Edublog: Uncovering Wisdom through Pedagogy

Student Voices: Feedback that Students Want | SingTeach | Education Research for Teachers

How do we know whether our feedback is effective? And what kind of feedback does students find useful?

Sharing this article written by Ms Tan Yen Chuan, published on SingTeach Issue 66, Sept 2018

Source: Student Voices: Feedback that Students Want | SingTeach | Education Research for Teachers

逃离用错俗语成语的车祸现场 (Ways to Use Chinese Idioms Correctly)

俗语成语因为具有鲜活、生动、形象、俏皮的特点,若能在说话、写作文时用得巧,用得妙,顿时文采斐然,显得有文化意蕴,有表现力和感染力,为你作品的表达起到画龙点睛的作用。

然而,俗语成语的使用也是一把“双刃剑”,用得不好,不但起不了提升表达水平的基本作用,反而会起到反作用,导致事以愿违,弄巧成拙,贻笑大方。

每个教华文的老师,何尝不希望学生能够灵活妥帖地将成语俗语运用到自己的口语和写作中,并且用得水乳交融,不露痕迹,又暗藏玄机,低调高贵。 (more…)

#Open Classroom 13: Differentiated Instruction for Learning Badminton in a Physical Education Class

Lesson focusForehand Overhead Clear (Badminton Technique)

Objectives:

  • Pupils will be able to return the shot using the forehand overhead clear with good trajectory of the shuttlecock to get the shuttlecock to the rear of the court.

Teaching Strategy: Differentiated Instruction (by readiness) (more…)

#Open Classroom 12: Rhetorical Questioning and Characterization Through Speech in a Higher Chinese Classroom

Topic: Characterization through speech & Rhetorical questioning

Textbook: Secondary 2 Higher Chinese text: “Kite” by Lu Xun 鲁迅《风筝》

Lesson Objectives:

  • Students can design appropriate dialogues using rhetorical questioning and speech characterization according to context provided by the text.
  • Students can enact the dialogue to stipulate an authentic environment.

Lesson Overview:

This lesson focuses on the application of language skills. Students will work in groups to design an appropriate dialogue according to context by using the language skills of rhetorical questioning and characterization through speech. Using differentiated instructions, students will be encouraged to use creative thinking in enacting the dialogue to stipulate an authentic environment, and in doing so test its validity according to the appropriateness of language skills and context. The teacher will summarise the lesson by helping students achieve enduring understanding of character descriptions. (more…)

#Open Classroom 11: Using Elements of Reasoning to Teach Metacognition

Subject:                 Year 3 History

Unit:                       Authoritarian Regimes: Communist China under                                            Mao Zedong (1949-1976)

Topic:                     Cultural Revolution in China (1966-1976)

SUMMARY

Topic: Potential Appeal of Extremist Ideas

The lesson is on the Cultural Revolution in China (1966-76). Students would be able to use Paul and Elder’s Elements of Reasoning as a metacognitive tool to examine the (potential) appeal to extremism. This would be linked to contemporary appeals to extremism through a simple case study of how religious “fundamentalists” continue to have broad support in areas under their control. (more…)

#Open Classroom 10: Problem Variations as a form of Problem Posing in Mathematics

The idea of problem posing in Mathematics is not new.

 

Past studies on Mathematics problem posing has shown that problem posing strategy could be perceived in various ways. It could be (1) a means to improve students’ problem solving; (2) a feature of creative activity; (3) as a window into students’ Mathematical understanding; (4) a means of improving students’ disposition towards Mathematics; (5) a means to increase students’ confidence in raising questions (Silver, 1994).

 

If teachers could vary and pose problems more creatively, by modelling these thinking processes to students and introducing the process of problem posing and problem variation to the students, we made our questioning and thinking explicit. We also model how we reformulate complex problems explicitly by variation to simplify the problem or break it down into smaller parts and vice versa, such that we are able to develop the novice or developing problem poser into an expert problem poser. (more…)

#Open Classroom 9: Crafting Learning Goals

Lesson Focus

The lesson was on crafting of learning goals for a unit on “Singapore in the International System”. The unit’s learning goals were divided into two levels: Understanding Goals and Learning Goals for knowledge and skills. The underlying belief is the need for clarity of learning goals and for learning goals to be owned by students themselves.

Lesson Objectives

Students will understand:

  • the key content areas of the new unit and how it is structured;
  • the unit’s Understanding Goals (UGs) and why these are significant;
  • the Learning Goals (for knowledge and skills)

(more…)

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