if he stops at this level of achievement (i.e., reading fluency), his English writing will suffer.</p> <p><em>Diana<br /> </em>Diana appears to be a beneficiary in terms of how she uses her stronger command of Chinese to facilitate her learning of English. To a large extent, she is a self-regulated learner with a sense of self-efficacy that is reinforced by her teachers’ positive reprisals. </div> </div> <h1>What Can Teachers Do?</h1> <p>By providing more explicit scaffolding, teachers can help pupils make connections between the two languages. The following are some strategies teachers can use to facilitate biliteracy learning.</p> <ul> <li><em>Set attainable goals.<br /> </em>This allows pupils to experience success and gain confidence. When pupils feel that they are actually able to complete the learning task, they will become more interested in the subject and their self-efficacy will increase.</li> <li><em>Share beliefs, goals and expectations</em>.<br /> Before starting a task, such sharing can include some of the effective ways for achieving the desired goals and expectations.</li> <li><em>Activate prior knowledge and experience.<br /> </em>This can be done through experiential learning activities, applying knowledge in broader contexts, and integrating real-life examples with classroom-based learning.</li> <li><em>Provide positive corrective feedback.<br /> </em>Such feedback will provide pupils with guidance and affirmation to help them make their best effort to achieve better results. This will help pupils develop skills for SRL.</li> <li><em>Engage in reflective conversations.<br /> </em>These conversations help pupils consolidate what they have learned. Teachers can start doing so through talk-aloud/think-aloud and brainstorming in groups, which can allow pupils to discover their weaknesses and strengths.</li> </ul> <p>This use of strategies-based instruction can strengthen pupils’ learning capacity and help them make the transition from passive to active learners (Cohen & Macaro, 2006). Careful use of these strategies can help the Johns in your class enjoy learning both languages.</p> <p><strong>References</strong><br /> Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), <em>Encyclopedia of human behavior</em> (Vol. 4, pp. 71-81). New York: Academic Press.</p> <p>Cohen, A. D., & Macaro, E. (2006).<em> Language learner strategies: 30 years of research and practice. </em>Oxford: Oxford University Press.</p> <p>Zimmerman, L. (2001). <em>Self-regulated learning and academic achievement.</em> Mahwah, NJ: Lawrence Erlbaum Associates.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2011/03/01/issue29-languageed/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Teaching Students to Ask Questions</title> <link>https://singteach.nie.edu.sg/2009/11/01/issue21-mathed/?utm_source=rss&utm_medium=rss&utm_campaign=issue21-mathed</link> <comments>https://singteach.nie.edu.sg/2009/11/01/issue21-mathed/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Sun, 01 Nov 2009 04:15:52 +0000</pubDate> <category><![CDATA[Issue 21 Nov / Dec 2009]]></category> <category><![CDATA[Mathematics]]></category> <category><![CDATA[21st century competencies]]></category> <category><![CDATA[Self-regulated learning]]></category> <category><![CDATA[MathEd]]></category> <category><![CDATA[Curriculum 2015]]></category> <category><![CDATA[Student questioning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=1043</guid> <description><![CDATA[by Wong Khoon Yoong and Quek Khiok Seng After spending 10 minutes explaining a math concept to the class, […]]]></description> <content:encoded><![CDATA[<p><strong>by Wong Khoon Yoong and Quek Khiok Seng</strong></p> <p><strong>After spending 10 minutes explaining a math concept to the class, the teacher stops and asks, “Are there any questions?” The class turns absolutely silent and many students cast their eyes downward. The teacher coaxes before a brave student gingerly asks, “We do not understand – could you please explain everything again?”</strong></p> <div class="message-box-wrapper #ff6600"> <div class="message-box-title">Article highlights</div> <div class="message-box-content"> <ul> <li>Why is student questioning important?</li> <li>What types of questions may students ask in a math lesson?</li> <li>How can teachers encourage students to ask appropriate questions?</li> </ul> </div> </div> <h1>Why Is Student Questioning Important?</h1> <p>One of the aims of Curriculum 2015<a href="#1"><sup>1</sup></a> is to prepare students to become self-regulated learners so that they can think and learn independently. Such learners must have the mindset to ask questions in order to deepen their understanding and the ability to frame appropriate questions for this purpose.</p> <p>Some students are fearful or shy to ask questions in front of their classmates, thinking that their questions are “stupid”. Others may not know how to ask appropriate math questions because they have not been trained to do so.</p> <p>Why is it important for students to ask questions about their math work? Let us consider two psychological reasons.