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	<title>Virtual Staff Lounge &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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		<title>Inquiry-Based Learning (IBL) for Geography Education in a Singapore School: Best Practices and Insights</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights</link>
					<comments>https://singteach.nie.edu.sg/2024/07/21/inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:03:23 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Secondary school]]></category>
		<category><![CDATA[Scaffolding]]></category>
		<category><![CDATA[Inquiry-based learning]]></category>
		<category><![CDATA[ICT]]></category>
		<category><![CDATA[Climate change]]></category>
		<category><![CDATA[Sustainability education]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[Geography]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23315</guid>

					<description><![CDATA[Contributed by Frances Ong Hock Lin, Alethea Goh Min Yi, Jeremy Ong Zhen Wei from Mayflower Secondary School, [&#8230;]]]></description>
										<content:encoded><![CDATA[<div style="font-weight: 400;">
<p paraid="1775953921" paraeid="{b50fd3bd-0252-4d37-8ba2-39229c530971}{175}"><em><strong><span data-contrast="none" xml:lang="EN" lang="EN">Contributed by </span><span data-contrast="none" xml:lang="EN" lang="EN">Frances Ong Hock Lin</span><span data-contrast="none" xml:lang="EN" lang="EN">, </span><span data-contrast="none" xml:lang="EN" lang="EN">Alethea Goh Min Yi</span><span data-contrast="none" xml:lang="EN" lang="EN">, </span><span data-contrast="none" xml:lang="EN" lang="EN">Jeremy Ong Zhen Wei</span> <span data-contrast="none" xml:lang="EN" lang="EN">from </span><span data-contrast="none" xml:lang="EN" lang="EN"><a href="https://www.mayflowersec.moe.edu.sg/" target="_blank" rel="noopener">Mayflower Secondary School</a></span><span data-contrast="none" xml:lang="EN" lang="EN">, for </span><span data-contrast="none" xml:lang="EN" lang="EN"><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge.</a></span></strong></em></p>
<div id="attachment_23490" style="width: 510px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23490" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-300x225.jpg" alt="" class="wp-image-23490" width="500" height="375" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-2048x1536.jpg 2048w" sizes="(max-width: 500px) 100vw, 500px" /><p id="caption-attachment-23490" class="wp-caption-text">From left: Jeremy Ong Zhen Wei, Frances Ong Hock Lin and Alethea Goh Min Yi</p></div>
<h1 paraid="1775953921" paraeid="{b50fd3bd-0252-4d37-8ba2-39229c530971}{175}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW10343160 BCX0"><span class="NormalTextRun SCXW10343160 BCX0">Geography Education for Sustainable Development</span></span></h1>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW166871528 BCX0"><span class="NormalTextRun SCXW166871528 BCX0">Balancing the needs of a growing population with environmental protection is a major 21st-century challenge. Sustainable development addresses this by adopting practices that ensure human and ecological well-being without compromising future generations. This article advocates for integrating Education for Sustainable Development (ESD) into geography classes to teach the skills needed to tackle global issues like climate change.</span></span></p>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW58605904 BCX0"><span class="NormalTextRun SCXW58605904 BCX0">Chang (2011) highlights that geography education is well-suited for promoting ESD, as it covers current sustainability issues and helps students understand the complexities of environmental changes. </span><span class="NormalTextRun SCXW58605904 BCX0" data-ccp-charstyle="cf01" data-ccp-charstyle-defn="{&quot;ObjectId&quot;:&quot;9a4c4fb7-16eb-4d9c-946b-c3085fab8aa9|23&quot;,&quot;ClassId&quot;:1073872969,&quot;Properties&quot;:[469777841,&quot;Segoe UI&quot;,469777842,&quot;Segoe UI&quot;,469777843,&quot;Arial&quot;,469777844,&quot;Segoe UI&quot;,469769226,&quot;Segoe UI&quot;,268442635,&quot;18&quot;,469775450,&quot;cf01&quot;,201340122,&quot;1&quot;,134233614,&quot;true&quot;,469778129,&quot;cf01&quot;,335572020,&quot;1&quot;,469778324,&quot;Default Paragraph Font&quot;]}">Singapore’s current geography </span><span class="NormalTextRun SCXW58605904 BCX0" data-ccp-charstyle="cf01">syllabus </span><span class="NormalTextRun SCXW58605904 BCX0">emphasizes</span><span class="NormalTextRun SCXW58605904 BCX0"> the importance of sustainable development. Students learn about sustainable practices at various scales, highlighting geography’s essential role in preparing future-ready learners. Geography education is thus crucial for ESD as it develops ideas and beliefs about sustainable practices.</span></span></p>
<h1><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW111739428 BCX0"><span class="NormalTextRun SCXW111739428 BCX0">Inquiry-Based Learning in the Geography Classroom</span></span></h1>
<p><span class="NormalTextRun SCXW20636900 BCX0">Building on ESD in geography education, we explore the transformative potential of IBL. In Singapore, geographical inquiry is a &#8220;signature pedagogy&#8221; (Seow, Chang, &amp; Neil Irvine, 2019). IBL engages students by activating prior knowledge, fostering critical </span><span class="NormalTextRun SCXW20636900 BCX0">thinking</span><span class="NormalTextRun SCXW20636900 BCX0"> and enhancing problem-solving skills. Unlike traditional teaching, IBL positions teachers as guides, encouraging students to ask questions, design solutions, conduct investigations and formulate explanations based on evidence, thereby creatively enhancing their learning experience.</span></p>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW184962087 BCX0"><span class="NormalTextRun SCXW184962087 BCX0">IBL focuses on investigation and problem-solving. In contrast to traditional frontal teaching, IBL positions teachers as guides. It encourages students to: ask questions, design solutions, conduct investigations and formulate explanations based on evidence. This approach creatively enhances their learning experience.</span></span></p>
</div>
<h1><span class="NormalTextRun SCXW135218114 BCX0">The </span><span class="NormalTextRun SCXW135218114 BCX0">Mayflower Experienc</span><span class="NormalTextRun SCXW135218114 BCX0">e</span></h1>
<div id="attachment_23493" style="width: 300px" class="wp-caption alignright"><img aria-describedby="caption-attachment-23493" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-300x225.jpg" alt="" class="wp-image-23493" width="290" height="218" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-2048x1536.jpg 2048w" sizes="(max-width: 290px) 100vw, 290px" /><p id="caption-attachment-23493" class="wp-caption-text">Figure 1. Flowerpots created from recyclable materials.</p></div>
<div style="font-weight: 400;">
<p paraid="668527762" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{34}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Mayflower Secondary School&#8217;s Humanities Department envisions empowering students by putting students in the driver&#8217;s seat. They do this through IBL, fostering self-directed learning. They </span><span>utilize</span><span> ICT tools for this purpose. Three examples of IBL implementation will be highlighted.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<div style="font-weight: 400;">
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>In Secondary 1, students begin IBL by posing questions and conducting investigations. They explore sustainability by creating </span><span>flowerpots</span><span> from recyclable materials like plastic bottles and cardboard found at school</span><span> (see Figure 1)</span><span>. These pots are used for planting Indian Borages, which they care for over a year and pass to the next cohort. Teachers guide them by asking questions such as how to ensure plants are watered during school holidays. This hands-on approach equips students with practical knowledge of sustainability in real-world scenarios. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/32c3zdj2" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW102065077 BCX0"><span class="NormalTextRun SCXW102065077 BCX0">In Secondary 3, instead of creating a PowerPoint and giving a lecture about </span><span class="NormalTextRun SCXW102065077 BCX0">how </span><span class="NormalTextRun SCXW102065077 BCX0">the impact of climate change can affect the human system, students </span><span class="NormalTextRun SCXW102065077 BCX0">are </span><span class="NormalTextRun SCXW102065077 BCX0">divided into groups to research </span><span class="NormalTextRun SCXW102065077 BCX0">the different </span><span class="NormalTextRun SCXW102065077 BCX0">impact</span><span class="NormalTextRun SCXW102065077 BCX0">s</span><span class="NormalTextRun SCXW102065077 BCX0"> of climate change. Through a curated list of resources, students inquire about the impacts of climate change. They then </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW102065077 BCX0">have to</span><span class="NormalTextRun SCXW102065077 BCX0"> process the knowledge and present it as an infographic for the school</span><span class="NormalTextRun SCXW102065077 BCX0">’s</span><span class="NormalTextRun SCXW102065077 BCX0"> Open House exhibition. </span></span><span class="EOP SCXW102065077 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/5eutkmch" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW159664450 BCX0"><span class="NormalTextRun SCXW159664450 BCX0">For the lesson on climate action, students first played the game </span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW159664450 BCX0"><a href="https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/" target="_blank" rel="noopener"><span class="NormalTextRun SCXW159664450 BCX0">Getting to Zero</span></a></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW159664450 BCX0"><span class="NormalTextRun SCXW159664450 BCX0"> to spark their curiosity. Using the framework</span><span class="NormalTextRun SCXW159664450 BCX0"> of</span><span class="NormalTextRun SCXW159664450 BCX0"> </span><span class="NormalTextRun SCXW159664450 BCX0">“C</span><span class="NormalTextRun SCXW159664450 BCX0">reate, </span><span class="NormalTextRun SCXW159664450 BCX0">C</span><span class="NormalTextRun SCXW159664450 BCX0">onnect, and </span><span class="NormalTextRun SCXW159664450 BCX0">Contribute” </span><span class="NormalTextRun SCXW159664450 BCX0">students </span><span class="NormalTextRun SCXW159664450 BCX0">are </span><span class="NormalTextRun SCXW159664450 BCX0">provided with an opportunity to discover for themselves the type of climate actions that they can take to fight climate change</span><span class="NormalTextRun SCXW159664450 BCX0">.  </span></span><span class="EOP SCXW159664450 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/3ynkf4xu" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<h1 paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW239563365 BCX0"><span class="NormalTextRun SCXW239563365 BCX0">Challenges Encountered, Solution</span><span class="NormalTextRun SCXW239563365 BCX0">s</span><span class="NormalTextRun SCXW239563365 BCX0"> Implemented</span></span><span class="EOP SCXW239563365 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></h1>
<div style="font-weight: 400;">
<p paraid="132681943" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{235}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>When using IBL, one constant fear we had was balancing curriculum coverage with student-driven inquiry. We addressed this by clearly defining learning </span><span>objectives</span><span> for each topic and designing inquiry-based activities aligned with these goals. Flipped classroom methods ensured students grasped fundamental concepts beforehand, allowing class time for deep exploration and critical thinking. This fosters comprehensive understanding of geographical concepts over rote memorization. Through meticulous planning and alignment with learning </span><span>objectives</span><span>, we aim to mitigate concerns about the breadth of content coverage while promoting meaningful student engagement and learning.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<div style="font-weight: 400;">
<p paraid="1831059073" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{241}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>In addition, implementing IBL demands </span><span>significant time</span><span> and resources, which can tempt teachers with heavy workloads to revert to traditional frontal teaching. However, despite the </span><span>initial</span><span> investment, the long-term benefits of IBL outweigh </span><span>this.</span><span> Once IBL activities are designed and posted online, they can be reused in </span><span>subsequent</span><span> years, lightening the workload. Collaboration among teachers in developing IBL lessons further distributes the effort. Moreover, IBL enhances student engagement and motivation, </span><span>ultimately improving</span><span> learning outcomes. With experience, we have </span><span>integrated</span><span> IBL into our teaching practice without being overwhelmed, ensuring sustained benefits for both educators and students.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<div style="font-weight: 400;">
<p paraid="388980507" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{255}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>To address student reluctance with open-ended inquiry tasks, we scaffold their learning and build confidence gradually. We employ varied assessments like rubrics and peer evaluations throughout the process, shifting focus from just summative outcomes. Clear guidance on conducting mini-inquiries and </span><span>analyzing</span><span> </span><span>data equips students for these tasks. Using ICT tools, such as </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Google Sites</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Goggle Docs</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Classroom</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Canva</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, and </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Padlet</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, enhances engagement and accommodates diverse learning styles. </span><span>Th</span><span>ese strategies</span><span> ensure students </span><span>are able to </span><span>develop skills in navigating inquiry-based activities.</span><span> </span></span></p>
<h1 paraid="388980507" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{255}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW8425267 BCX0"><span class="NormalTextRun SCXW8425267 BCX0">IBL as an Effective </span></span><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun Highlight SCXW8425267 BCX0"><span class="NormalTextRun SCXW8425267 BCX0">Instructional Approach</span></span><span class="EOP SCXW8425267 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></h1>
<div style="font-weight: 400;">
<p paraid="986988033" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{52}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>This article explores integrating IBL into geography education in Singapore through the lens of ESD. By embedding IBL within ESD goals, the aim is to foster critical thinking, problem-solving and a profound grasp of sustainability issues among students.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<p paraid="1747839645" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{58}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Three examples shared in this article illustrate IBL implementation across different educational levels despite challenges such as curriculum coverage, time management and resource allocation. Solutions include aligning learning </span><span>objectives</span><span>, using technology effectively and scaffolding inquiry processes.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<p paraid="388980511" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{64}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Our experiences highlight that IBL enriches learning by equipping students with skills to tackle global challenges like climate change and biodiversity loss. This pedagogical approach not only enhances engagement and comprehension but also cultivates future-ready citizens capable of contributing positively to sustainability efforts. IBL </span><span>emerges</span><span> as a powerful method for nurturing informed, responsible individuals prepared to address complex issues and shape a sustainable future.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<p paraid="388980512" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{70}"><b><span data-contrast="auto" xml:lang="EN" lang="EN"><span>References</span></span></b><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<p paraid="388980513" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{76}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Chang, C.-H. (2011). Is Singapore’s school geography relevant to our changing world? </span></span><i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Review of International Geographical Education Online (RIGEO), 1</span></span></i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>(2), 223-239. Retrieved from</span></span><a href="https://files.eric.ed.gov/fulltext/EJ1168710.pdf" target="_blank" rel="noreferrer noopener"><span data-contrast="auto" xml:lang="EN" lang="EN"><span> https://files.eric.ed.gov/fulltext/EJ1168710.pdf</span></span></a><span data-contrast="auto" xml:lang="EN" lang="EN"></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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<p paraid="388980514" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{89}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Seow, T., Chang, J., &amp; Neil Irvine, K. (2019). Field-Based Inquiry as a Signature Pedagogy for Geography in Singapore. </span></span><i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Journal of Geography, 118</span></span></i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>(6), 227–237. https://doi.org/10.1080/00221341.2018.1561740</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:192,&quot;335559740&quot;:360,&quot;335559746&quot;:80}"> </span></p>
