聊一聊 @LAMPplus

last wednesday morning, i had the opportunity to engage LAMPplus (or LAMP+) participants (budding SHs, LHs, and a few HODs), held at school cluster centre, in discourse. thanks to @淑华 for giving me the opportunity to be involved, and thanks to @珮孜 for co-creating the programme (:

as we had malay and indian friends from the MTL family, i had the opportunity to facilitate 聊聊《华文 · 学习 · 科技》 in English. and naturally, the three keywords of the day were: language · learning · technology/ICT.

here’s the artefact of (learning) discourse:

for the first time, we find 4 languages on the board

while we know it may be difficult to assess the learning of participants, for learning is often time-consuming and metacognitive, it’s interesting for me, as the facilitator of discourse, to have a glimpse of ideas that participants wrote down in their end-of-day feedback (form). here’s the relevant quotes in verbatim:

  • ICT also affords the time and space for students to think and pen down their thoughts (visible thinking)
  • Understanding the concept of affordances and how it contributes to effective use of ICT to enhance, engage and emphasize ownership in the T&L of MTL amongst teachers (skilful design and considerations) and pupils (promote sense making & joy of learning) … The concept of affordance of ICT needs to be clarified and the use of a common language needs to be prevalent.
  • There are many ICT tools that are available.The selection of the appropriate tools should base on its affordances and how it could value add to the students’ learning.
  • ICT lessons should conduct a least once a week or internalize in everyday teaching
  • Affordances of ICT in relation to teacher, students and lesson … (i used to think) 教案is a standard protocol. must follow. (now i think) thinking jostled: 学案 since we are moving towards student-centred. should start thinking to change the protocol? 教案 may not be a standard protocol
  • …it’s not about the tool but there must be an awareness of “affordance” where we have to determine which is the most suitable tool for our students’ learning objectives (i used to think) that the use of ICT is time-consuming and may not be suitable for all my students. (now i think) With more deliberation, we can incorporate the use of ICT into our teaching and students’ learning, without forgetting that “learning” is the ultimate goal

and these are two photos revealing the contexts (:

thanks once again to 珮孜 for the context photos (:

demystifying the learning process

saw this not-too-new 2017 article on mindshift introducing some ideas teachers can help students to see the (true) nature of learning, and help them develop useful habits of learning. these ideas were proposed by Barbara Oakley. ignore the title of the article cos to me, EVERYONE struggles, from time to time, and whether one would like to admit it or not.

some lines, including words from Oakley, in the article that caught my attention:

“…the common experience of students who reread their notes and think they know the material — only to enter a test and find that they cannot retrieve the information. ”

“students tend to equate speed with smarts, Oakley suggests sharing this metaphor: ‘There’s a race car brain and a hiker brain. They both get to the finish line, but not at the same time. The race car brain gets there really fast, but everything goes by in a blur. The hiker brain takes time. It hears birds singing, sees the rabbit trails, feels the leaves. It’s a very different experience and, in some ways, much richer and deeper. You don’t need to be a super swift learner. In fact, sometimes you can learn more deeply by going slowly.'”

“Learning is all about developing strong chains.” (cf. chunks)

“familiar metaphors allow a learner to draw on a concept they have already mastered and apply it to a new situation. Or as Oakley says, metaphors ‘rapidly on-board’ new ideas.”

“…’Pomodoro Technique.’ Developed by Francesco Cirillo, this strategy uses a timer to help the learner work and break at set intervals. First, choose a task to accomplish. Then, set a timer for 25 minutes and work until the timer goes off. At that point, take a five-minute break: stand up, walk around, take a drink of water, etc. After three or four 25-minute intervals, take a longer break (15 – 30 minutes) to recharge. “

“…I would tell students, you don’t just have to be stuck following your passion. You can broaden your passions enormously.”

one idea chunk came to my mind as i read the article: micro-learning. what myth(s) are pple propagating with this term and it’s associated ‘benefits’ for learning i wonder. is learning fast? how often is learning fast?

2019 is here

a year has passed and a new year is here. live the moment, just like in the moment below; 祝大家2019平安幸福 (:

2019 New Year Fireworks at Marina Bay, Singapore.

microsoft hup office 2019

microsoft home user program (HUP) is back! received this in my inbox today: 

while this HUP is not giving away office for free, S$19 for the full suite of the latest Office 2019 is definitely a bargain not to be missed. all @moe.edu.sg and @moe.gov.sg emails should be eligible. test your email account today here

#enjoy 

写在 lesson co-design之后

上回随玉云和静骅、许薇、海晶和涓涓聊教学转眼已是5个月前的事了。今天下午我们在南洋女中的聊话主要环绕阅读教学的设计——借流行歌曲、通过学生个人及小组协作学习去巩固和提升他们的赏析能力(分别作书面文字的理解+文字的隐含义;后者尤其是关键学习目标)。以下记录的是我们的知识共创:

这是今天有缘人的合照:

(左-右:(前)海晶、涓涓、玉云;(后)静骅、许薇)

除了我们的共创内容之外,有两句话我想记下来:
一、开始讨论前许薇说道:“上回我们提起的Affordances,最近学校里在谈SLS的使用时,我觉得我能够从这个角度去思考。”;
二、我们的讨论至尾声的时候,海晶说道:“我们上回谈的内容,我不时还打开照片来复习。”

这两句话对于说话的朋友或许是不经意的,但从教学的角度无疑是另一次evidence of learning,同时也肯定了我和老师们一起学习时所投入的精神是值得的。当然,这一切也不能忘记最关键性的一个人 —— 谢谢玉云无私地带着我让我有机会和老师朋友们一起学习成长 (: