TLCSL 2015 paper

in a few days’ time, the 4th International Conference on the Teaching and Learning of Chinese as a Second Language (TLCSL 2015) with SCCL as main organiser will be held.

Screenshot 2015-09-04 TLCSL 2015

以下是我们将在本次大会上宣读的论文,欢迎下载:

《新加坡华文教师基于资讯科技的混成式专业进修方式初探》
(An Information and Communications Technology (ICT)-based blended learning approach to Singapore Chinese Language teachers’ professional development: A preliminary look at a pilot project; by TAN, Yuh Huann; TAN, Yan Ni; CHOW, Fong Yee)

Screenshot 2015-09-05 18.36.57

feel free to leave your questions and/or comments after reading the paper. we thank you for your time and interest, 谢谢 😉

//update Sep 9, 2015

click here to find the set of presentation slides (:
请在此下载报告中所用的简报 (:

// end update

to cite:
Tan, Y.H., Tan, Y.N., & Chow, F.Y. (2015). An information and communications technology (ICT)-based blended learning approach to Singapore Chinese Language teachers’ professional development: A preliminary look at a pilot project. Paper presented at the 4th International Conference on the Teaching and Learning of Chinese as a Second Language, Singapore. Retrieved from http://edublog.net/files/papers/150904-tlcsl2015.pdf

陈育焕、陈雁妮、周凤儿. (2015). 新加坡华文教师基于资讯科技的混成式专业进修方式初探. 第四届华文作为第二语言之教与学国际研讨会,新加坡。下载自 http://edublog.net/files/papers/150904-tlcsl2015.pdf

2nd reflection on 12470-00004 facilitation

this week marks the 6th week into our course. next Wed (15/7), we’re meeting up for our last f2f discourse. 好事多磨, the final lesson originally planned for 14/7 crashes with at least 4 participants who are also oral examiners performing their last day of duty for the GCE O-level exams. as such we’ve agreed to shift the date to 15/7, and hopefully more teachers can turn up.

taking a glance at the discussion forum, we are seeing record-low number of participation in the online discussion in the 帖子B posting. only 3 out of 6 expected posts came in. why did this happen? perhaps i wasn’t clear enough in the explanations of the requirements, as such teachers do not know what to do? possible, but i did not receive any clarification email/fb pm/sms/whatsapp, which i should if any of the SDLearner needs help. or, perhaps the course ‘cut across’ june holidays, and other plans take priority? or, any other reason(s)? perhaps my participant friends could let me know 😉

after our 2nd f2f, to date, only 1 帖子C posting came in before school reopens. this morning we see another posting sharing some good work carried out since school reopens for term 3 🙂 so once again, why is the qty so low? it will be interesting to hear the reason(s) too.

a tally of weekly reflection pieces, 4 contributions by 2 participants (out of max. 6 pax). yes, it’s definitely on the low side too. perhaps like what Sean twice mentioned “you made a great assumption that your learners are all highly motivated.” 🙂 yes, i do take that as a basic assumption as i believe that a teacher is a daily role model to our students. if we want our students to love learning, we have to embrace learning ourselves. students don’t just learn the ‘contents’ that we gonna push to them (assuming pushing = learning). there’s more to learning a subject per se 🙂

while planning next week’s meet up, i am toying with an idea of setting aside 15 mins for some personal quiet moment to do a consolidation of the past 6-7 weeks’ experience. will not reveal the title, if there’s one, for now (:

reimagining teaching …

while browsing through the NMC Horizon report K-12 2015 report released just two days ago, another report “Reimagining Teaching in a Blended Classroom” prepared by TNTP mentioned on pg.20 grabbed my attention instead.

as my current work led me into exploring blended learning for teachers’ PD, i put on a teachers’ PD lens too while reading. i think “REIMAGINING” is appropriately chosen. the very conception of learning, teaching, and even classroom needs to be re-visited.

