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Learning by Doing through Research Studies

We are a team of Secondary 4 students who has recently concluded a 1.5 year research study under the guidance of a teacher mentor on Volunteerism. The research knowledge and skills gained has been invaluable to us. We also developed a deeper understanding on the topic on Volunteerism. We thus seek to share more about our experiences here, hoping to benefit anyone interested in conducting Social Sciences research. (more…)

Inquiry-based Learning through Research Studies

Introduction

We are a group of secondary 4 students who completed a Research Studies project to find out about the influence of parental involvement on a child’s emotional well being.

The student-centred nature of our research allows us to cultivate skills in making wise decisions and enhance our collaboration and communication skills. This research was also instrumental in making us think more critically and inspired us in our journey of self-discovery. We hope to use this platform to share our experiences and to demonstrate why inquiry-based learning, like Research Studies, is beneficial to students like us.

Background Information (more…)

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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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…)

Debating the value of direct teaching

Recently, I read an article by Kevin Donnelly from the School of Education at Australian Catholic University, who questioned the wisdom of discovery learning where teachers ‘facilitate instead of teach’. In this article entitled “ ‘Chalk and talk’ teaching may be best after all,” he notes that research  supports direct instruction, especially during the early primary education in subjects like English Language and Mathematics. Donnelly was referring to a report by a group of seventy teachers from Britain who had gone to Shanghai to study why Chinese students perform so well in the international tests. Their conclusion was that whole-class teaching and memorization were key factors in their success.

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Our Classrooms Can Be as Powerful

I would like to introduce to you two personalities who have used their craft to bring beauty and wonder into the lives of people, young and old.

As educators, we too have this gift, which we can present to the children who, by virtue of our profession are presented to us on a daily basis.

Mac Barnett: Why a good book is a secret door
Childhood is surreal. Why shouldn’t children’s books be? In this whimsical talk, award-winning author Mac Barnett speaks about writing that escapes the page, art as a doorway to wonder — and what real kids say to a fictional whale.

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