Concurrent Session 1 Programme

Time: 1115 hrs - 1215 hrs

<Click on the respective Titles to view the abstract>
Code
Title
Presenters
1.01
Case Study and Concept Mapping Task in Biology
Jennifer Ting and Yip Cheng Wai
1.02
Developing Your Online Professional Portfolio
Ang Joo Liak
1.03
The Dead Never Tell Lies – a Lower Sec Science Enrichment
Tan Kok Kim
1.04
Happy Birthday Singapore 2011
Ang Choon Cheng
1.05
Internationalisation Trip to EU
Melissa Tay
1.06
Investigation of the Effectiveness of Blended Learning as Compared to Lecture-Tutorial Style on the Teaching of H2 Biology
Poh Meng Leng and Heng Yew
1.07
Lang Gar!
Ng-Ang Siew Hoon, