pre-12592 note

the next round of Studio 12592 is planned to start on 18/1 (Wed). this year, two of our fellow learners/comrades are taking leave from work to go overseas, effectively reducing the active group by 50%. the statistically significant reduction in number creates the possibility of not enough minimum number to get the course running. tried to get new learners on-board whilst fully appreciate the madness in school (esp. Jan and CNY’s round the corner; getting later dismissal times; not getting less CCAs). shall see if we have enough 有缘人 this time round (: #不是没有心学习 #challengeOfTeachers #challengeOfFacilitator

2017 New Year Fireworks at Marina Bay; creative take


update 10/1

my course is CANCELLED administratively cos at ‘deadline’ i have but only 1-2 registrations. traisi/ast side’s SOP stops accepting registration 2(?) weeks before a course starts. the school just re-opened for a 4-day week. if teachers have submitted their application, the ROs may not have had the chance to approved the application. and if communications’ needed in-between application and approval, this would have delayed the application process. have feedback to dean/curriculum to ask if the SOP can be reviewed for courses starting in early/mid-january.)

cooperative resources preparation – afterthought

昨天的Studio课我们迎来了两位“插班生”——振南师&凤儿师。下午茶叙我们围坐时就聊到教师如果独自备课工作量太繁重的问题。因为华文老师一般得为许多进度作准备。凤儿师分享道小学老师有50-60个人在一起的一个组织,如何为小学每一课课文准备最基本的教案、ppt和相关资源。振南师则分享道某校部门主任如何组织老师在某学年集中火力准备某年级某进度的类似的教学资源的工作。

当时脑海浮现一些思绪但却说不到点上。今早再想了想,我想我当时的responses应如下:

1. Resources are important component for lessons – must have, and therefore must be prepared.
2. Cooperative resource preparation is good because it allows concerted effort for teachers to focus while divide-and-conquering (1).

联系我们茶叙前在聊的话题种种,我觉得关键是:

3. What is the purpose of the resources prepared/gathered? Are these for teachers’ lesson delivery (“教”为出发点;灌输为主——非常有效率地教), or are these for students’ meaning-making (“学”为出发点)?

这两个不同的出发点对所准备的resources作为“outcomes”会有哪些影响呢? 资源(例如文章、范文、videos)或许有共通的,但是如何使用会因目的不同而不同。换句话说,两者的教案就肯定不一样了。

另外,”resource preparation”一词很大成分意味着资源是出自教师。“资源”可否来自学生?为什么可以?为什么不可以?因为这样很没效率?因为学生找不到“对”的资源(cf. 教师准备的对错拿捏妥当)?

所以回过头来,我觉得还是离不开“学习”这根本问题s——What is learning? How does learning take place? 不同的技能、课题可能学习的方法不同。所以没有划一的答案。

但思考的出发点应该只有一个,
就是“学” (cf. 教)。

triangular windows
(photo credit: Michael Coghlan)