Edublog: Uncovering Wisdom through Pedagogy

The Professional Learning Community: Facilitating “Teacher Thinking” to Solve Classroom Problems | SingTeach | Education Research for Teachers

Have you ever wonder, beyond the grades, how do teachers know if students are learning? How have teachers made a difference?
Sharing this article co-written by Ms Masturah and Ms Tan Yen Chuan, published on SingTeach Issue 61, June 2017

Source: The Professional Learning Community: Facilitating “Teacher Thinking” to Solve Classroom Problems | SingTeach | Education Research for Teachers

当局者迷,旁观者“亲”

学华语的过程中,有些发音似乎跟学习者之间互相有仇,怎么努力都发不出正确的音。

比如,永远有学生把“身为”写成“生为”;把“应该”写成“因该”;把“因为”写成“应为”。举个例子:“身为一名班长”,就变成了“生为一名班长”。这世界上,有谁一生下来就“因该”是个班长?每次碰到这样的错句,我的反应都是这样哭笑不得地嗔怪学生。

如果是口头语也罢,听的人可以连蒙带猜地明白对方的意思,但如果要把口头语变成书面语,其间的差异就很显而易见,简直不能忍。

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Higher Order Thinking in an ICT-infused Higher Tamil Classroom

 

Subject Higher Tamil Language
Level: Year 3
Theme : Community and Nation
Topic: Social Service
Macro-concept: System
Enduring Understanding: Students understand the role of the youth in their community, and that they have a duty to serve the community.
Essential Questions: What are the roles of the youth in the family and community?
 Curricular or Pedagogical Focus / Lens Concept-based Instruction

Overview

Through the reading of the text and listening to the movie song, the students will understand that they have to give back to the community through doing social service.

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Higher Order Thinking in a Geography Classroom

Subject Geography
Level: Year 1
Name of teacher Lucille Yap
Topic Climate and Weather: Factors Influencing Temperature
Macro-concept System

Change

Enduring Understanding The well-being of an ecosystem hinges on the understanding of the processes that determine weather and climate as it helps humans (better) predict, prepare and mitigate the risks from climate variability and change.
Essential Question Does the study of weather/ climate matter?
Curricular or Pedagogical Focus / Lens Higher Order Thinking

Prior Knowledge

  • the difference between weather and climate (elements of weather)
  • the structure of the atmosphere, its layers (mean temperature and temperature range)
  • earth’s heat budget (including heat transfer – radiation, conduction and convection)

Lesson Delivery
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Concept-based Instruction in a Social Studies Classroom

Subject Social Studies
Level: Year 3
Name of teacher Lim Shok Hoon
Topic Culture, Community and Identity
Macro-concept 1.     Systems have elements that interact with each other to perform a function.

2.     Systems follow rules.

Enduring Understanding Societal harmony and dynamism may require members to adapt and adjust to cultural norms and beliefs
Essential Question(s) OR Guiding question(s) 1.     Must everybody conform for society to be harmonious?

2.     Should diversity be subordinated to commonality?

Curricular or Pedagogical Focus / Lens  

Concept-Based Instruction

The lesson was carried out after students attended either the Outward Bound School (OBS) Course or school-based Personal Effectiveness (PE) Workshop. Students would unpack how we were part of a larger society and that society seemed to influence our attitudes and behaviour.

Pre-Lesson: (more…)

Concept-based Instruction in an English Classroom

Subject English Language
Level: Year 1
Name of teacher Jassie Teo
Topic Grammar
Macro-concept 1.     Systems have elements that interact with each other to perform a function.

2.     Systems are composed of sub-systems.

3.     Systems follow rules.

 

Enduring Understanding Language codifies concepts and relationships.
Essential Questions

OR

Guiding questions

 

Factual:

●      What are the components of the English language?

Conceptual:

●      How does language function as a system?

●      Can meaning be conveyed without language?

Provocative:

●      Does language always have to follow the norm to communicate meaning?              

Curricular or Pedagogical Focus / Lens Concept-Based Instruction

The Grammar Unit was planned with the aim of allowing students to appreciate how the macro-concept of Systems operates in the English Language grammar. The lessons in the unit move progressively from meaning at the morpheme level to the sentential level, with a focus on how the elements within each level of meaning interact to convey meaning. This second lesson of the unit that I have described below focuses on how meaning is conveyed at the phrasal level. (more…)

Inquiry-based Learning in a Biology Classroom

Subject Biology
Level: Year 3
Topic Photosynthesis
Macro-concept Systems
Enduring Understanding Factors can affect the rate of photosynthesis.
Essential Questions
  1. What are the factors that affect the rate of photosynthesis?
  2. Why would there be factors that limit the rate of photosynthesis?
Curricular or Pedagogical Focus / Lens Critical Thinking, Concept-Based Instruction

Prior Knowledge

Students should have acquire the following knowledge in their primary school education:

  • Plants “make food” by photosynthesis.
  • During photosynthesis, plants take in CO2 and release O2.
  • Photosynthesis requires light.

Knowledge and Skills

This inquiry-based learning is a series of four lessons, comprising of two theory and two practical lessons. The lesson plan encompasses the following skill sets:

(more…)

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