What teachers teach is not as important as how teachers teach.
Through the course I learnt alot from Dr Yeap's skilful delivery of each lesson. He has helped me to see the relevance and meaning of each learning activity, engaging us through our participation. intertwining the initiatives into the lessons, we got to experience learning by inquiry, by interacting, by doing and lastly, by reflecting.
Saturday, November 27, 2010
Saturday, November 20, 2010
Professional Development
What is Professional Learning Community (PLC)?
3 big ideas:
(1) learning rather than teaching (enjoy learning more)
(2) work collaboratively (learn best with others)
(3) accountable for results (focus on outcome)
4 guiding questions:
(1) What we want students to learn?
(2) How do we know theyhave learnt?
Differentiated Instruction:
(3) What do we do if they do not learn?
(4) What would you do if they already learnt?
PLC provides the platform for us to do Lesson Study where we look into learning opportunities.
Lesson Study is a plaform for sharing from experienced teachers and beginning teachers in context (to explain / intrepret things in an authentic situation). It also enrich teachers' pedagogical knowledge and enhance teaching strategies thus more beneficial for the students.(PLC 3 big ideas).
Closing Gaps:
(1) Collecting detailed data based on 1 child, a pair or a small group of students. (Not the whole class)
(2) Describe what you see and interpret (in context)
(3) Focus on learning goal for at least 1 year.
(4) Pick the selected teacher to be observed last. (everyone takes ownership)
Tonight esstential take-away, would be how to close the gaps in lesson study.
3 big ideas:
(1) learning rather than teaching (enjoy learning more)
(2) work collaboratively (learn best with others)
(3) accountable for results (focus on outcome)
4 guiding questions:
(1) What we want students to learn?
(2) How do we know theyhave learnt?
Differentiated Instruction:
(3) What do we do if they do not learn?
(4) What would you do if they already learnt?
PLC provides the platform for us to do Lesson Study where we look into learning opportunities.
Lesson Study is a plaform for sharing from experienced teachers and beginning teachers in context (to explain / intrepret things in an authentic situation). It also enrich teachers' pedagogical knowledge and enhance teaching strategies thus more beneficial for the students.(PLC 3 big ideas).
Closing Gaps:
(1) Collecting detailed data based on 1 child, a pair or a small group of students. (Not the whole class)
(2) Describe what you see and interpret (in context)
(3) Focus on learning goal for at least 1 year.
(4) Pick the selected teacher to be observed last. (everyone takes ownership)
Tonight esstential take-away, would be how to close the gaps in lesson study.
Wednesday, November 17, 2010
How tall are you Mr Pillar?
Today we reflected upon what is assessment.
The mindmap highlights that assessment has moved away from traditional pen-and-paper testing / tasks to include a variety modes of assessment over the years. A few examples of the inititatives in assessment: Project Work, Alternative Assessment such as Portfolio, Performance Task. Moving away from the traditional way of testing enables the child to show you what they know. With Holistic Assessment being the new kid on the block, I believe it will equip us with more tools to better understand our children's learning needs and for our own personal development.
Keeping in mind the purpose of assessment: (1) Assessement for learning, (2) Assessment of learning and (3) Assessment as learning. Knowing the purpose (1)why we assess, we will be able to plan (1) What we assess? and (3) How we assess?
We went on an experiential trip for our Performance Task tonight.
Topic: Length
Task: To measure the height of a pillar (groupwork)*
Given a few measuring tools, we explore and experimented a few ways in which we can use them to find the height of the pillar. We also discovered that we could make use of our surrounding e.g. the tiles on the wall, the shadow cast, the stair in solving the task given.
Bring the task back into class, we learn to evaluate our own learning. With these 3 questions:
(1) I could have thought of these methods myself.
(2) These methods make sense
(3) These methods do not make sense to me
Stretching Exercise: This activity allows one to assess child if they can measure longer distances.
*Working collaboratively to solve problem, trigger more ideas. Learning comes from doing.
Multiplication
Everyone was put to task again with one of today's challenge.
We have to create a game and the variation.
Multiply a 2-digit by a 1-digit number.
e.g.
Which combination will not exceed 100?
What is the largest possible product? or
What is the lowest? Why?
While looking at all the product written on the board it was brought to our attention that
e.g. 15x 2=30, 12x5=60 having the same digit, the answers differ. Looking at it closely, we started to look for patterns or relationship between the numbers (the difference between the answers is 10 times the difference between the ones place), making generalisation.
Not only did I challenge myself to surface as many different combination as possible, this activity created plenty of joy.
We have to create a game and the variation.
Multiply a 2-digit by a 1-digit number.
e.g.
Which combination will not exceed 100?
What is the largest possible product? or
What is the lowest? Why?
While looking at all the product written on the board it was brought to our attention that
e.g. 15x 2=30, 12x5=60 having the same digit, the answers differ. Looking at it closely, we started to look for patterns or relationship between the numbers (the difference between the answers is 10 times the difference between the ones place), making generalisation.
Not only did I challenge myself to surface as many different combination as possible, this activity created plenty of joy.
Take 1 Take 2
'Take 1 Take 2' was another game we played during one of our lessons.
Though paper clips* were used as counters it reminded me of the chinese game, "jianshizi" or "picking stones". It is a 2-player game. Each palyer can take 1 or take 2 paper clip(s) from the heap of paper clips at one time. The person who makes the last move (i.e. who takes the last paper clip(s)) wins.
Though paper clips* were used as counters it reminded me of the chinese game, "jianshizi" or "picking stones". It is a 2-player game. Each palyer can take 1 or take 2 paper clip(s) from the heap of paper clips at one time. The person who makes the last move (i.e. who takes the last paper clip(s)) wins.
What are the chances of winning?
We realised after a few attempts (with a small heap of around 15 to 20 paper clips), we noticed a pattern. By taking 1 or 2, we have to trap our opponent by leaving 3 behind (multiple of 3), in order to win. We went on to take 1, take 2 or take 3. We left 4 behind.
This may be a lesson on the application of Multiples but the during the process of finding the solution, we talked and discussed the possible methods of winning this game. With every game played, I realised the love for mathematics grows as it triggers your curiosity in finding out how things works through a fun way, game. One learns to persevere in searching not only for the answer but appreciating the thinking processes that went into it.
Teacher as Entertainer
10 number cards (card 1 to 10) were used for spelling of numbers, a P1 topic.
By placing the cards as we spell each number (o-n-e), below the stack one by one , the next card reveals the numeral, '1'.
Is that Magic? No, it's the beauty of mathematics!
After Dr Yeap's 'magic show', we used the cards to find our own explanation. Thought through and discussed what we saw, we came up with some modifications to the effect presented, all while practising basic arithmetic skills and problem-solving strategies.
The magical part of today's lesson was it plays on children's or even adults' inquisitive nature. The spelling game allows us to think critically about what we see. It doesn't matter if we will find the right answer anot.
The goal is to keep us interested in and thinking about math.
By placing the cards as we spell each number (o-n-e), below the stack one by one , the next card reveals the numeral, '1'.
Is that Magic? No, it's the beauty of mathematics!
After Dr Yeap's 'magic show', we used the cards to find our own explanation. Thought through and discussed what we saw, we came up with some modifications to the effect presented, all while practising basic arithmetic skills and problem-solving strategies.
The magical part of today's lesson was it plays on children's or even adults' inquisitive nature. The spelling game allows us to think critically about what we see. It doesn't matter if we will find the right answer anot.
The goal is to keep us interested in and thinking about math.
Teaching and Learning Part 1
How to make learning fun?!
Our lesson on 12 Oct was through play. Why play?
Lev Vygotsky suggests that there is an ability level that children can reach but not without help from adults, which he refer to the zone of proximal development. Through play, it gives us cues about their readiness to learn new skills with assistance.
The game, Salute reinforces math facts namely addition or multiplication. Could imagine the children would find it fun like I did. The excitement when you race to figure out which number you are holding. From 3 players we increased to 4 players. That increases the difficulty of the game.
It is amazing that with just a deck of cards and simple rules and instructions, children learn to think abstractly and independently.
Our lesson on 12 Oct was through play. Why play?
Lev Vygotsky suggests that there is an ability level that children can reach but not without help from adults, which he refer to the zone of proximal development. Through play, it gives us cues about their readiness to learn new skills with assistance.