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		<title>Navigating Blended Learning: Insights from Students’ Experiences</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/navigating-blended-learning-insights-from-students-experiences/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=navigating-blended-learning-insights-from-students-experiences</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:02:45 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[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>
		<category><![CDATA[Student learning]]></category>
		<category><![CDATA[Teaching practices]]></category>
		<category><![CDATA[Student voice]]></category>
		<category><![CDATA[Feedback]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23324</guid>

					<description><![CDATA[Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat, Centre for Pedagogical Research and Learning, Raffles Girls’ [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW59360027 BCX0"><span class="NormalTextRun SCXW59360027 BCX0"><strong><em>Contributed by Ms Tan Yen Chuan and Ms Hafizah Jumat,</em> <a href="https://perl.rgs.edu.sg/homepage/announcements/annon4/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning</a>, <a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School (Secondary)</a>,</strong> <span lang="EN-MY"><b><i>for</i></b><b><span> </span></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><span> </span></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a></span></span></span><span class="EOP SCXW59360027 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<div id="attachment_23470" style="width: 460px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23470" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg" alt="" class="wp-image-23470" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_RGS_group-photo-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-23470" class="wp-caption-text">The team comprises (from left) Azahar Noor, Hafizah Jumat, Tan Yin Lai, Tan Yen Chuan, Mary George Cheriyan and Lucille Yap (not in picture).</p></div>
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<p paraid="4" paraeid="{d7e102d5-6c62-4e44-bb55-9037136bd9bf}{254}"><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Have you ever wondered what students really think about blended learning? Or how their experiences can enhance our teaching practices? </span> </strong></em><em><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">In this article, Ms Tan Yen Chuan and Ms Hafizah Jumat, from the </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><a href="https://www.rgs.edu.sg/" target="_blank" rel="noopener">Raffles Girls’ School</a> <a href="https://perl.rgs.edu.sg/" target="_blank" rel="noopener">Centre for Pedagogical Research and Learning </a>(PeRL)</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">share insights from a study on students’ perceptions and experiences of blended learning which involved a survey of over 500 students and focus group discussions conducted with approximately 20 students from a secondary school.</span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"> </span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">This article highlights both good practices and areas where teachers can better understand and support students in their blended learning journey.</span> </strong></em></p>
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<h1 paraid="5" paraeid="{7a03c4b6-17c1-4a3e-a139-f8a7a9686aef}{5}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW75453431 BCX0"><span class="NormalTextRun SCXW75453431 BCX0">Cultivating Self-Regulating Learning Skills for Blended Learning</span></span><span class="EOP SCXW75453431 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW109863942 BCX0"><span class="NormalTextRun SCXW109863942 BCX0">Self-regulated learning (SRL) refers to one’s ability to understand and control one’s learning environment (Zimmerman, 2002). SRL abilities which include goal setting, self-monitoring, self-instruction, and self-reinforcement (Harris &amp; Graham, 1999; Schraw, Crippen, &amp; Hartley, 2006; Shunk, 1996), are vital in the blended learning (BL) environment, where students have their own personal learning devices (PLDs). They must be able to use strategies to minimize distractions, manage their time and exercise self-</span><span class="NormalTextRun SCXW109863942 BCX0">control to complete assigned work. </span></span><span class="EOP SCXW109863942 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">“I have this app that&#8217;s like a study timer… </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW262851458 BCX0"><span class="NormalTextRun SCXW262851458 BCX0">YPT… it would lock your phone…it makes sure that you don&#8217;t get distracted.”</span></span></p>
<p>&#8211;<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW181025075 BCX0"><span class="NormalTextRun SCXW181025075 BCX0"><strong>Student A</strong> on her strategy to exercise time management</span></span><span class="EOP SCXW181025075 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></em></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW94301182 BCX0"><span class="NormalTextRun SCXW94301182 BCX0">Based on the survey findings, the students felt they were able to use online tools, assessment data, model answers and teacher feedback to guide, </span><span class="NormalTextRun SCXW94301182 BCX0">monitor</span><span class="NormalTextRun SCXW94301182 BCX0"> and improve their performance. They also employed a help-seeking process and sought teachers’ feedback for further </span><span class="NormalTextRun SCXW94301182 BCX0">clarifications to improve their learning. Majority of them were able to apply digital literacy skills to evaluate the credibility of online information. </span></span><span class="EOP SCXW94301182 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199868558 BCX0"><span class="NormalTextRun SCXW199868558 BCX0">“…I will self-check my answers to see … where my weaknesses [are]… those are the parts where I&#8217;ll focus more on strengthening.” </span></span><span class="EOP SCXW199868558 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335559737&quot;:-295,&quot;335559740&quot;:360}"> </span></p>
<p>&#8211;<em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW8445525 BCX0"><span class="NormalTextRun SCXW8445525 BCX0"><strong>Student B</strong> on her self-monitoring behaviour</span></span></em></p>
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<p><span class="NormalTextRun SCXW109356356 BCX0">On the other hand, during the </span><span class="NormalTextRun SCXW109356356 BCX0">focus group discussions (FGDs)</span><span class="NormalTextRun SCXW109356356 BCX0">, some students reported being easily distracted by their PLDs. Their off-task behaviours can affect neighbouring students as well. Therefore, it is important for teachers to empower students to advocate for themselves as learners. Besides providing varied learning activities to increase student engagement, teachers can consider nurturing their executive functioning skills on minimizing distraction, environment control, planning, and time-management. Teachers should also </span><span class="NormalTextRun SCXW109356356 BCX0">demons</span><span class="NormalTextRun SCXW109356356 BCX0">trate</span><span class="NormalTextRun SCXW109356356 BCX0"> breaking down a task into actionable steps to help them learn how to complete tasks independently. Additionally, creating opportunities for student self-reflection and self-evaluation is important, requiring teachers to </span><span class="NormalTextRun SCXW109356356 BCX0">designate</span><span class="NormalTextRun SCXW109356356 BCX0"> time and space in the BL environment for self-reflection (whether offline or face-to-face).</span></p>
<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW141024317 BCX0"><span class="NormalTextRun SCXW141024317 BCX0">Increase </span><span class="NormalTextRun SCXW141024317 BCX0">Feedback Channels through Diverse Platforms</span></span><span class="EOP SCXW141024317 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW211541332 BCX0"><span class="NormalTextRun SCXW211541332 BCX0">Our findings showed the students felt their teachers helped them see their learning progress using online and offline assessment data. They also find teacher feedback helpful as it is tailored to address their learning gaps. </span></span><span class="EOP SCXW211541332 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW199079150 BCX0"><span class="NormalTextRun SCXW199079150 BCX0">“…your teacher guiding you through it…she helps you understand what you&#8217;re missing out on and what you need to do.” </span></span><span class="EOP SCXW199079150 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335559737&quot;:-209,&quot;335559740&quot;:360}"> </span></p>
<p><em>&#8211;<span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW176678285 BCX0"><span class="NormalTextRun SCXW176678285 BCX0"><strong>Student C</strong> on teachers’ guidance</span></span></em></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW90423389 BCX0"><span class="NormalTextRun SCXW90423389 BCX0">However, a minority of students wanted more prompt feedback on their online assignments. To address this, teachers can consider harnessing approaches like the Station Rotation Model to provide </span><span class="NormalTextRun SCXW90423389 BCX0">timely</span><span class="NormalTextRun SCXW90423389 BCX0"> feedback during face-to-face lessons. As this </span><span class="NormalTextRun SCXW90423389 BCX0">model includes both online and face-to-face stations as part of the rotation process, this means teachers can provide feedback in real time on these online assignments as students work on them during class time. Under this model, teachers can also offer personalized instruction, feedback, and support to students individually or in small groups (Tucker, Wycoff &amp; Green, 2016).</span></span><span class="EOP SCXW90423389 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:160,&quot;335559740&quot;:301}"> </span></p>
<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW163594085 BCX0"><span class="NormalTextRun SCXW163594085 BCX0">Balancing Student Workload in Blended Learning Environment</span></span><span class="EOP SCXW163594085 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW124607578 BCX0"><span class="NormalTextRun SCXW124607578 BCX0">Given the nature of BL, teachers may assign both hardcopy homework and online homework to </span><span class="NormalTextRun SCXW124607578 BCX0">facilitate</span><span class="NormalTextRun SCXW124607578 BCX0"> flipped classroom teaching or home-based learning. However, this combination may potentially overwhelm students, especially with limited completion time. Schools can help ensure a manageable workload by periodically surveying students’ homework demand. Teachers should engage students in setting realistic deadlines, </span><span class="NormalTextRun SCXW124607578 BCX0">expectations</span><span class="NormalTextRun SCXW124607578 BCX0"> and scope of tasks. Teachers should also assess students’ homework load and provi</span><span class="NormalTextRun SCXW124607578 BCX0">de support to help them manage their workload effectively.</span></span><span class="EOP SCXW124607578 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW129080173 BCX0"><span class="NormalTextRun SCXW129080173 BCX0">“The school can send out check-in surveys… to check if students are managing </span><span class="NormalTextRun SCXW129080173 BCX0">their workload well.”</span></span><span class="EOP SCXW129080173 BCX0" data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335559685&quot;:-141,&quot;335559737&quot;:-216,&quot;335559740&quot;:360}"> </span></p>
<p><em><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW122633995 BCX0"><span class="NormalTextRun SCXW122633995 BCX0">&#8211;<strong>Student D</strong> on the workload</span></span></em></p>
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<h1><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW12427822 BCX0"><span class="NormalTextRun SCXW12427822 BCX0">Fostering Interaction: Encouraging Students’ Responses to Classmate’s Online Postings</span></span><span class="EOP SCXW12427822 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
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<p paraid="44" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{23}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>While students value peer feedback, the majority would not respond to their classmates’ online </span><span>postings if their responses were not graded. They felt such activity was not important or useful for</span></span><span data-contrast="none" xml:lang="EN-GB" lang="EN-GB"><span> </span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>their learning. Teachers need to communicate to students how such activity can foster deeper understanding and value add to their knowledge-building as well as improve netiquette skills (Harmonize, 2023). Teachers can also employ the following strategies to maximize the benefits of online peer feedback:</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png" alt="" class="alignnone wp-image-23476" width="550" height="413" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1024x768.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-768x576.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text-1536x1152.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/Your-paragraph-text.png 2048w" sizes="(max-width: 550px) 100vw, 550px" /></p>
<p><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB">Teachers can cultivate positive habits in students by mandating students’ responses to classmates’ postings. As students overcome the initial hurdle of participation and become accustomed to responding, they are more likely to sustain online discussions voluntarily. </span><span data-ccp-props="{&quot;134245417&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
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<h1 paraid="52" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{75}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW67395491 BCX0"><span class="NormalTextRun SCXW67395491 BCX0">Conclusion</span></span><span class="EOP SCXW67395491 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></h1>
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<p paraid="55" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{91}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>As BL incorporates digital tools and platforms for learning, the role of AI in education has become more prominent. During our FGD sessions, when we asked students about the </span><span>apps</span><span> they use to complete </span><span>their </span><span>homework, the use of ChatGPT was mentioned. Although this study did not initially focus on AI, its relevance and significance w</span><span>ere</span><span> highlighted by the students through these discussions on their BL experience, underscoring the need for educators to engage in conversations and </span><span>establish</span><span> guidelines for AI use in their </span><span>BL</span><span> journey. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<p paraid="56" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{109}"><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>It is essential to develop their AI literacy and promote the ethical use of technology in line with the Ministry of Education’s EdTech Masterplan 2030. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
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<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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559738&quot;:240,&quot;335559740&quot;:360}"> </span></p>
<p paraid="58" paraeid="{a97facc0-a3c0-4311-8cb2-6b90acbd401b}{125}"><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW193901827 BCX0"><span class="NormalTextRun SCXW193901827 BCX0">References</span></span></strong><span class="EOP SCXW193901827 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:360}"> </span></p>
<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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;: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., &amp; Archambault, L. (2019). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>K-12 blended teaching: A guide to personalized learning and online integration</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. </span><span>EdTechBooks</span><span>. org: Provo, UT, USA</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