</p> <ol> <li style="list-style-type: none;"> <ol> <li>They will learn better and understand more when they can clarify their doubts through asking questions.</li> <li>They can learn from feedback to their queries, whether the feedback is given by the teachers or classmates. By asking questions, the students engage in elaborating on and integrating what is being learnt in an active rather than passive way.</li> </ol> </li> </ol> <p style="padding-left: 40px;"> <p>Although many studies have been conducted on the impacts of different types of math questions <em>teachers</em> ask in lessons, there has been limited discussion about how to encourage <em>students</em> to ask their own questions and how this might influence learning.</p> <p>The <em>Enhancing Mathematics Performance</em> (EMP) study<a href="#2"><sup>2</sup></a> included a small pilot to investigate this technique among some primary and secondary students.</p> <h1>Types of Questions Students May Ask</h1> <p>Math learning often deals with four aspects: <em>Meaning, Method, Reasoning</em>, and <em>Application</em>. A variety of questions may be asked about each of these aspects.</p> <p>Some sample questions that the students can ask are shown in Figure 1. The questions are printed on laminated cards with an aspect labelled on one side and the sample questions on the reverse side. These are called Student Question Cards or SQCs.</p> <p>The students can fill in the ellipses (…) with words related to the lessons. Each set of questions also includes an option for “Your own question”, for students to ask their own questions.</p> <p><img loading="lazy" class="aligncenter size-full wp-image-1046" title="MathEd21_StudentQuestionCards" src="https://singteach.nie.edu.sg/wp-content/uploads/MathEd21_StudentQuestionCards.jpg" alt="" width="620" height="280" /></p> <p style="text-align: center;">Figure 1. Student question cards.</p> <h1>How Can Teachers Encourage Students to Ask Appropriate Questions?</h1> <p>Teachers can design their lessons to include specific question times (QT) for students to ask questions. During these QTs, encourage students to refer to the SQCs to find a question to ask about that part of the lesson.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> It has been said “I hear and I forget. I see and I remember. I do and I understand.” We wish to add to this saying, “I question and I learn”.</p> <p>Teachers may try different approaches to get their students to learn to ask meaningful questions, including the following:</p> <ul> <li style="list-style-type: none;"> <ul> <li>Ask every student to choose a question from the SQCs and call on a few of them to ask their questions. This forces every student to think about what they are learning.</li> <li>Ask students who really have doubts about that part of the lesson to ask a question from the SQCs.</li> <li>Focus on a particular aspect, for example, only reasoning questions. Change the focus during the lesson and across several lessons. This will help students to become familiar with all four ways of thinking about math.</li> <li>Call on specific students to ask questions from the SQCs. This will encourage participation from as many students as possible, including those who normally keep quiet in class.</li> <li>Organize students into groups, allow them to discuss the questions to ask, and pick a few groups to ask their questions.</li> </ul> </li> </ul> </div> </div> <p>Once a question has been asked, the teacher has to answer it as carefully as possible. The class should pay attention to the teacher’s answers to these questions.</p> <p>The specific questions on the SQCs serve as scaffolding at the initial stage to promote student questioning. With sufficient practice, this scaffolding using the given question prompts can be steadily decreased so that the students become better at asking their own questions.</p> <h1>What Has Been Learned about Using This Student Questioning Technique</h1> <p>Two primary and two secondary Math teachers participated in this part of the EMP study. They designed their lessons to incorporate QTs. Every student was given one set of SQCs to use during the study.</p> <p>The teachers used different ways of selecting students to ask their questions. This flexibility is important to allow teachers to become comfortable with the new teaching technique and to match it with their teaching objectives.</p> <p>They mentioned that this technique helped to break the monotony of the lessons. It was also useful in getting the quiet students to become more active, though it was sometimes challenging for the teachers to give good answers on the spot to students’ questions.</p> <p>The students generally found the SQCs easy to use, and the primary students reported enjoying the use of the SQCs more than the secondary students. Some students mentioned that the SQCs helped them to formulate questions and the QT gave them a chance to ask questions, while others did not like to be forced to ask questions or were afraid that the teacher would pick on them to ask questions.</p> <p>A concern was that the extra time for the QT would reduce the time to “cover” the syllabus. Perhaps, when students are competent at asking their own questions and eager to think about the answers, they will become self-regulated learners, making it easier for teachers to teach and to “cover” the scheme of work.