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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…)
In the year of 2018, we introduce another series of “Soundbites” – sharings that potentially provoke teacher thought and promote teacher action. These bite-size information seek to (1) enthuse teachers with new, exciting ideas about teaching and learning, (2) engage teachers in exploring alternatives, perspectives, opportunties and interests; (3) enrich professional discourse among teachers; and (4) explain key principles and concepts that make up an important part of the meta-language used in RGS.
For Soundbite 1, we shall revisit the idea of student-centred learning in the context of Teacher Responsiveness. Firstly, the RGS curriculum approach is articulated using the term “learner-centred classroom”, rather than “student-centred learning”. The two phrases can be used interchangeably, since both are understood to situate students as active learners, critical thinkers and productive problem solvers in the learning process. For consistency, we shall adopt the term “learner-centred classroom”.
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…)
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…)
|Name of teacher||Lucille Yap|
|Topic||Climate and Weather: Factors Influencing Temperature|
|Enduring Understanding||The well-being of an ecosystem hinges on the understanding of the processes that determine weather and climate as it helps humans (better) predict, prepare and mitigate the risks from climate variability and change.|
|Essential Question||Does the study of weather/ climate matter?|
|Curricular or Pedagogical Focus / Lens||Higher Order Thinking|
- the difference between weather and climate (elements of weather)
- the structure of the atmosphere, its layers (mean temperature and temperature range)
- earth’s heat budget (including heat transfer – radiation, conduction and convection)
|Name of teacher||Lim Shok Hoon|
|Topic||Culture, Community and Identity|
|Macro-concept||1. Systems have elements that interact with each other to perform a function.
2. Systems follow rules.
|Enduring Understanding||Societal harmony and dynamism may require members to adapt and adjust to cultural norms and beliefs|
|Essential Question(s) OR Guiding question(s)||1. Must everybody conform for society to be harmonious?
2. Should diversity be subordinated to commonality?
|Curricular or Pedagogical Focus / Lens||
The lesson was carried out after students attended either the Outward Bound School (OBS) Course or school-based Personal Effectiveness (PE) Workshop. Students would unpack how we were part of a larger society and that society seemed to influence our attitudes and behaviour.