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#Open Classroom 14: Differentiated Instruction in a Higher Chinese classroom: Cubing

Topic/ Unit News Analysis

Level/ Subject: Year 3 Higher Chinese

Lesson Objectives: Students will be able to

  • analyse a current issue from different perspectives, using suitable vocabulary and phrases from the news article.
  • Write a 2 min oral report based on the news topic.

Teaching Strategies:

Differentiated Instruction: Cubing.  Cubing (also known as think-dots) is an instructional strategy that encourages students to consider a concept/ topic/issue from different perspectives. Such strategy is useful when it is used to analyse news/ current affairs/ story character analysis or any topic/issues where students have to analyse from multiple perspectives.

(more…)

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 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 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…)

Understanding Discussions – Why Do We Use Them?

What exactly is a discussion? And why should it play a part in our classrooms? Simple questions that sometimes elicit responses that tend to put it down to something of an anomaly in our classroom experiences.

“Discussions? Nah, we are not like the humanities…it is not that simple in our field”, as if it was not a major slap in the face that certain disciplines rank higher because of perceived difficulty levels.

“It is just talk right? Anyone can do that right?” goes another. Another teacher of many years said when told of the response, “Yes, we just need to get some feedback from students, hence discussions are useful”.

I grimace in agony.

It is easy to put down discussion as just another technique, a strategy to bring in student engagement. Or worse, to fill time in a lesson. And to make matters worse, students feel the same way. “Why discuss? Let’s just get to the point”. Or, “Yes we will discuss, but we know that he will always summarise the key points for us and we are just waiting for the answers”. (more…)

#Soundbite 2: Data-based Decision Making

For Soundbite 2, we will introduce the notion of “Data-based Decision Making”, hoping this theme will allow teachers to ponder on how to best use students’ data to improve teaching and learning and also to encourage teachers to share their ways of data use with the fraternity. (more…)