</p> <p><strong>Notes</strong></p> <ol> <li style="list-style-type: none;"> <ol> <li><a name="1"></a>This means having a clearly defined educational philosophy in school leadership; clear strategic intents and direction to guide the national and school-based curriculum; school autonomy to innovate at school and classroom level; and a comprehensive mechanism to evaluate if students have acquired the strong fundamentals and are prepared for future learnings, to ensure school accountability. (Ministry of Education, 2009)</li> <li><a name="2"></a>The <em>Enhancing Mathematics Performance </em>(EMP) study was developed to understand the characteristics of pupils who are weak in Mathematics.</li> </ol> </li> </ol> <p style="padding-left: 40px;"> <p><strong>Reference</strong><br /> Ministry of Education. (2009, February 17). <em>Recent developments in Singapore’s education system: Gearing up for the future.</em> Retrieved November 12, 2009, from <a href="https://www.bic.moe.go.th/fileadmin/BIC_Document/B2/ASEAN/regional09/Singapore.pdf">https://www.bic.moe.go.th/fileadmin/BIC_Document/B2/ASEAN/regional09/Singapore.pdf</a></p> <p><strong>Read more about this project:</strong><br /> Wong, K. Y., & Quek, K. S. (2009). <em>Enhancing mathematics performance of mathematically weak pupils: An exploratory study </em>(Final Research Rpt. for Project No. CRP 47/03 WKY). Singapore: National Institute of Education, Centre for Research in Pedagogy and Practice. Retrieved October 23, 2009, from <a href="https://repository.nie.edu.sg/jspui/bitstream/10497/2900/1/CRP47_03WKY_FinalResRpt.pdf">https://repository.nie.edu.sg/jspui/bitstream/10497/2900/1/CRP47_03WKY_FinalResRpt.pdf</a><strong></strong></p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2009/11/01/issue21-mathed/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Thinking About Thinking: What Educators Need to Know</title> <link>https://singteach.nie.edu.sg/2006/09/01/issue02-share09/?utm_source=rss&utm_medium=rss&utm_campaign=issue02-share09</link> <comments>https://singteach.nie.edu.sg/2006/09/01/issue02-share09/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Fri, 01 Sep 2006 00:44:36 +0000</pubDate> <category><![CDATA[Issue 2 Nov 2005]]></category> <category><![CDATA[Share]]></category> <category><![CDATA[Review]]></category> <category><![CDATA[Book review]]></category> <category><![CDATA[Metacognition]]></category> <category><![CDATA[Self-regulated learning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=1768</guid> <description><![CDATA[Edited by Jessie Ee, Agnes Chang, Oon-Seng Tan, (2004), McGraw-Hill Education (Asia), ISBN 0-00-715133-0, 329 pages Thinking About […]]]></description> <content:encoded><![CDATA[<p><em><strong>Edited by Jessie Ee, Agnes Chang, Oon-Seng Tan, (2004), McGraw-Hill Education (Asia), ISBN 0-00-715133-0, 329 pages</strong></em></p> <p><em><img loading="lazy" class="alignright size-full" title="Image" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/sbr02_02thinking_articleimage1.jpg" alt="Image" width="170" height="267" align="left" border="0" hspace="6" /></em></p> <p><em>Thinking About Thinking</em> comprehensively provides the latest theories and applications in the field of metacognition and self-regulated learning.</p> <p>This book is divided into two parts. The first section opens with Barry Zimmerman and Manuel Martinez-Pons’ overview of the effectiveness and extensiveness of students’ self-regulatory process in academic learning. This is followed by discussions on aspects of self-regulated learning ranging from how classroom ecology can aid in the learning of self-regulated strategies to about how a community of inquiry can aid in the dissemination of self-regulated learning strategies in classrooms.</p> <p>The second section looks at the some of the latest applications and innovations of self-regulated learning and metacognition strategies used in classrooms.</p> <p>A case for teacher education serves as a starting point for enabling new paradigm shifts towards learning more effectively.</p> <p>This is followed by a discussion on how the choice of teachers can hinder or improve the progress of self-regulated learning. An emphasis on the importance of teachers as facilitators to guide the students through the process of self-regulatory learning is made next.</p> <p>The book concludes with a chapter on self-regulated learning strategies and youths with Attention Deficit Hyperactivity Disorder (ADHD). The chapter introduces several intervention strategies that teachers may use in the process of teaching self-regulating skills to them.</p> <p><em>Thinking About Thinking</em> is definitely a book worth reading; it is a treasure of useful insights on teacher thinking. The dynamic combination of both theory and practice of self-regulated learning and metacognition and the simple, straight forward style of writing make this book a joy to read.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2006/09/01/issue02-share09/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 @ 2025-01-30 22:10:43 by W3 Total Cache -->