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



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)


  • 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)


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)


#Open Classroom 8: Differentiated Instruction & Inquiry-based Learning in a Mathematics Classroom

Topic/ UnitSecondary Two Pythagoras Theorem

Textbook:  Shing Lee – New Syllabus Mathematics 2 Textbook eBook

Lesson ObjectivesStudents will be able to:

  • Identify a right-angled triangle and its hypotenuse.
  • Define Pythagoras’ theorem.
  • Investigate and verify the Pythagoras’ theorem.
  • Apply Pythagoras’ theorem to solve problems. Find the unknown side of a right-angled triangle when other two sides are given.
  • Solve real-life problems involving right-angled triangles using Pythagoras’ Theorem.

Teaching Strategies include:

    • Differentiated instruction
    • Inquiry-based learning