The game, Salute reinforces math facts namely addition or multiplication. Could imagine the children would find it fun like I did. The excitement when you race to figure out which number you are holding. From 3 players we increased to 4 players. That increases the difficulty of the game.
It is amazing that with just a deck of cards and simple rules and instructions, children learn to think abstractly and independently.
Tuesday, September 21, 2010
MSN discussion
Anticipation was kind of unbearable hahaha very excited to see them online on a Saturday morning. Prior to our meeting on MSN, we confirmed our MSN emails, timing etc with a few SMSes. Thanks to Yueh Yuan our class monitoress, the mobile list came in handy.
Finally it's 1030 and everyone logged in YEAH! After much discussion, we posted the collated list of initiatves on google.doc so that we can have a 'live' document to work on. We updated the years the initiatives were implemented, sourcing from internet, math journals, teaching primary school math resource book and press release. We identified a few major initiatives and subs, cleared some doubts using the 6 thinking hats and explored a few platforms such as pbworks and others for collaborative learning at the same time. Kind of intensive for a beautiful morning. Hahaha but it was fun switching and toggling between, google doc, MSN and pbworks hahaa.
By noon, we had divided the initiatives we retained according to years. Using jigsaw technique, each of us took a portion to do focus reading and summary over the week. We ended our on-line 'chat' with a few guiding questions for our 'take home' assignment. We also decided on when, where to meet and what to prepare for next meeting over MSN and SMS.
Gamsa-hamnida Everyone!
Finally it's 1030 and everyone logged in YEAH! After much discussion, we posted the collated list of initiatves on google.doc so that we can have a 'live' document to work on. We updated the years the initiatives were implemented, sourcing from internet, math journals, teaching primary school math resource book and press release. We identified a few major initiatives and subs, cleared some doubts using the 6 thinking hats and explored a few platforms such as pbworks and others for collaborative learning at the same time. Kind of intensive for a beautiful morning. Hahaha but it was fun switching and toggling between, google doc, MSN and pbworks hahaa.
By noon, we had divided the initiatives we retained according to years. Using jigsaw technique, each of us took a portion to do focus reading and summary over the week. We ended our on-line 'chat' with a few guiding questions for our 'take home' assignment. We also decided on when, where to meet and what to prepare for next meeting over MSN and SMS.
Gamsa-hamnida Everyone!
My Second Reflection
Our first meeting at NTU mac last week, was a short but productive one - our first step to group work! Through round robin technique, Lydia, Nurul, Joe, Yueh Yuan and I talked about the different initiatives by MOE, tapping from our prior knowledge, job experience and findings.
With that, we collated a list of the initiatives. We decided on using the jigsaw technique to do our focus reading and group sharing later. We had to end our discussion as we had to attend our AKE tutorial. However, we agreed to meet on MSN over the weekend for our next on-line discussion! Yippy!
With that, we collated a list of the initiatives. We decided on using the jigsaw technique to do our focus reading and group sharing later. We had to end our discussion as we had to attend our AKE tutorial. However, we agreed to meet on MSN over the weekend for our next on-line discussion! Yippy!
Tuesday, September 7, 2010
My First AKM Lesson
I ejoyed the lesson crafted by Dr Yap with the use of Tangram to make a square. What I liked about it was the way he demonstrated how we could reflect our learning through coaching. Through the activity, he scaffolded us and the questioning techniques he used worked around the Pentagon Model. He also included areas such the SEL and CLS to build our confidence Hahaaa...especially when we had to arrange the tangram pieces accordingly to his instructions.
I guess this module would be interesting as we will be exploring the different initiatives that have been rolled out in our Primary Mathematics Curriculum, understanding why it is essential to meet the national needs and international trends.
At the back of my mind, I would like to know how to make the children in class interested in mathematics. How to make them LOVE this subject. Other than considering the different factors such as the different learning styles of the children and teacher, the use of multiple intelligences in teaching of mathematics. What else?
I guess this module would be interesting as we will be exploring the different initiatives that have been rolled out in our Primary Mathematics Curriculum, understanding why it is essential to meet the national needs and international trends.
At the back of my mind, I would like to know how to make the children in class interested in mathematics. How to make them LOVE this subject. Other than considering the different factors such as the different learning styles of the children and teacher, the use of multiple intelligences in teaching of mathematics. What else?
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