</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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;: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., &amp; Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Learning Disability Quarterly, 22</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(4), 251–262. https://doi.org/10.2307/1511259</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
</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., &amp; Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Research in Science Education, 36</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>(1), 111-139. https://doi.org/10.1007/s11165-005-3917-8 </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
</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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;: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 &amp; Tips [PDF file]</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. Bloomsburg Commonwealth University. https://www.bloomu.edu/documents/ctl-ttdiscussion-boards-v2.pdf</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
</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., &amp; Green, J. T. (2016). </span></span><i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>Blended Learning in Action: A Practical Guide Toward Sustainable Change</span></span></i><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>. California: Corwin, a SAGE company.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
</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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:200,&quot;335559740&quot;:240}"> </span></p>
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		<title>Nurturing Little Einsteins with Seamless Learning in Primary Science Classrooms</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:01:55 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Primary school]]></category>
		<category><![CDATA[Learning environment]]></category>
		<category><![CDATA[ICT]]></category>
		<category><![CDATA[Seamless learning]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[Student learning]]></category>
		<category><![CDATA[Climate change]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23320</guid>

					<description><![CDATA[Contributed by Tan Si Hua, Rachael Fang Swee Sian and Nurhuda Amin from West Grove Primary School, for SingTeach Virtual Staff [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong><span data-contrast="none" xml:lang="EN" lang="EN" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Strong">Contributed by </span></span><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">Tan Si Hua, Rachael Fang Swee Sian and </span><span class="NormalTextRun SpellingErrorV2Themed SCXW248797249 BCX0">Nurhuda</span><span class="NormalTextRun SCXW248797249 BCX0"> Amin from </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://westgrovepri.moe.edu.sg/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">West Grove Primary School</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">, for </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">SingTeach Virtual Staff Lounge</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight EmptyTextRun SCXW248797249 BCX0"></span><span class="EOP SCXW248797249 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></strong></em></p>
<div id="attachment_23451" style="width: 560px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23451" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg" alt="" class="wp-image-23451" width="550" height="310" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1024x577.jpeg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-768x432.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1536x865.jpeg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1.jpeg 2000w" sizes="(max-width: 550px) 100vw, 550px" /><p id="caption-attachment-23451" class="wp-caption-text">The team comprises (from left to right) Rachael Fang Swee Sian, Tan Si Hua and Nurhuda Amin.</p></div>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167733097 BCX0"><span class="NormalTextRun SCXW167733097 BCX0">Seamless Learning in </span><span class="NormalTextRun SCXW167733097 BCX0">Primary </span><span class="NormalTextRun SCXW167733097 BCX0">Science Classrooms </span></span><span class="EOP SCXW167733097 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW18336023 BCX0"><span class="NormalTextRun SCXW18336023 BCX0">A central goal of science education is to enable students in their foundation years to appreciate the value of science and its application in their everyday lives</span><span class="NormalTextRun SCXW18336023 BCX0">,</span><span class="NormalTextRun SCXW18336023 BCX0"> laying the groundwork for future pursuits of science learning. </span><span class="NormalTextRun SCXW18336023 BCX0">Reali</span><span class="NormalTextRun SCXW18336023 BCX0">z</span><span class="NormalTextRun SCXW18336023 BCX0">ing </span><span class="NormalTextRun SCXW18336023 BCX0">this goal </span><span class="NormalTextRun SCXW18336023 BCX0">necessitates</span><span class="NormalTextRun SCXW18336023 BCX0"> that science classrooms provide students with learning experiences that </span><span class="NormalTextRun SCXW18336023 BCX0">leverage</span><span class="NormalTextRun SCXW18336023 BCX0"> their interests and stimulate their curiosity </span><span class="NormalTextRun SCXW18336023 BCX0">as inquirers </span><span class="NormalTextRun SCXW18336023 BCX0">to explore and apply scientific concepts to phenomena related to their daily experiences and environment, going beyond learning facts and outcomes of scientific investigations (N</span><span class="NormalTextRun SCXW18336023 BCX0">G</span><span class="NormalTextRun SCXW18336023 BCX0">SS, 2013).</span></span><span class="EOP SCXW18336023 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW199358250 BCX0"><span class="NormalTextRun SCXW199358250 BCX0">Seamless Learning (Wong, Looi, &amp; Goh, 201</span><span class="NormalTextRun SCXW199358250 BCX0">9</span><span class="NormalTextRun SCXW199358250 BCX0">), which may be understood as the integration of experiences across formal and informal settings and the blending of individual and collaborative learning experiences in both physical and digital spaces through a continuous learning trajectory, </span><span class="NormalTextRun SCXW199358250 BCX0">supports learners in exploring and appreciating the role of science in their everyday lives and cultivates students’ habits of mind as budding inquirers.</span></span><span class="EOP SCXW199358250 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW115109980 BCX0"><span class="NormalTextRun SCXW115109980 BCX0">Scaffolding </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">eamless </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">cience </span><span class="NormalTextRun SCXW115109980 BCX0">L</span><span class="NormalTextRun SCXW115109980 BCX0">earning </span><span class="NormalTextRun SCXW115109980 BCX0">E</span><span class="NormalTextRun SCXW115109980 BCX0">xperiences</span></span><span class="EOP SCXW115109980 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW41603913 BCX0"><span class="NormalTextRun SCXW41603913 BCX0">To support teachers in implementing Seamless Learning experiences, Wong, Looi, and Voon (2018) developed a useful framework in the form of a Seamless Learning lesson design rubric, </span><span class="NormalTextRun SCXW41603913 BCX0">comprising</span><span class="NormalTextRun SCXW41603913 BCX0"> eight design principles derived from a synthesis of Seamless literature</span><span class="NormalTextRun SCXW41603913 BCX0"> (see Figure 1)</span><span class="NormalTextRun SCXW41603913 BCX0">.</span></span><span class="EOP SCXW41603913 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<div id="attachment_23456" style="width: 810px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23456" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png" alt="" class="wp-image-23456" width="800" height="450" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1.png 1280w" sizes="(max-width: 800px) 100vw, 800px" /><p id="caption-attachment-23456" class="wp-caption-text">Figure 1. Eight Dimensions of Seamless Learning</p></div>
<p><span class="NormalTextRun SCXW183443890 BCX0">For example, designing and viewing a learning experience through the lens of this framework for Primary 5 students on the topic of the water cycle, with the </span><span class="NormalTextRun SCXW183443890 BCX0">objective</span><span class="NormalTextRun SCXW183443890 BCX0"> of helping students </span><span class="NormalTextRun SCXW183443890 BCX0">identify</span><span class="NormalTextRun SCXW183443890 BCX0"> the roles of evaporation and condensation in the water cycle and </span><span class="NormalTextRun SCXW183443890 BCX0">recogni</span><span class="NormalTextRun SCXW183443890 BCX0">z</span><span class="NormalTextRun SCXW183443890 BCX0">e </span><span class="NormalTextRun SCXW183443890 BCX0">their importance, can look like this:</span></p>
<h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW94838487 BCX0"><span class="NormalTextRun SCXW94838487 BCX0">Lower Levels of Seamless Learning</span></span></em></h4>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">At lower levels of the Seamless Learning rubrics, learning experiences </span><span class="NormalTextRun SCXW193538299 BCX0">predominantly focus</span><span class="NormalTextRun SCXW193538299 BCX0"> on the transmission of subject content on the water cycle rather than </span><span class="NormalTextRun SCXW193538299 BCX0">facilitating</span><span class="NormalTextRun SCXW193538299 BCX0"> meaning-making through inquiry </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">, with limited experiences to help students relate their daily experiences to the water cycle </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">. Learning is </span><span class="NormalTextRun SCXW193538299 BCX0">largely confined</span><span class="NormalTextRun SCXW193538299 BCX0"> to formal settings with little or no explicit connections made between what students learn in class </span><span class="NormalTextRun SCXW193538299 BCX0">about the water cycle and their everyday experiences, focusing on drill-and-practice assignments </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0"> Cross-topic and disciplinary connections are primarily explained to students didactically </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span class="EOP SCXW193538299 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">Learning activities </span><span class="NormalTextRun SCXW123936271 BCX0">predominantly involve</span><span class="NormalTextRun SCXW123936271 BCX0"> students working independently, with few opportunities for collaboration </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Additionally, activities are </span><span class="NormalTextRun SCXW123936271 BCX0">mainly directed</span><span class="NormalTextRun SCXW123936271 BCX0"> by teachers, with content primarily adhering closely to curriculum-based learning goals specified in the syllabus </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">Personaliz</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">ed</span><span class="NormalTextRun SCXW123936271 BCX0"> Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Formative assessment is primarily driven by teachers, involving the design and assessment of students with tools like quizzes and performance tasks </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Little technology is applied in isolated learning activities without enhancing scientific inquiry. For example, students may watch an online explainer on the water cycle without follow-up activities to deepen their understanding or connect to other learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">.</span></span><span class="EOP SCXW123936271 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW28303848 BCX0"><span class="NormalTextRun SCXW28303848 BCX0">Higher Levels of Seamless Learning</span></span></em></h4>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">At higher levels of the Seamless Learning rubrics, students are provided with a range of inquiry learning experiences, such as hands-on activities, intentionally bridged to encourage the construction of scientific knowledge on the water cycle through personal reflections and by challenging their peers&#8217; viewpoints </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">. Students </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW152966083 BCX0">have the opportunity to</span><span class="NormalTextRun SCXW152966083 BCX0"> </span><span class="NormalTextRun SCXW152966083 BCX0">observe</span><span class="NormalTextRun SCXW152966083 BCX0"> and manipulate real-world environments, encouraging the generation of new knowledge. For example, teachers can guide students in discussing real-world challenges related to clean water and sanitation by exploring the UN Sustainable Development Goals and Singapore’s water story to help students appreciate water as a precious resource, augmented with a visit to the </span><span class="NormalTextRun SCXW152966083 BCX0">NE</span><span class="NormalTextRun SCXW152966083 BCX0">W</span><span class="NormalTextRun SCXW152966083 BCX0">ater </span><span class="NormalTextRun SCXW152966083 BCX0">plant, highlighting how science and technology have transformed the world and improved our lives. Additionally, teachers can introduce inventions such as fog catchers and mist cooling systems to help students appreciate the meaningful applications of evaporation and condensation in everyday phenomena </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">.</span></span><span class="EOP SCXW152966083 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">In more advanced Seamless Learning experiences, teachers intentionally bridge students’ cross-topic and disciplinary connections. For instance, students conduct water audits to investigate water wastage costs using </span><span class="NormalTextRun SCXW7364595 BCX0">rates learned in </span><span class="NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW7364595 BCX0">Mathematics, and</span><span class="NormalTextRun SCXW7364595 BCX0"> explore hydroelectric power generation for the scientific theme on Energy </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">. </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW7364595 BCX0">Students have the opportunity to work both individually and collaboratively throughout inquiry learning experiences.</span><span class="NormalTextRun SCXW7364595 BCX0"> For example, to ensure students complete pre-reading materials and </span><span class="NormalTextRun SCXW7364595 BCX0">acquire</span><span class="NormalTextRun SCXW7364595 BCX0"> foundational knowledge about the water cycle, teachers first administer an individual quiz. Teachers then have students discuss and </span><span class="NormalTextRun SCXW7364595 BCX0">finali</span><span class="NormalTextRun SCXW7364595 BCX0">z</span><span class="NormalTextRun SCXW7364595 BCX0">e</span><span class="NormalTextRun SCXW7364595 BCX0"> </span><span class="NormalTextRun SCXW7364595 BCX0">their answers in groups, followed by a class discussion to address strengths, gaps, and misconceptions, thereby connecting individual and collaborative learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">.</span></span><span class="EOP SCXW7364595 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">Throughout the seamless learning process, key technological applications of ICT tools are integrated to support the shift of the learning culture to one that is more participative, reflective, and connected by enhancing student engagement, deepening learning, and giving greater student agency </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. Students can set and pursue both curriculum-based and interest-based learning goals and experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(</span><span class="NormalTextRun SCXW266937504 BCX0">Personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, the exponential rise of generative AI can create child-friendly learning companion chatbots like </span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">School.ai</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, which provide prompts, hints, and introduce related topics, encouraging students to pursue </span><span class="NormalTextRun SCXW266937504 BCX0">personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">learning pathways and explore interest-based subjects such as the impact of water pollution beyond the water cycle curriculum. Technology can also enhance formative assessment processes, involving students playing a more active role in reflecting on their own understanding through self and peer assessments as a budding community of practice of young inquirers </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, through both formal and informal settings </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, students can engage in knowledge building and peer feedback through online discussions to connect classroom learning with observations on the water cycle made in daily experiences.</span></span><span class="EOP SCXW266937504 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW54081104 BCX0"><span class="NormalTextRun SCXW54081104 BCX0">Insights from Implementing Seamless Learning</span></span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">One major takeaway from implementing Seamless Learning is </span><span class="NormalTextRun SCXW33725671 BCX0">witnessing</span><span class="NormalTextRun SCXW33725671 BCX0"> firsthand how students can be a tremendous source of progressive approaches to </span><span class="NormalTextRun SCXW33725671 BCX0">s</span><span class="NormalTextRun SCXW33725671 BCX0">cience </span><span class="NormalTextRun SCXW33725671 BCX0">teaching and learning. When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry. For example, tapping into students&#8217; curiosity and interest in extreme environmental temperatures, elicited through online discussions, </span><span class="NormalTextRun SCXW33725671 BCX0">has </span><span class="NormalTextRun SCXW33725671 BCX0">spurred cross-topic connections on climate change and its impact on water cycles</span><span class="NormalTextRun SCXW33725671 BCX0">. </span><span class="NormalTextRun SCXW33725671 BCX0">Our team </span><span class="NormalTextRun SCXW33725671 BCX0">is </span><span class="NormalTextRun SCXW33725671 BCX0">look</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> forward to </span><span class="NormalTextRun SCXW33725671 BCX0">embrac</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> </span><span class="NormalTextRun SCXW33725671 BCX0">Seamless Learning as an educational philosophy, cultivating students&#8217; habits of mind from their formative years for science in life, learning, and citizenship, nurturing the little Einsteins of tomorrow.</span></span><span class="EOP SCXW33725671 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8220;<span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry</span></span>.&#8221;<o:p></o:p></span></p>