while some teachers are jumping (bravely? blindly?) onto the flipped classroom bandwagon, i believe this report may draw parallel lessons on why “flipping” works for some teachers, and not all, yet. for instance, the traditional roles of a teacher can be classified into 3 types: guide, integrator, researcher & developer (p.2-3). such a proposal of roles brings in the opportunity for teachers to collaborate, specialise, and/or develop professionally. as the report pointed out, for blended learning to work (or flipped learning if one prefers), the whole staffing needs is going to be different. in our system, i imagine the need to (re)develop teachers in various competencies to take on 1, 2, or all 3 roles concurrently. in order for blended/flipped learning to be sustainable, a whole-department (or even a whole school) approach is the way to go. as i draw on my short 1-year experience in introducing blended PD, i can imagine it could be overwhelming for many teachers, if one were to work alone. taking on all 3 roles at one go is going to be an extremely steep learning curve.

but before we could talk about getting it going, are teachers ready for the reimagined roles? it’s definitely not going to make life easier for any teacher (change itself is already a painful process; learning is a slow and time-consuming process; and coupled with the reality that ICT in teaching & learning is not just about efficiency). fundamental shift in a teacher’s beliefs (esp. epistemic) is needed. teachers need to reexamine their assumptions of their own teaching, and their students’ learning.

i would think this is a report that all teachers who intend to introduce flipped learning as part of their teaching & learning activities must read. it provides much food for thought.

how exciting (:

150701-tntp-reimaging teaching

reflection on 12470-00004 facilitation

it’s been 3 weeks since the course started on 2/6. this is the first time Clinic is conducted with 3x face-to-face. an additional f2f session’s added in between based on our own reflection of the past runs, and participants’ feedback.

this time round, we have 7 participants who came. 1 MIA-ed, while 1, prior to the first f2f, was advised to sign up for the next run as the teacher couldn’t make it for this afternoon’s f2f, and the final f2f. during the first f2f, i learnt that another of the 7 belongs to this case. would have advised the teacher similarly if we were to know that in advance.

in the past 3 weeks, i observed 3-4 active participants. there were only 4 帖子B, and 3 weekly reflection piece from 2 participants. 2 reminder emails were sent, and only 2 echoes returned. not sure what happened to the rest. my guess is that our friends could have returned to PRC during this sch hols, and they faced difficulties accessing OPAL, ICON and/or fb due to the Great Firewall. will need to learn the real reasons behind if they were to turn up.

based on the 4 帖子B, i observed 3 of the participants were actively integrating ICT into their teaching and learning activities. except one, the awareness of conceptions of SDL appeared to include only incidental SDL along the SDL spectrum. consequently, the use of ICT to facilitate SDL reflects that understanding.

in the session later, my plan is to facilitate discussions to deepen the conceptions of SDL of participants. along with this, the affordance of ICT to facilitate SDL. would need to see how i could tie in what i have planned with their individual 5-10 minutes sharing.

looking forward to a fruitful session later. if time allows, we could even explore the design and use of rubrics as self-monitoring and self-management of learning cannot do without this important scaffold/tool.

sunrise photo(acknowledgement: jinsngjung)

thoughts on post-workshop reflection

yes, we’ve completed our first round of ICT for SDL and CoL Clinic for primary school teachers (TRAISI code: 12541, or 12541-00001). was reading wj’s facilitator reflection, and it just occurred to me that we have missed an excellent teachable moment!

“我比较不解的是-其实他们之间分享了很多实例了,老师要的是什么实例?……”

some teachers have indeed voiced during the first f2f, that they would like to learn and see 实例。 yes, in the 1-month online discourse, many tried-n-tested examples have indeed been surfaced by fellow course participants. so what are they exactly looking for? wj’s hypothesis is they may be looking for technical hands-on (knowledge). my guess is it stems from their less sophisticated epistemic beliefs. some do not see that ‘learning’ has occurred if ‘learning’ does not take place the way s/he may have 预期ed.

as the self-proclaimed mentor to wj, her performance is a reflection of my hand-holding. there’s much to learn cos i am just more experienced by 2 workshops *hahaha* *oops*. there’s quite a number of things to take note, many of which i have previously noted down. after reading wj’s reflection, one key takeaway for me is the key influence of the facilitator’s paradigm. not mine, but that of whoever i am hand-holding. the “struggle” could be a great one, for s/he will need to manage two sets of paradigm shifts — participants, and oneself.

that’s all for now. perhaps “more later” (Wu, 2010, 2011, 2012, 2013, 2014, 2015) (:

150304-macro-reflection_640(acknowledgement: ibangfotografi )