Edublog: Uncovering Wisdom through Pedagogy

Home » Good Practices & Innovative Ideas

Category Archives: Good Practices & Innovative Ideas


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


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.


Higher order thinking in a Social Studies lesson on National Identity

Subject: Social Studies
Level:  Y4
Topic: Singapore and Globalisation: Impact on Identity


Bloom’s taxonomy places “creating” as the highest order of thinking. In this lesson, students were given the opportunity to demonstrate their understanding of national identity by creating a product: an index to measure national identity.

“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results” (Dewey, 1916). (more…)

Insights into Inquiry-based Learning by an ex-student

I am a former student who graduated from Raffles Girls’ Schoool (RGS) in 2013. Recently, I had the opportunity to intern at RGS for 2 months.

During my stint there, my Geography teacher, Mrs Eriyanty Mohammad, invited me to join her and Ms Nurashikin for an excursion with some Year 1 students. The excursion to Peninsula Plaza was for the Regional Studies Programme (RSP) students to gain some insights into the Burmese community in Singapore. I jumped at the chance almost immediately. I fondly remember going for such excursions while I was a student and my RSP teachers had also taken us to Golden Mile Complex and Lucky Plaza for us to have a better understanding of some foreign communities in Singapore. (more…)

Differentiated Instruction in a Mathematics Classroom

Subject Mathematics
Level: Year 3
Topic Graphs of Exponential Functions
Macro-concept Model
Enduring Understanding Models communicate mathematical patterns in quantitative relationships.
Essential Question Can all patterns in quantitative relationships be represented?
Curricular or Pedagogical Focus / Lens Differentiation

A class of 28 students has completed their study on rules of indices before introducing them to the graphs of exponential functions. Based on the students’ performance in the previous formative assessments and assignments, part of the lesson preparation involves splitting the class into 2 groups according to their perceived readiness in manipulating algebraic expressions by using rules of indices.

After establishing the basic knowledge of exponential graphs, the process of differentiated instruction is demonstrated in two ways: student choice and grouping by readiness.


Concept-Based Instruction in a Higher Chinese classroom

Subject Higher Chinese
Level: Year 4
Topic Loyalty
Macro-concept System
Enduring Understanding 1) Loyalty forms the basis of any civilised and humane system of morals.

2) “Loyalty” can only be seen as a virtue if the object of loyalty is good.

Essential Questions 1)Does modern society continue to value loyalty?

2) What is “loyalty” as a virtue?

3) Is there a need for a moral basis to “loyalty”?

Curricular or Pedagogical Focus / Lens Concept-Based Instruction


Students are required to learn about Yue Fei and “Man Jiang Hong” Poem that he wrote. Through discussing the essential questions, the students will re-define the notion of loyalty in modern context.


Differentiated Instruction in a Social Studies Classroom

Subject: Social Studies
Level:  Y2
Unit: Culture, Community and Identity
Topic: Elements of Culture
Macro-concept: System
Enduring Understanding: Culture enables creation of identity
Guiding/ Essential Questions:     
1) What is Culture?
2) How do different elements of culture relate to each other?

Teacher’s Notes:

This lesson was implemented in February 2015 over 2 blocks. Differentiated Instruction (DI) was necessary as I wanted to find out what was the “entry level” of each student in terms of her understanding of culture. The underlying assumption is that some students may largely associate culture with its tangible forms while others would be more ready to discuss at a more abstract level.