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<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW89432309 BCX0"><span class="NormalTextRun SCXW89432309 BCX0">Good Seamless Learning Practices</span></span><span class="EOP SCXW89432309 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></h1>
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<p><span class="NormalTextRun SCXW3489123 BCX0">&#8220;When students are intentionally equipped with independent learning skills like notetaking and research skills, as well as collaborative skills like turn-taking and using sentence starters such as “I agree with you because…,” they </span><span class="NormalTextRun SCXW3489123 BCX0">are enabled to</span><span class="NormalTextRun SCXW3489123 BCX0"> participate more effectively as inquirers</span><span class="NormalTextRun SCXW3489123 BCX0"> in Seamless Learning experiences</span><span class="NormalTextRun SCXW3489123 BCX0">, shifting their roles from passive recipients of scientific knowledge to active inquirers, while teachers&#8217; roles shift from knowledge dispensers to facilitators of inquiry.&#8221;</span></p>
<p>&#8211; <em><strong><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW173219203 BCX0"><span class="NormalTextRun SCXW173219203 BCX0" data-ccp-parastyle="Normal (Web)">Rachael Fang Swee Sian, Edtech Champion/West Grove Primary School</span></span><span class="EOP SCXW173219203 BCX0" data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></strong></em></p>
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<p><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW19866279 BCX0"><span class="NormalTextRun SCXW19866279 BCX0" data-ccp-parastyle="Normal (Web)">Designing Seamless Learning need not present high barriers. Teachers can tap into existing high-quality resources such as the Student Learning Space Lessons, MOE teaching guides, Sparkle kits, and Young Scientist cards. They can also integrate school-based programs like Project Work and the Applied Learning Programme activities, along with readily accessible educational websites and emerging technologies like VR and AR, as valuable entry points to seamless learning.</span></span></p>
<p>&#8211;<em><strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167551418 BCX0"><span class="NormalTextRun SpellingErrorV2Themed SCXW167551418 BCX0">Nurhuda</span><span class="NormalTextRun SCXW167551418 BCX0"> Amin, Senior Teacher/West Grove Primary School</span></span><span class="EOP SCXW167551418 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></strong></em></p>
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<p><b><span lang="EN-SG">References</span></b></p>
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<p paraid="506502481" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{5}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">NGSS Lead States. (2013). </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Next generation science standards: For states, by states</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">. National Academies Press.</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="1535509006" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{15}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L.H., Looi, C.K., &amp; Voon, X. P. (2018). A rubric for assessing </span><span data-ccp-parastyle="Normal (Web)">seamlessized</span><span data-ccp-parastyle="Normal (Web)"> Science learning lesson plans. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Workshop proceedings of </span><span data-ccp-parastyle="Normal (Web)">26th international conference on computers in education </span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">(pp. 761–766), Manila, Philippines.</span></span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></p>
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<p paraid="95012060" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{27}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L. H., &amp; Looi, C. K. (2019). The conceptual niche of seamless learning: An invitation to dialogue. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Seamless learning: Perspectives, </span><span data-ccp-parastyle="Normal (Web)">challenges</span><span data-ccp-parastyle="Normal (Web)"> and opportunities</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">, 3-27.</span></span></p>
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		<title>Game Your Way to a Greener Tomorrow: Sustainability Education</title>
		<link>https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=game-your-way-to-a-greener-tomorrow-sustainability-education</link>
					<comments>https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/#respond</comments>
		
		<dc:creator><![CDATA[Radiah Belak]]></dc:creator>
		<pubDate>Tue, 09 Jan 2024 02:29:30 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[issue 87 dec 2023]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Geography]]></category>
		<category><![CDATA[Curriculum design]]></category>
		<category><![CDATA[Game-based learning]]></category>
		<category><![CDATA[Self-directed learning]]></category>
		<category><![CDATA[Climate change]]></category>
		<category><![CDATA[Sustainability education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22712</guid>

					<description><![CDATA[No textbooks, just cards! 🃏 &#8216;Getting to Zero&#8217; dives into sustainability education through the power of play! 🌱 [&#8230;]]]></description>
										<content:encoded><![CDATA[<p style="display: none;">No textbooks, just cards! <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f0cf.png" alt="🃏" class="wp-smiley" style="height: 1em; max-height: 1em;" /> &#8216;Getting to Zero&#8217; dives into sustainability education through the power of play! <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f331.png" alt="🌱" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p>
<p><span lang="EN-MY"><b><i>Contributed by <strong><span lang="EN-SG"><span> </span><a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia Seow</a></span><span lang="EN-SG"><span> and Ms Radiah Maria Belak, </span></span>from the National Institute of Education, Singapore</strong></i></b><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></p>
<p>As climate change casts a long shadow over our future, the global spotlight is on sustainability, emphasising the crucial need for innovative sustainability education. At the National Institute of Education, Nanyang Technological University, Singapore (NIE NTU, Singapore), the <a href="https://sll.hsse.nie.edu.sg/">Sustainability Learning Lab (SLL)</a> stands as a cornerstone in addressing this imperative. Established on September 26, 2022, the SLL is a research centre committed to conducting and supporting studies and practices in sustainability education. Co-chaired by Dr. Tricia Seow, a prominent geography educator and researcher, the SLL actively fosters collaboration within a community of practice by engaging stakeholders.</p>
<div id="attachment_22717" style="width: 471px" class="wp-caption alignright"><img aria-describedby="caption-attachment-22717" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.jpg" alt="" class="wp-image-22717" width="461" height="307" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.jpg 1007w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-768x512.jpg 768w" sizes="(max-width: 461px) 100vw, 461px" /><p id="caption-attachment-22717" class="wp-caption-text">Figure 1. Students entering the SSL at the NIE campus</p></div>
<p><span lang="EN-SG">Beyond its original goal of creating <a href="https://sll.hsse.nie.edu.sg/curriculum-materials-on-sustainable-development/">resources</a> for the Ministry of Education’s Geography curriculum, the SLL has expanded since its inception. No longer confined by subject lines, its scope now embraces the wider world of sustainability education. Since 2022, the SLL has partnered with sustainability advocates in Singapore and the ASEAN region, reaching diverse audiences through <a href="https://sll.hsse.nie.edu.sg/research-projects/">various initiatives.</a></span></p>
<p><span lang="EN-SG">On a more granular level, students and educators are also playing a pivotal role in championing sustainability education, ensuring its integration into the curriculum and its transmission to the next generation of leaders.</span></p>
<h1>&#8220;Getting to Zero&#8221; Card Game</h1>
<p><span lang="EN-SG">One instance is the development of the innovative card game on sustainability education <b>“Getting to Zero”</b> (GTZ) by Ng Wen Xin, a form teacher at Assumption English School</span><span lang="EN-SG">. Originally conceived by environmental law researcher Eric Bea and energy policy researcher Melissa Low, Wen Xin further developed it during her student days at NIE, NTU </span><span lang="EN-SG">in close collaboration with the SLL.</span></p>
<p><span lang="EN-SG">GTZ is tailored for secondary school geography students and anyone intrigued by Singapore&#8217;s energy options and sustainability as a whole. </span><span lang="EN-SG">True to its name, the game challenges participants to achieve net-zero emissions while efficiently managing financial resources— where bringing down carbon emissions the most without destroying the economy leads to victory.</span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><o:p></o:p></span><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“<span lang="EN-SG">I realise it is not easy to make climate policy decisions because there are differing needs and interests for each country, and trade-offs will be involved when a decision is made.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Anonymous Secondary Three Student</strong></span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the decision-making process in the GTZ card game</span></em></p>
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<p><span lang="EN-SG">Within the game, students encounter diverse human activities, each with varying carbon footprints, such as deforestation and coal mining. The game incorporates an in-game currency and a scoring sheet for competitive engagement. The broader aim of GTZ is thus to enlighten students about the national and institutional strategies required to reach net-zero emissions, along with the associated trade-offs.</span></p>
<div id="attachment_22722" style="width: 432px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22722" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761.png" alt="" class="wp-image-22722" width="422" height="420" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761.png 466w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761-150x150.png 150w" sizes="(max-width: 422px) 100vw, 422px" /><p id="caption-attachment-22722" class="wp-caption-text">Figure 2. GTZ&#8217;s Gameplay Scoresheet</p></div>
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<p><span lang="EN-SG">GTZ has made its mark in <strong>secondary schools</strong> and<strong> junior colleges</strong>, receiving praise from both students and educators.</span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“The game was educational because I learned many new policies that I didn’t know existed in Singapore—for example, carbon tax and coastal restoration. It was very memorable.”<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Anonymous Secondary Three Student</strong></span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the lasting impact of the game</span></em></p>
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<p>A junior college instructor lauded the game for its educational and engaging nature. </p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“My students learnt to strategise to achieve zero carbon emissions, navigate around carbon tax laws and understand the need for global cooperations, and the significance of environmental conservation. This game certainly serves as a good stimulus in enhancing students’ awareness of how they can play their role in achieving sustainable development.” <o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Anonymous Junior College Instructor</strong></span></em></p>
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<h1>Why “Getting to Zero” is Effective: The Science Explained (Ong, 2022)<o:p></o:p></h1>
<p><span lang="EN-SG">Gamification, also known as “game-based learning,” leverages game design elements and mechanics to engage users on cognitive, affective and behavioural levels, particularly in problem-solving scenarios. </span></p>
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<p><b><i><span lang="EN-SG">Multi-Sensory Engagement</span></i></b></p>
<p><span lang="EN-SG">GTZ ditches textbooks for vibrant cards and tactile gameplay. This multi-sensory experience caters to diverse learning styles, especially visual and kinaesthetic learners. The clear icons and descriptions guide players through complex concepts, making them more accessible and memorable.</span></p>
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<p><b><i><span lang="EN-SG">Self-directed learning</span></i></b></p>
<p><span lang="EN-SG">Unlike learning through passive instruction, physical games like GTZ throw players into simulated real-world scenarios. This can help to spark negotiation, trial-and-error learning, and critical thinking, all of which can help to foster self-directed learning and ownership of the learning process.</span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">“Being able to learn about these considerations through the game made it more digestible and engaging for the students as compared to if they had learnt it through direct delivery of content.&#8221;</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Anonymous Secondary School Teacher</strong></span></em></p>
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<p><b><i><span lang="EN-SG">Self-Awareness</span></i></b></p>
<p><span lang="EN-SG">Game-based learning not only provides an enjoyable and attention-grabbing experience but also nurtures environmentally conscious actions. GTZ weaves in the environmental consequences of choices, prompting players to reflect on their actions and their impact.</span></p>
<p><span lang="EN-SG">For example, a card suggesting “car-free Sundays” prompts players to consider the collective carbon footprint of individual lifestyle choices and motivate climate action.</span></p>
<div id="attachment_22767" style="width: 614px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22767" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414.jpg" alt="" class="wp-image-22767 " width="604" height="383" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414.jpg 912w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414-300x190.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414-768x487.jpg 768w" sizes="(max-width: 604px) 100vw, 604px" /><p id="caption-attachment-22767" class="wp-caption-text">Figure 3. Some of the cards available in the game</p></div>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">&#8220;It allows the students to exercise some form of decision-making where they are then able to weigh out and reason what is important to them, how to best balance the different aspects of sustainability.&#8221;</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Anonymous Secondary School Teacher</strong></span></em></p>
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<p><b><i>Greater Comprehension</i></b></p>
<p>Simulation games like GTZ, which are inspired by real-world environmental issues, offer authentic learning experiences. These games simplify complex sustainability problems for better communication of ideas.</p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">&#8220;Upon introduction to the different cards throughout the game, the students also got to ask questions about what they mean and the reason behind the impact they hold.&#8221;</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8211; <strong>Anonymous Secondary School Teacher</strong></span></em></p>
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<p><span lang="EN-SG">Some of these concepts in GTZ include </span>cards that feature the ASEAN power grid, retrofitting buildings, coal gasification plans, and many more.</p>
<div id="attachment_22771" style="width: 709px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22771" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513.jpg" alt="" class="wp-image-22771 " width="699" height="339" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513.jpg 1191w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-300x146.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-1024x497.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-768x373.jpg 768w" sizes="(max-width: 699px) 100vw, 699px" /><p id="caption-attachment-22771" class="wp-caption-text">Figure 4. A card on retrofit buildings, accompanied by a detailed explanation</p></div>
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<p paraid="148301073" paraeid="{01cc46c0-094a-419e-8859-6a07358dee78}{134}"><b><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>How to Purchase the GTZ Card Game</span></span></b></p>
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<p paraid="924741988" paraeid="{01cc46c0-094a-419e-8859-6a07358dee78}{140}">The GTZ card deck is available at a nifty price of $12 To purchase the GTZ card game, teachers can <a href="https://docs.google.com/forms/d/e/1FAIpQLSdQ0oOEZOW9PQcEQPfPCjHkkFozEaAXNgVjv_huU-JyuJURUA/viewform">click here</a> or scan the QR code below.<img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE.png" alt="" class="aligncenter  wp-image-22764" width="122" height="122" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE.png 376w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE-150x150.png 150w" sizes="(max-width: 122px) 100vw, 122px" /></p>
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<p><b><span lang="EN-SG">Available Resources for the GTZ Card Game</span></b></p>
<p><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Copy-of-Getting-to-Zero-How-to-Play.pptx.pdf">Getting to Zero:  How to play</a><span> </span><br />
<a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Copy-of-Getting-to-Zero-The-Explainer_with-logo.pptx.pdf">Getting to Zero: The explainer<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Lesson-Plan-GTZ_18Jan2023.docx">Getting to Zero: Lesson Plan<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/GETTING-TO-ZERO-Facilitation-Prompts.pdf">Getting to Zero: Facilitation prompts<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Resources-for-Stakeholders_Lesson-Plan_GTZ_18-Jan-2023.docx">Classroom Debate Ideas on Sustainability<br />
</a><a href="https://hsseonline.nie.edu.sg/the-pedagogical-affordances-of-game-based-learning-getting-to-zero-and-pro-environmental-action/">Research Article on Gamification by Ong (2022)</p>
<p></a><b><span lang="EN-SG">Upcoming Card Game by the SLL – Habitat</span></b></p>
<p>While GTZ captivates players with its energy-focused challenges, Dr. Tricia Seow is in the process of developing another card game called &#8220;<strong>HaBEEtat.&#8221;</strong> Research for HaBEEtat is currently underway, and we will update this page with more details once it is complete. Stay tuned!</p>
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		<title>A Teacher&#8217;s Reflection on Blended Learning for Higher Chinese Language Learners</title>
		<link>https://singteach.nie.edu.sg/2024/01/09/a-teachers-reflection-on-blended-learning-for-higher-chinese-language-learners/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=a-teachers-reflection-on-blended-learning-for-higher-chinese-language-learners</link>
					<comments>https://singteach.nie.edu.sg/2024/01/09/a-teachers-reflection-on-blended-learning-for-higher-chinese-language-learners/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 09 Jan 2024 02:20:00 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Bilingualism]]></category>
		<category><![CDATA[Chinese language]]></category>
		<category><![CDATA[ICT]]></category>
		<category><![CDATA[Home-based learning]]></category>
		<category><![CDATA[Teacher practices]]></category>
		<category><![CDATA[Teacher voices]]></category>
		<category><![CDATA[Blended learning]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22882</guid>

					<description><![CDATA[Contributed by Dr Yeo Leng Leng, a Chinese Language teacher at the School of Science and Technology, Singapore, [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><b><i><span lang="EN-GB"><span lang="EN">Contributed by Dr Yeo Leng Leng, a Chinese Language teacher at the<a href="https://www.sst.edu.sg/" target="_blank" rel="noopener"> School of Science and Technology, Singapore</a>, for </span> <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></b></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop-300x300.png" alt="" class="wp-image-22888 alignnone" width="250" height="250" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Photo-Yeo_Leng_Leng_crop.png 712w" sizes="(max-width: 250px) 100vw, 250px" /></p>
<p><span lang="EN">The unprecedented challenges posed by the COVID-19 pandemic and the current endemicity have led us educators to re-evaluate our teaching methods and necessitated the paradigm shift to the hybridization of school- and home-based practises, commonly referred to as “blended learning”. In this essay, I reflect on having to adapt to blended learning models and share how that has impacted my teaching practices.</span></p>
<h1><span lang="EN">Singapore’s “Blended Learning” During the Pandemic</span></h1>
<p><span lang="EN">With the nation’s transition to COVID-19 endemicity, </span><em><span lang="EN">blended learning</span></em><span lang="EN"> models have become more commonplace in schools and educational institutions</span><span lang="EN">. When we first experienced home-based learning in April 2020, my classroom became a <i>Google</i> classroom, students’ attendance were taken through <i>Google Meet</i>, and students as well as teachers collaborated on <i>Google Workspace</i>. <span style="text-decoration: line-through;"></span></span></p>
<p><span lang="EN">With blended learning being a key feature of the schooling experience for developing self-directed and life-long learners, it came as no surprise to me when I was tasked to plan a unit from a Secondary One Chinese Language textbook, and had to carry out the blended learning activity in even weeks for Term 2 of 2021.</span></p>
<h1><span lang="EN">Designing Blended Learning for Higher Chinese Language Lesson </span><span lang="EN"> </span></h1>
<p><span lang="EN">Apart from the short time frame, another challenge that I faced was the implementation of a revised mother tongue language syllabus starting from the Secondary One cohort. It called for greater integration of ICT for interactive and customized lessons, as well as the emphasis on digital resources, fostering collaboration, and enriching learning experiences. Hence, there was a need to manage the content, pedagogy and technology when designing such lessons. </span></p>
<p><span lang="EN">In one of the lessons, although the students were not able to visit the museum, they were able to go on a virtual learning journey and learn art appreciation through the Student Learning Space (SLS). When I had to teach this unit again in 2023 but to Higher Chinese Language learners, the experience of blended learning during the pandemic made me reflect and refine the design process according to an odd week plan (see Figure 1).</span></p>
<div id="attachment_22883" style="width: 610px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-22883" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.png" alt="" class="wp-image-22883" width="600" height="90" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.png 936w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-300x45.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-768x116.png 768w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-22883" class="wp-caption-text">Figure 1. The Design Process for Home-Based Learning Activities</p></div>
<p><span lang="EN">In terms of <i>knowledge</i>, I created a video on <i>Edpuzzle</i> to guide the Higher Chinese Language students in understanding the content. I also monitored their home-based learning (HBL) based on their responses on Edpuzzle and clarified their questions in class. </span></p>
<p><span lang="EN">On the language skills, students were required to learn how to provide numbers and use examples to elaborate a point. The resources found on the SLS have been useful for me in guiding and deepening their understanding in class. Students were also tasked to complete assignments on SLS to see if they were able to apply what they have learnt during their HBL. In class, I tried to assess and engage them with designed online game activities. </span></p>
<p><span lang="EN">The next step was to get the students to form groups of three, to design a three-day itinerary – a task that was stated in the textbook. They had to extend their learning, and each group had to discuss and decide on their respective research areas. In their collaborative efforts, they had to design a brochure for the three-day itinerary and prepare for a gallery walk presentation. Finally, they reflected on their learning and shared their opinions on the areas they could possibly explore in the future.</span></p>
<h1><span lang="EN">Students’ Voices</span></h1>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“<span lang="EN">Given the dominance of English in Singapore, there is a need to create more opportunities for students to use Chinese and boost their confidence</span>.”<o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
<p><span lang="EN">Based on their reflections, students understood the requirement of the language skills in this unit and were able to apply what they have learnt. In other words, they understood the concepts but needed to work on their sentence construction and build up their vocabulary. Most of them expressed challenges with collaborating with one another and time management. Some students found it difficult to find a common time slot during their HBL day for discussions, hence they had to make use of their break time in school. One student pointed out that he had to request his mother to cancel his after-school lesson in order to complete his work with his teammates, while another commented that the other teammates had different things to do and hence, it was difficult to meet on the HBL day.</span></p>
<p><span lang="EN">Despite the challenges, some had expressed their interest to further explore topics such as animals and the Olympic Games, as well as the history of fast-food restaurants in Singapore. In view of this, students were tasked to select their own areas of research interest for their HBL in Term 3 and share their findings with their peers.   </span></p>
<p><span lang="EN">Students were also very engaged during the gallery walk. The gallery walk was divided into two sessions. In the first session, students took turns to present to their peers and in the second session, they had to switch roles. At the beginning of the first session, the voice level was low and gradually became louder as they gained more confidence and comfortability. As one student said, “I felt shy and scared, but it was ok after a while” while another student said, “I could try presenting to the class in Chinese.” Given the dominance of English in Singapore, there is a need to create more opportunities for students to use Chinese and boost their confidence. Most of the students expressed the fun of being able to walk around and listen to the presentation from other groups and learn from them.</span></p>
<h1><span lang="EN">Closing Thoughts </span></h1>
<p><span lang="EN">The blended learning model highlighted during the pandemic and the current endemicity certainly had an impact on my teaching, and this was exemplified in my Higher Chinese Language lesson. I had taken the approach of incorporating digital tools, collaborative projects, and interactive platforms to enhance student learning experiences. The challenges faced by students, such as issues with collaboration and time management, provide valuable insights for ongoing improvement. However, getting parental support to help the child learn during HBL days is important too. Finally, the gallery walk session also reinforced the need for continuing efforts to create opportunities for students’ language use in Chinese. </span></p>
<p><span lang="EN">This essay reflects my positive attitude towards an educational paradigm shift and the call for flexibility and adaptability as an educator. While the COVID-19 pandemic and the ensuing endemicity have necessitated the adoption of the blended learning model, an educator’s response should be more than just reacting to the challenges that arise; we should also focus on teaching in innovative ways that puts our students at the heart of education.</span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">&#8220;<span lang="EN">While the COVID-19 pandemic and the ensuing endemicity have necessitated the adoption of the blended learning model, an educator’s response should be more than just reacting to the challenges that arise; we should also focus on teaching in innovative ways that puts our students at the heart of education</span>.&#8221;<o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
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		<title>Active Learning Meets MOOC-Style JC Physics Lectures</title>
		<link>https://singteach.nie.edu.sg/2023/07/18/active-learning-meets-mooc-style-jc-physics-lectures/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=active-learning-meets-mooc-style-jc-physics-lectures</link>
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		<dc:creator><![CDATA[Aishah]]></dc:creator>
		<pubDate>Tue, 18 Jul 2023 04:17:24 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Blended learning]]></category>
		<category><![CDATA[Classroom interactions]]></category>
		<category><![CDATA[Physics]]></category>
		<category><![CDATA[Flipped classroom]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21775</guid>

					<description><![CDATA[Contributed by Ngiam Song Wee, a Math and Science primary school teacher, for SingTeach Virtual Staff Lounge The key [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><b><i><span lang="EN-GB">Contributed by Ngiam Song Wee, a Math and Science primary school teacher, for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></b></p>
<p><span lang="EN-SG">The key concept behind blended learning is in integrating classroom face-to-face learning experiences with online learning experiences thoughtfully. Although blended learning has been acknowledged as a highly effective and low-risk approach, and &#8220;the single greatest unrecognized trend in higher education today&#8221; (Garrison &amp; Kanuka, 2004), it took a global pandemic for institutes of higher learning to break away from conventional lecture formats. The COVID-19 pandemic served as a catalyst for change to break away from the traditional large group live lecture modality, and <a href="https://www.eunoiajc.moe.edu.sg/" target="_blank" rel="noopener">Eunoia Junior College (EJC)</a></span><span lang="EN-SG"> Physics teachers aimed to seize the moment to enhance our students&#8217; learning experiences.</span></p>
<h1>Adopting the In-Class Flip Model</h1>
<p>We adopted the in-class flip model, where students used their own devices to access video lectures, similar to Massive Open Online Courses (MOOCs) such as edX and Coursera, during scheduled hours (see Figure 1). Each lecture comprises short videos, example problems that students were encouraged to solve collaboratively, “Khan-style” hand-written explanations with narration on the thought processes behind the solution, and where applicable, simulations alongside other nuggets of information relating to real-world contexts. You may wish to view this <a href="https://drive.google.com/file/d/11Mdxj9UUK018uOO5OndcrK-q7yAt0tBq/view?usp=share_link" target="_blank" rel="noopener">video here</a> for a glimpse into the students’ learning experience when accessing the lectures.</p>
<div id="attachment_21776" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21776" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-1024x596.png" alt="" class="wp-image-21776 size-large" width="640" height="373" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-1024x596.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-300x175.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-768x447.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1-1536x895.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-1.png 1997w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21776" class="wp-caption-text"><em>Figure 1.</em> Our MOOC was assembled using <em>Google Workspace</em> elements.</p></div>
<p>W<span lang="EN-SG">e want our students to become more self-reliant in mastering Physics and to view teachers less as knowledge providers. This desire aligned well with the principles of &#8220;Active Learning&#8221;. Active learning is a lesson design mindset that emphasizes engaging students directly in the learning process.</span><span lang="EN-SG"> </span><span lang="EN-SG">Instead of just passively receiving information (such as through lectures or reading assignments), students are active participants, often through activities such as discussions, problem-solving, case studies, or using simulations (Bonwell et al., 1991).</span> </p>
<p><span lang="EN-SG">However, we also recognized the potential drawbacks of active learning: students may feel they&#8217;re learning less due to the increased cognitive effort required. This perception could negatively impact motivation, engagement, and self-regulation (Deslauriers et al., 2019). To counter these risks, we proactively monitored students&#8217; overall well-being as we roved during lectures (see Figure 2) and consistently shared positive messages and effective learning strategies at the cohort level.</span></p>
<div id="attachment_21777" style="width: 653px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21777" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-2.png" alt="" class="wp-image-21777 size-full" width="643" height="198" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-2.png 643w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-2-300x92.png 300w" sizes="(max-width: 643px) 100vw, 643px" /><p id="caption-attachment-21777" class="wp-caption-text"><em>Figure 2</em>. Typical sights and sounds as Physics teachers rove around during lecture time-slots.</p></div>
<h1><span lang="EN-SG">Does the Literature Apply to Local JC Students?</span></h1>
<p><span lang="EN-SG">In the Singapore JC context, there was limited literature on Active Learning and blended learning best practices. To understand if the recommendations from literature were applicable in the local JC context, we collected data through check-out MCQs at the end of each lecture. Check-out MCQs not only provided students with formative feedback (see Figure 3), it also allowed teachers to monitor student progress.</span></p>
<div id="attachment_21778" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21778" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-1024x301.png" alt="" class="wp-image-21778 size-large" width="640" height="188" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-1024x301.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-300x88.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-768x226.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-1536x451.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-3-2048x602.png 2048w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21778" class="wp-caption-text"><em>Figure 3.</em> Through check-out MCQs, students can now see the completion statistics individually and aggregated at the class level.</p></div>
<p><span lang="EN-SG">We conducted cohort-wide surveys and focus groups with Physics representatives during the course to gauge student reception, identify pain points, and understand revision preferences (see Figure 4). This also allowed graduating students to share advice for future cohorts. Our findings were consistent with existing literature (see<a href="https://entuedu-my.sharepoint.com/:b:/g/personal/dptoermysp_niestaff_cluster_nie_edu_sg/EQv99qNNpktPuL8wKv4KhQMBUCFbNO1XD8j0_gbA9cbzWg?e=0awIas" target="_blank" rel="noopener"> Appendix A</a>).</span></p>
<div id="attachment_21779" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21779" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-1024x462.png" alt="" class="wp-image-21779 size-large" width="640" height="289" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-1024x462.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-300x135.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-768x347.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4-1536x694.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-4.png 1993w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21779" class="wp-caption-text"><em>Figure 4.</em> Some verbatim feedback from students who first experienced the MOOC-style course.</p></div>
<h1><span lang="EN-SG">What Else Did We Find?</span></h1>
<h2><i><span lang="EN-SG">It is important to build positive class norms and peer influence</span></i></h2>
<p><span lang="EN-SG">In accordance with social constructivism, students valued peer and teacher interactions during lectures, as well as engaging with video-based content. This was supported by improved class-average performance in summative assessments throughout their JC journey.</span></p>
<p><span lang="EN-SG">Completion of check-out MCQs can indicate conscientiousness, which appears contagious within a class, emphasizing the importance of a positive learning environment. It may be worthwhile for us to work with colleagues who teach the same class in enculturating healthy class norms.</span></p>
<h2><i><span lang="EN-SG">It is important to emphasize that mistakes provide feedback that learners can work further on</span></i></h2>
<p><span lang="EN-SG">Individual performance on check-out MCQs reflects content mastery for each particular lecture. However, as the MCQs assess an individual student’s understanding on content that was introduced in that particular lecture, it does not provide information on whether the student can perform synoptic information handling. </span></p>
<p><span lang="EN-SG">To work towards a clearer understanding, we aggregated the accuracy and completion of the check-out MCQs across all the topics and compared the distribution against a summative assessment grade (see Figure 5).</span></p>
<div id="attachment_21780" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21780" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-1024x526.png" alt="" class="wp-image-21780 size-large" width="640" height="329" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-1024x526.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-300x154.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-768x395.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5-1536x790.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-5.png 2015w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21780" class="wp-caption-text"><em>Figure 5.</em> Majority of students who performed well at summative assessments were those who completed all the check-out quizzes, but not necessarily answering all such quizzes with very high accuracy.</p></div>
<p><span lang="EN-SG">The heat maps of completion rates and accuracy of the check-pit MCQs suggest that long-term success relies on (i) conscientiousness (evinced by the completion of check-out MCQs) and (ii) learning from mistakes (with a notable heat signature at 65% accuracy). This would then be consistent with espoused learner traits of having good executive functioning skills as well as adopting a growth mindset.</span></p>
<h1>How Did the Team Grow in Capacity, Capability and Collegiality?</h1>
<p>Designing the course required significant effort to align video lectures while at the same time revising existing print materials to bring about more intentional segmenting, signalling and weeding out (SSW) of extraneous cognitive load. SSW is purported to improve overall knowledge acquisition of novice learners learning from instructional videos (Ibrahim, et al. 2011). The Physics unit drew strength and encouragement from students’ appreciation concise, clear and well-structured learning materials in sustaining the effort throughout the entire syllabus while producing the accompaniment videos concurrently.</p>
<div id="attachment_21781" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21781" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-1024x630.png" alt="" class="wp-image-21781 size-large" width="640" height="394" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-1024x630.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-300x185.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-768x473.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6-1536x945.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-6.png 1987w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21781" class="wp-caption-text"><em>Figure 6</em>. We revised our resources in three stages in order for the print material to align nicely to the flow of the video lecture for that topic. This process was repeated across all topics in the syllabus.</p></div>
<p>The iterative process of revising our resources (see Figure 6) led to cohesive visuals and frameworks. This further reduces the cognitive load and enables students to easily access information and ask questions asynchronously. This consistency allows students to get down to work with less effort for future topics.</p>
<p>Throughout the process, the team grew from strength to strength and we noticed the following healthy dispositions taking form:</p>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li>Valuing team relationships over processes and tools</li>
<li>Rolling out good-enough T&amp;L resources over close scrutiny and vetting</li>
<li>Respecting student voice as implementation is tweaked responsively</li>
<li>Responding to changes flexibility over insistence of original plans</li>
</ul>
</li>
</ul>
</li>
</ul>
<h1></h1>
<h1><span lang="EN-SG">Has it Been Fun?</span><b><span lang="EN-SG"></span></b></h1>
<p><span lang="EN-SG">In blended learning, the intentional design of having in-person and online elements influence each is a key concept. In particular, learners should be able to engage with the online elements (see Figure 7) at any place, any time and at a pace of their desire. Providing EJC Physics students with a set of comprehensive and accessible T&amp;L material fostered psychological safety for teachers and students, giving both parties the assurance and confidence to “do” more Physics and partake in the &#8220;Joy of Learning’.</span></p>
<div id="attachment_21782" style="width: 650px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21782" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-1024x627.png" alt="" class="wp-image-21782 size-large" width="640" height="392" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-1024x627.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-300x184.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-768x470.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7-1536x941.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/Figure-7.png 1982w" sizes="(max-width: 640px) 100vw, 640px" /><p id="caption-attachment-21782" class="wp-caption-text"><em>Figure 7.</em> Both students and teachers can find space to enjoy the process of teaching and learning Physics. We captured some of these moments over TikTok and YouTube. Click <a href="https://drive.google.com/file/d/18crRavNYqkzz1ayT6B4wTuSo9BBhTT-4/view?usp=share_link" target="_blank" rel="noopener">here</a>, <a href="https://drive.google.com/file/d/1GE1GEpkjg9DCbWlOo2RbGFQF3u74nfvH/view?usp=share_link" target="_blank" rel="noopener">here</a>, and <a href="https://www.youtube.com/watch?v=y-OV8j-OjeI" target="_blank" rel="noopener">here</a> to view the videos.</p></div>
<p><b><span lang="EN-SG">References</span></b></p>
<p>Garrison, D. R., &amp; Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. <i>The Internet and Higher Education</i>, <i>7</i>(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001</p>
<p>Bonwell CC, Eison JA (1991). <i>Active Learning: Creating Excitement in the Classroom</i> (George Washington Univ, Washington, DC).</p>
<p>Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., &amp; Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. <i>Proceedings of the National Academy of Sciences</i>, <i>116</i>(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116</p>
<p>Ibrahim, M., Antonenko, P. D., Greenwood, C. M., &amp; Wheeler, D. (2011). Effects of segmenting, signalling, and weeding on learning from educational video. <i>Learning, Media and Technology</i>, <i>37</i>(3), 220–235. https://doi.org/10.1080/17439884.2011.585993</p>
<p>Cooper, A. Z., &amp; Richards, J. B. (2017). Lectures for adult learners: Breaking old habits in graduate medical education. <i>The American Journal of Medicine</i>, <i>130</i>(3), 376–381. https://doi.org/10.1016/j.amjmed.2016.11.009</p>
<p>Lawson, T. J., Bodle, J. H., Houlette, M. A., &amp; Haubner, R. R. (2006). Guiding questions enhance student learning from educational videos. <i>Teaching of Psychology</i>, <i>33</i>(1), 31–33. https://doi.org/10.1207/s15328023top3301_7</p>
<p>Guo, P. J., Kim, J., &amp; Rubin, R. (2014). How video production affects student engagement. <i>Proceedings of the First ACM Conference on Learning @ Scale Conference</i>. https://doi.org/10.1145/2556325.2566239</p>
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		<title>The Bilingual Dreams: Reasons to Learn Mother Tongues and Practical Tips</title>
		<link>https://singteach.nie.edu.sg/2023/04/28/the-bilingual-dreams-reasons-to-learn-mother-tongues-and-practical-tips/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-bilingual-dreams-reasons-to-learn-mother-tongues-and-practical-tips</link>
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		<dc:creator><![CDATA[Aishah]]></dc:creator>
		<pubDate>Fri, 28 Apr 2023 01:17:42 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Bilingualism]]></category>
		<category><![CDATA[Early childhood]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21670</guid>

					<description><![CDATA[Contributed by  Dr Teresa Wai See Ong and Ms Quevada Hannah Rocafort, from the National Institute of Education, Singapore, for SingTeach Virtual [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><span lang="EN-MY"><b><i>Contributed by <strong><span lang="EN-SG"><span> </span><a href="https://nie.edu.sg/profile/teresa-ong-wai-see" target="_blank" rel="noopener">Dr Teresa Wai See Ong</a></span><span lang="EN-SG"><span> and Ms Quevada Hannah Rocafort, </span></span>from the National Institute of Education, Singapore</strong></i></b><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></p>
<p><span lang="EN-MY">In Singapore, the education system practises a bilingual policy, which means that English acts as the medium of instruction for all subjects, starting from preschool to tertiary level, and students pick up an official ethnic mother tongue that is taught as a single subject. The major mother tongues that are taught in schools are Chinese, Malay, and Tamil while other less learnt mother tongues, such as Hindi, are taught in community schools. </span></p>
<p><span lang="EN-MY">Arguably, this system allows students to grow up as bilingual speakers and be proficient in both English and mother tongue.</span><span lang="EN-MY"> </span><span lang="EN-MY">Such a system has been widely recognized through the excellent results produced by students who compete annually in international level competitions. However, in reality, many students struggle with learning mother tongue. Why is this so? We highlight the major cause.   </span></p>
<h1><span lang="EN-MY">Prominent Presence of English in Singapore’s Linguistic Landscape</span></h1>
<p><span lang="EN-MY">The dominance of English in Singapore’s society limits the opportunity for students to engage with mother tongues. The national census data in 2020 showed that 48.3% of Singapore’s resident population aged 5 and above speaks English as their main language. Pakir (1997) reasons that the shift towards English was mainly for the children’s preparation for primary school. Aw et al. (2017) confirm that despite knowing the importance of Mandarin for identity formation and future work opportunities, most Chinese-Singaporean parents continue to regularly speak English to their children.</span></p>
<p><span lang="EN-MY">One may argue that many homes in Singapore are actually multilingual, rather than monolingual (Vaish et al., 2009). This argument is witnessed in Bokhorst-Heng and Caleon’s (2009) comment that speaking English alone in the home is uncommon because multilingualism takes place at most times. Despite the presence of multilingualism, English still remains the dominant language, as many justify its importance in the wider Singaporean community (Heng, 2012; Xu et al., 1998):</span></p>
<ol>
<li style="list-style-type: none;">
<ol>
<li style="list-style-type: none;">
<ol>
<li><span lang="EN-MY"> </span><span lang="EN-MY">English is regarded as a vital means of accessing the field of science and technology and can bring about potential economic benefits in the current globalized world.</span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">English functions as a common language of communication between various ethnic communities in Singapore’s multilingual landscape.</span></li>
</ol>
</li>
</ol>
</li>
</ol>
<h1></h1>
<h1><span lang="EN-MY">Importance of Learning Mother Tongues</span></h1>
<p><span lang="EN-MY">It is naïve to acknowledge English as the only important language in fostering Singapore’s economic development and success. Languages are a key asset for international trade, economic development, and globalization. Hence, Wee (2003) points to the value of languages by noting that increasing support should be placed for the teaching and learning of mother tongues. The late Prime Minister Lee Kuan Yew’s (1984, p. 4) also comments on a different function that mother tongue serves:</span></p>
<p><span lang="EN-MY">“One abiding reason why we have to persist in bilingualism is that English will not be emotionally acceptable as our mother tongue. To have no emotionally acceptable language as our mother tongue is to be emotionally crippled. We shall doubt ourselves.”</span></p>
<p><span lang="EN-MY">Based on these two stances, we point out two important reasons for learning mother tongue.</span></p>
<h3><em><span lang="EN-MY">Instrumental Reason</span></em><b><i><span lang="EN-MY"></span></i></b></h3>
<p><span lang="EN-MY">Mother tongues are seen as a useful tool to access the economic powerhouses in Asia. Being able to speak an additional language, a mother tongue, means that one grows up as a bilingual speaker. Bilingualism enables speakers to adapt their speech to communicate with people from different countries and/or ethnic groups. This enables better understanding and smoother communication with business partners, colleagues, and customers. Additionally, with today’s competitive job market and the rise of China as a global economy power, there is greater motivation to become proficient in Mandarin as well as it gives more advantage to obtain work and business opportunities. This explanation is also a reflection of Singapore’s multilingualism as it gives one an edge to navigate and connect between different countries.</span></p>
<h3><span lang="EN-MY"> </span><i><span lang="EN-MY">Integrative Reason</span></i><b><i><span lang="EN-MY"></span></i></b></h3>
<p><span lang="EN-MY">Mother tongues are associated with the preservation of heritages, cultures, and values. Learning and communicating in mother tongues allows one to understand their ethic community’s history, culture, and family roots. Fishman (1999) states that language and ethnicity are closely related because language is the key to defining ethnicity. In other words, a language symbolizes an ethnic community’s culture, history, kinship, and heritage. He suggests that the only way to continue having a sense of belonging in an ethnic community is through the continuous use of mother tongue. </span></p>
<h1><span lang="EN-MY">What Can Parents and Teachers Do?</span><span lang="EN-MY"></span></h1>
<p><span lang="EN-MY">With such importance noted for learning and speaking mother tongues, parents and teachers should motivate children/students by creating a more conducive mother tongue learning and speaking environment for them. It is easier said than done because English is the dominant language in Singapore, penetrating most domains and causing less opportunities to use mother tongues. Nevertheless, in order to preserve Singapore’s rich cultural diversity, future generations need to stay connected to their heritage, ethnic cultures and traditions, and speak their mother tongue. Similar to growing plants, the love for mother tongues should be cultivated from a young age. Therefore, parents and teachers should start speaking mother tongue to children/students as early as possible so they can enjoy the full benefits of bilingualism.</span></p>
<h1><span lang="EN-MY">Tips for Mother Tongue Teachers</span></h1>
<ol>
<li style="list-style-type: none;">
<ol>
<li style="list-style-type: none;">
<ol style="list-style-type: lower-roman;">
<li><span lang="EN-MY"> </span><span lang="EN-MY">Create awareness among students regarding the importance of learning mother tongue and being bilingual.</span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">Use innovative approaches in mother tongue lessons to make them enjoyable, such as multimedia tools, drama, and singing.</span></li>
<li><span lang="EN-MY">Focus less on students’ grades, instead use the time to cultivate the passion of learning mother tongue among students. </span></li>
<li><span lang="EN-MY">Praise students for engaging in mother tongue related activities (e.g., reading mother tongue language books, speaking to one another in mother tongue).</span></li>
<li><span lang="EN-MY">Design tasks with authentic contexts to show students the applicability of their mother tongue in the world outside the classroom.</span></li>
<li><span lang="EN-MY">Show students the similarities and differences between their two languages – English and mother tongue – so they can recognise each language as an important resource for learning the other.</span></li>
<li><span lang="EN-MY">Recommend mother tongue shows (on Netflix, Channel 8, YouTube, e.g.,) and book titles to students. </span></li>
<li><span lang="EN-MY">Set up a mother tongue learning corner in the classroom for students with mother tongue books, flash cards, games, and activities. </span></li>
</ol>
</li>
</ol>
</li>
</ol>
<ol style="list-style-type: lower-roman;"></ol>
<ol style="list-style-type: lower-roman;"></ol>
<p>&nbsp;</p>
<p><b><span lang="EN-MY">References </span></b></p>
<p><span lang="EN-MY">Aw, G. P., Chen, Y., Lum, C., Peng, X. H., &amp; Tong, Q. Y. (2017). A pilot study of Singapore’s young Chinese parent’s perceptions, attitude and behaviours towards bilingual learning. <i>Sino-US English Teaching, 14</i>(9), 523-538. </span></p>
<p><span lang="EN-MY">Bokhorst-Heng, W. D., &amp; Caleon, I. S. (2009). The language attitudes of bilingual youth in multilingual Singapore. <i>Journal of Multilingual and Multicultural Development, 30</i> (3), 235-251.</span></p>
<p><span lang="EN-MY">Fishman, J. A. (1999). Concluding comments. In J. A. Fishman (Ed.), <i>Handbook of language and ethnic identity </i>(pp. 444-454). Oxford University Press.</span></p>
<p><span lang="EN-MY">Heng, S. K. (2012). Speech by Mr Heng Swee Keat, Minister for Education, at the Launch Ceremony of the Speak Mandarin Campaign 2012 on Friday, 27 July 2012, at 11am at the Mochtar Riady Auditorium, Singapore Management University. Ministry of Education. </span></p>
<p><span lang="EN-MY">Lee, K. Y. (1984). Speech by Prime Minister Lee Kuan Yew at the opening of the Speak Mandarin Campaign on 21 September 1984 at the Singapore Conference Hall. Retrieved from </span><span lang="EN-MY"><a href="http://mandarin.org.sg/en/~/media/smc/documents/goh%20pm%20lee%20kwan%20yew_smc%20launch%20speech_210984.pdf">http://mandarin.org.sg/en/~/media/smc/documents/goh%20pm%20lee%20kwan%20yew_smc%20launch%20speech_210984.pdf</a></span><span lang="EN-MY"></span></p>
<p><span lang="EN-MY">Pakir, A. (1997). Education and invisible language planning: The case of the English language in Singapore. In J. Tan, S. Gopinathan, &amp; W. K. Ho (Eds.), <i>Education in Singapore: A book of readings</i> (pp. 57-74). Prentice Hall.</span></p>
<p><span lang="EN-MY">Vaish, V., Jamaludeen, A., &amp; Roslan, M. (2009). <i>The sociolinguistic survey of Singapore 2006: Findings and policy implications.</i> <i>Research Brief.</i> National Institute of Singapore.</span></p>
<p><span lang="EN-MY">Wee, L. (2003). Linguistic instrumentalism in Singapore. <i>Journal of Multilingual and Multicultural Development, 24</i>(3), 211-224.</span></p>
<p><span lang="EN-MY">Xu, D., Chew, C. H., &amp; Chen, S. C. (1998). Language use and language attitudes in the Singapore Chinese community. In S. Gopinathan, A. Pakir, H. W. Kam, &amp; V. Saravanan (Eds.), <i>Language, society and education in Singapore</i> (pp. 133-155). Times Academic Press.</span></p>
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		<title>A Teacher’s Toolkit from the Cognitive Psychology of “Thinking Fast and Slow”</title>
		<link>https://singteach.nie.edu.sg/2023/04/24/a-teachers-toolkit-from-the-cognitive-psychology-of-thinking-fast-and-slow/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=a-teachers-toolkit-from-the-cognitive-psychology-of-thinking-fast-and-slow</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Mon, 24 Apr 2023 08:43:30 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Reflective teaching]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Pedagogy]]></category>
		<category><![CDATA[Teacher practices]]></category>
		<category><![CDATA[Teacher voices]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21629</guid>

					<description><![CDATA[Contributed by Seow Yongzhi , from Broadrick Secondary School, for SingTeach Virtual Staff Lounge Dan Kahneman&#8217;s brilliant book, Thinking, Fast [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><b><i>Contributed by <span lang="EN-GB">Seow Yongzhi</span><span lang="EN-GB"> </span></i></b><b><i>, from<a href="https://www.broadricksec.moe.edu.sg/" target="_blank" rel="noopener"><span> <span lang="EN-GB">Broadrick Secondary School</span></span></a></i></b><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></p>
<p><span lang="EN-GB">Dan Kahneman&#8217;s brilliant book, <i>Thinking, Fast and Slow</i> (2011), is a powerful primer for all of cognitive psychology. Economist Steven Levitt christened it “a lifetime&#8217;s worth of wisdom”. In the book, Kahneman describes a model of human cognition in which humans operate by two thinking systems: System 1, which is <b>fast thinking</b> that operates based on biases and heuristics; and System 2, which is <b>slow thinking</b> that operates based on deliberation, logic, and use of evidence. We make many decisions under time pressure using System 1, and unseen cognitive biases may lead to errors in judgement.</span></p>
<p><span lang="EN-GB">I read the book for personal growth amidst the pandemic, but nevertheless found many gems of insight that could be extended into my professional pedagogical practices. In this article, I summarize five key findings on cognitive psychology from Kahneman’s book, and identify applications in our professional processes.</span></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_SeowYongzhi-300x263.jpeg" alt="" class="alignnone wp-image-21656" width="400" height="351" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_SeowYongzhi-300x263.jpeg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_SeowYongzhi-1024x898.jpeg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_SeowYongzhi-768x673.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_SeowYongzhi.jpeg 1095w" sizes="(max-width: 400px) 100vw, 400px" /></p>
<p>&nbsp;</p>
<h1><span lang="EN-GB">1. Regression to the Mean</span></h1>
<p><span lang="EN-GB">A key statistical principle is that people tend to perform close to (their) average. If someone does exceptionally well on a test, they are likely to do “worse” for the next test; and if someone has done very poorly, the “only way to go is up”. Flight instructors felt that punishment was an effective pedagogical tool, because poorly performing cadets improved after being punished. However, Kahneman demonstrated that “poor performance was typically followed by improvement and good performance by deterioration, without any help from either praise or punishment.” In other words, the flight cadets would likely have “improved” in their next performance regardless of the intervention; however, praise would have had better effects on the cadet’s morale than punishment.</span></p>
<h4><span lang="EN-GB">Teacher&#8217;s takeaways</span></h4>
<ul>
<li><span lang="EN-GB">If you reprimand someone and they improve, and if you praise someone and the performance dips – this is normal: it is regression to the mean.</span></li>
<li><span lang="EN-GB">As teachers, we can consciously resist the perverse incentives to punish more and praise less. As a general rule of thumb: praise is good, punishment is bad.</span></li>
</ul>
<p>&nbsp;</p>
<p>&nbsp;</p>
<h1><span lang="EN-GB">2. Building Competencies</span></h1>
<p><span lang="EN-GB">Expertise is a set of interlinked skills. There are two requirements for building skills: “</span><span lang="EN-GB">an environment that is sufficiently regular to be predictable [and] an opportunity to learn these regularities through prolonged practice</span><span lang="EN-GB">”. However, some domains (such as gambling) do not allow for the development of skills, because the environment is not regular. Our teaching subjects and many CCAs in our schools do meet such requirements, and are ideal pastures for the building and development of expertise.</span></p>
<h4><span lang="EN-GB">Teacher&#8217;s takeaways</span></h4>
<ul>
<li><span lang="EN-GB">Developing a skill requires regular <b>practice</b>. As a Social Studies teacher, I teach source-based skills to my students such as making inferences, comparing and contrasting sources, and evaluating the reliability of sources. Following the first lesson with teacher modelling, I make sure to include practice sources and questions for students to rehearse the new skill.</span></li>
<li><span lang="EN-GB">Practice must be matched with consistent high-quality <b>feedback</b>. Kahneman’s research affirms that our routine marking of student practices and assignments, is a powerful and important tool in building our students’ thinking and writing skills.</span></li>
</ul>
<p>&nbsp;</p>
<p>&nbsp;</p>
<h1><span lang="EN-GB">3. “Inside” and “Outside” Views</span></h1>
<p><span lang="EN-GB">“Insiders” tend to have an irrationally optimistic view of their team’s effectiveness and progress, and may ignore data or findings to the contrary. The example used by Kahneman, intriguingly enough, involves a project to write a psychology textbook for Israel’s Ministry of Education. Kahneman’s takeaway was that his team was plagued by “irrational perseverance: … we gave up rationality rather than give up the enterprise.” In other words, people “inside” a project, with a stake in their success, failed to be objective in their evaluation of their team’s effectiveness.</span></p>
<h4><span lang="EN-GB">Teacher&#8217;s takeaways</span></h4>
<ul>
<li><span lang="EN-GB"> </span><span lang="EN-GB">We tend to think of the best case, not the probable case, when planning events and projects</span><span lang="EN-GB">. Hence, we should always refer to past data for reliable estimations when planning workflows and timelines.</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">For example, I organised a cohort learning journey to the National Museum this year. The slots opened in October 2022. Even though I opened the booking system armed with our school’s preferred dates and timeslots the very moment the system went live, I only managed to snag half of what we wanted. If we had dithered, perhaps we would miss out on all available slots and have to adjust the school calendar. Given this data, I learned to engage all external vendors at the earliest opportunity.</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB"><span lang="EN-GB">Get outside opinions and evaluate them rationally. If a project is unviable, ignore the sunk costs and dump it. Similarly, if an approach to teaching is not working, consider trying new methods rather than “persevering irrationally”. The relevant data comes naturally to the teacher, when we mark our students’ practices and worksheet.</span></span><span lang="EN-GB"></span></li>
</ul>
<p>&nbsp;</p>
<p>&nbsp;</p>
<h1><span lang="EN-GB">4. Framing Effects</span></h1>
<p><span lang="EN-GB">The way that we ask (or “frame”) a question will lead to different answers.  For example, countries ask drivers if they are willing to donate their organs in the event they are involved in a fatal traffic accident. This is an important decision that could save many other lives. The difference in drivers’ willingness to donate lies in the way the question is asked: where drivers need to “opt out” of donation, there is an extremely high donation rate; but where drivers need to “opt in” to offer donation, there is a very low donation rate. In general, people are biased towards cognitive ease: people prefer to go with a default option, rather than make the effort to “opt in” or “opt out” of anything.</span></p>
<h4><span lang="EN-GB">Teacher&#8217;s takeaways</span><span lang="EN-GB"></span></h4>
<ul>
<li><span lang="EN-GB"> </span><span lang="EN-GB">When you seek genuine interest for an event with limited slots (such as a school competition or performance), you can invite volunteers amongst your students. These volunteers, in paying the cognitive cost of consciously stepping forward, will be more invested in your event.</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">When you want to nudge higher student participation in an activity that has high capacity or benefits from having more people involved, make sure to use automatic enrolment and an “opt out” option instead of asking for volunteers.</span></li>
</ul>
<p>&nbsp;</p>
<p>&nbsp;</p>
<h1><span lang="EN-GB">5. Peak-End Shaping of Memory</span></h1>
<p><span lang="EN-GB">People remember life events and episodes in terms of their best (and worst) moments, as well as how the event or episode ended. In fact, when evaluating one’s entire life, Kahneman found that “peaks and ends matter but duration does not”. This intuitive judgement plays an important role in deciding whether to repeat the event or episode.</span></p>
<h4><span lang="EN-GB">Teacher&#8217;s takeaways</span></h4>
<ul>
<li><span lang="EN-GB"> </span><span lang="EN-GB">After students’ significant experiences (e.g. field trip, CCA performance), make sure to celebrate and recognize the students’ achievement. The end of the experience matters greatly in the students’ memory.</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">Create memorable moments</span><span lang="EN-GB"> for students on a school trip; it adds to the peaks that stay with our students for the rest of their lives. For example, we led our Co-Curricular Activity (CCA) students to the Singapore Youth Festival (SYF) showcase this year. Our school team made sure to take pictures with family and friends who came to support the team, in order to commemorate the milestone in their CCA journey. We made sure to celebrate everyone’s efforts and the strenuous journey towards SYF, and the competition ended on a brilliant high.</span></li>
</ul>
<p>&nbsp;</p>
<p>&nbsp;</p>
<p><b><span lang="EN-GB">Reference</span></b></p>
<p><span lang="EN-GB">Kahneman, Daniel. <i>Thinking, Fast and Slow</i>. New York: Farrar, Straus and Giroux, 2011.</span></p>
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		<title>Using ICT-Enhanced Peer Review Process to Improve Students’ Narrative Writing</title>
		<link>https://singteach.nie.edu.sg/2023/04/13/using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=using-ict-enhanced-peer-review-process-to-improve-students-narrative-writing</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 13 Apr 2023 06:19:41 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Peer Work]]></category>
		<category><![CDATA[Language Ed]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[Chinese language]]></category>
		<category><![CDATA[Peer assessment]]></category>
		<category><![CDATA[ICT]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21499</guid>

					<description><![CDATA[Contributed by Ms Neo Jia Hui, from Raffles Girls’ School, for SingTeach Virtual Staff Lounge The implementation of [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><b><i>Contributed by Ms </i></b><b><i>Neo Jia Hui, from </i></b><a href="https://www.rgs.edu.sg/"><b><i>Raffles Girls’ School</i></b></a><b><i>, for</i></b><b> </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> </b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b> </b></a><b></b></p>
<p><i>The implementation of the new Chinese syllabus in 2021 places a strong emphasis on self-directed learning. With the introduction of iPads as student personal learning devices at Raffles Girls’ School, the school’s Year 1 Higher Chinese Language team has been incorporating the use of online platforms and iPads in the teaching of process writing and peer review to improve students’ narrative writing skills.</i></p>
<div id="attachment_21502" style="width: 460px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-21502" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-300x237.jpg" alt="" class="wp-image-21502" width="450" height="356" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-300x237.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-1024x809.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui-768x607.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST_VSL_NeoJiahui.jpg 1379w" sizes="(max-width: 450px) 100vw, 450px" /><p id="caption-attachment-21502" class="wp-caption-text">2022 Y1HCL team (from left to right): Ms Neo Jia Hui, Mr Chua Han Hui, Mdm Lee Szer Yuen and Ms Lin Yao.</p></div>
<h1>The ICT-Enhanced Peer Review Process</h1>
<p>The narrative writing process, as taught to the Year 1 Higher Chinese Language (Y1HCL) cohort, consists of 3 main steps:</p>
<p>&nbsp;</p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-881x1024.png" alt="" class="alignnone wp-image-21523" width="585" height="680" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-881x1024.png 881w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-258x300.png 258w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-768x893.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-1322x1536.png 1322w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop-1762x2048.png 1762w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/The-ICT-Enhanced-Peer-Review-Process_crop.png 2047w" sizes="(max-width: 585px) 100vw, 585px" /></p>
<p>&nbsp;</p>
<h1>Reflections of Teachers</h1>
<p>In 2022, the Y1HCL team of teachers embarked on an action research on the effectiveness of using technology in peer review. Based on the feedback from teachers and students, the team reflected on the peer review process and would like to share some takeaways from using ICT tools in peer review.</p>
<h4>Simplifying the Process While Giving Students Choices</h4>
<p style="padding-left: 40px;">The ICT-enhanced peer review process posed challenges for both teachers and students. Teachers gave feedback that the peer review process can be simplified, as some students found it cumbersome and confusing to convert Google Documents into PDF before they can use their Apple Pencil to annotate. Teachers then have to spend more time in addressing this problem. Some students also share that they prefer to be given a choice to either type or write out their first draft and final submission as some wanted more practice in handwriting an entire essay.</p>
<p style="padding-left: 40px;">Based on the feedback, we have learnt that to leverage technology in promoting greater efficiency as well as catering to the needs of different students, we should simplify the process of writing essays and peer review by using only one to two ICT tools or platforms. For example, for students who prefer to type, they can type their first draft and provide peer review via Google Document. For students who prefer to write by hand, they can choose to handwrite their first draft, scan it as a PDF document and provide peer review using Apple Pencil. This will minimize the need for students to toggle with different platforms and convert each document.</p>
<h4>Making Use of ICT Tools to Visualize Content</h4>
<p style="padding-left: 40px;">Many students gave positive feedback on the use of Apple Pencil during the peer review process. Using the Apple Pencil to annotate allows them to use different font colours and symbols to visualize the different content and descriptions, strengths and areas for improvement clearly. To better facilitate this process, clear and standardized instructions should be given, such as using green to underline sentences with grammatical errors, and/or using blue to highlight character thoughts and feelings, etc.</p>
<h4>Giving Targeted and Constructive Feedback</h4>
<p style="padding-left: 40px;">To better help students in giving targeted comments, good feedback samples must be provided. Prior to the peer review, teachers can give students more time to practice on giving feedback through platforms like Student Learning Space (SLS). This allows students to learn and put their skills into practice at their own time and pace before the actual peer review. More class time should also be given to teachers to better guide the peer review process.</p>
<p>&nbsp;</p>
<h1>Conclusion</h1>
<p>This action research serves as a great opportunity for the Y1HCL teachers to reflect on our current peer review process and share our takeaways. We will continue to explore and improve on our current processes, and use ICT tools as an enabler to make the peer review process more self-directed and efficient for students.</p>
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		<title>The Importance of Shared Reading from Early Years: Practical Tips for Parents</title>
		<link>https://singteach.nie.edu.sg/2022/10/08/the-importance-of-shared-reading-from-early-years-practical-tips-for-parents/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-importance-of-shared-reading-from-early-years-practical-tips-for-parents</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sat, 08 Oct 2022 02:13:34 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Reading engagement]]></category>
		<category><![CDATA[Cognition]]></category>
		<category><![CDATA[Early childhood]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21012</guid>

					<description><![CDATA[Contributed by Dr Teresa Wai See Ong, from the National Institute of Education, Singapore, for SingTeach Virtual Staff Lounge Reading can [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><i><span lang="EN-SG">Contributed by <a href="https://nie.edu.sg/profile/teresa-ong-wai-see" target="_blank" rel="noopener">Dr Teresa Wai See Ong</a></span></i><i><span lang="EN-SG">, </span><span lang="EN-MY">from the </span><span lang="EN-MY">National Institute of Education, Singapore</span><span lang="EN">, for</span><span lang="EN"> </span></i><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener"><span lang="EN-MY">SingTeach Virtual Staff Lounge</span></a></strong></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST_VSL_Teresa-Ong_photo2-300x200.jpg" alt="" class="alignnone wp-image-21023" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST_VSL_Teresa-Ong_photo2-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST_VSL_Teresa-Ong_photo2-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST_VSL_Teresa-Ong_photo2-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST_VSL_Teresa-Ong_photo2-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST_VSL_Teresa-Ong_photo2-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /></p>
<p><span lang="EN-SG">Reading can briefly be understood as a cognitive process of understanding speech that is written down. According to Arnold and Doctoroff (2003), shared reading (between parents and children) is a promising means of promoting children’s early development, particularly in setting a platform for language development before starting primary school. Hence, to encourage the reading habit from a young age, gifting books to children via families is considered as one of the most appropriate strategies to do so (Zuckermann, 2009). </span></p>
<p><span lang="EN-SG">Studies have shown that babies who are read to before 12 months demonstrate better language and literacy skills when compared with their peers (Dunst et al., 2012). Nevertheless, it is uncertain whether the shared reading practice offers wider benefits that go beyond cognitive and language development (Mol &amp; Bus, 2011). Although there are not many studies that have examined the impact of shared reading on socioemotional development, findings have demonstrated that such practices in early infancy provide an ideal context for developing more emotionally satisfying parent-infant interactions (Murray, 2014). Additionally, a recent randomized controlled trial of parent training in shared reading with 14- to 16-month-old toddlers has shown impact for greater social behaviour in a helping task (Buttlement et al., 2009) and imitations for affectionate doll play (Murray et al., 2016).</span></p>
<p><span lang="EN-SG">The American Academy of Paediatrics (2014) recommends that shared reading between parents and children should begin from birth (or even earlier). During pregnancy, when foetuses are exposed to nursery rhymes read aloud by their parents, the sounds made create neural memory in the fetal brain, which develops a striking ability to detect and process speech. During the first six months after birth, babies show capability for joint visual attention. Babies are able to follow their parents’ gaze as their head turns around when listening to their parents’ voices. This process encourages socioemotional reciprocity in interactions and co-regulation of interest and emotions. After six months, babies begin to experience a dramatic increase in periods of alertness, object perception and spatial orienting. In short, the shared reading process provides babies with the building blocks for language development and tools for social and emotional skills despite them being unable to hold the book, turn the pages or recognize the letters and words in the book.</span></p>
<h1><span lang="EN-SG">Three Main Benefits of Shared Reading with Babies</span></h1>
<p><span lang="EN-MY">First, shared reading with babies helps them to develop their cognitive, language and literacy, and social-emotional skills. It stimulates their imagination, leading them to learn about the world around them. They also get to familiarize themselves with different sounds and words during the reading process. Simultaneously, the routine of reading to babies helps them in the development of a passion for books and reading when they grow up. </span></p>
<p><span lang="EN-MY">Second, the reading process helps babies to learn their native language/mother tongue and develop their speech with the words they hear. Although they are not able to talk yet, they are learning the sounds of the language, the meaning associated with words, and the wonderful social element of communication that stimulates their cognitive function. At the same time, they are introduced to uncommon vocabulary, sentence structure, rhythming and repetition, which are all important elements for literacy development. </span></p>
<p><span lang="EN-MY">Third, when reading to babies, bonding and emotional connection are developed between babies and their parents, especially when parents cuddle their child in their arms during the process. It also establishes a habit that is significant not only for their academic success but also the development of social and mental health. Those babies who are not read to frequently may develop slower language skills, which may lead to behavioural problems when they grow up.</span></p>
<h1><span lang="EN-MY">How to Conduct Shared Reading Session with Babies?</span></h1>
<p><span lang="EN-MY">As there are many benefits to reading to babies, several tips are provided to parents on how to conduct a reading session with their babies. </span></p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: disc;">
<li><span lang="EN-MY"> </span><span lang="EN-MY">Start with a short session of five to 10 minutes. You may want to set aside bedtime or after bath time as these timeframes are considered as the calm period for reading. It also helps to build a good daily routine for the babies. </span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">Set up a special reading spot with a comfortable chair and some books to provide an ambience that is ideally quiet and relaxing. This is also a time for parents to rest and relax after a long and tiring day. </span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">Switch off the television, phone and other electronic gadgets during reading time to avoid disturbance. </span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">When reading, use an expressive voice when appropriate or for different characters. </span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">When arriving at pictures on the books, stop and make comments while pointing them out to babies so that they will look and understand. Encourage babies to hold the book and turn the pages as these actions will engage their sense of touch. </span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">For those parents who are not native speakers in certain language(s) or have difficulties in pronunciation, they can use animated e-books. Animated e-books can help babies to <em>develop their emergent language skills</em> while providing them with more accurate pronunciations. </span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">Some parents may prefer to use electronic gadgets than physical books as they find them convenient and handy to read at anywhere and anytime. Reading apps are able to help parents in developing strong bonds with their babies as they read aloud while cuddling their babies. </span></li>
<li><span lang="EN-MY"> </span><span lang="EN-MY">For some parents whose children have grown up, it is never too late to start cultivating the reading habit so that children will experience the joy of reading and discovery through books.</span></li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p><b><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>References</span></span></b><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:0,&quot;335559740&quot;:480}"> </span></p>
<p><span lang="EN-MY">American Academy of Pediatrics [AAP] (2014). Literacy promotion: An essential component of primary care pediatric practice [policy statement]. <i>Pediatrics.</i></span></p>
<p><span lang="EN-MY">Arnold, D. H., &amp; Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. <i>Annual Review of Psychology, 54,</i> 517–545.</span></p>
<p><span lang="EN-MY">Buttleman, D., Carpenter, M., &amp; Tomasello, M. (2009). Eighteen-month-old infants show false belief understanding in an active paradigm. <i>Cognition, 112,</i> 337-342.</span></p>
<p><span lang="EN-MY">Dunst, C. J., Simkus, A., &amp; Hamby, D. W. (2012). Relationship between age of onset and frequency of reading to infants and toddlers and later language and literacy development. <i>CELLreviews, 5,</i> 1–10.</span></p>
<p><span lang="EN-MY">Mol, S. E., &amp; Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. <i>Psychological Bulletin, 137,</i> 267.</span></p>
<p><span lang="EN-MY">Murray, L. (2014). <i>The psychology of babies: How relationships support development from birth to two. </i>London: Constable &amp; Robinson.</span></p>
<p><span lang="EN-MY">Murray, L., De Pascalis, L., Tomilnson, M., Vally, Z., Dadomo, H., MacLachlan, B., &#8230; Cooper, P. (2016). Randomized controlled trial of a book-sharing intervention on a deprived South African community: Effects on carer-infant interactions, and their relation to infant cognitive and socio-emotional outcome. <i>Journal of Child Psychology and Psychiatry, 57,</i> 1370–1379.</span></p>
<p><span lang="EN-MY">Zuckerman, B. (2009). Promoting early literacy in pediatric practice: Twenty years of reach out and read. <i>Pediatrics, 124,</i> 1660–1665.</span></p>
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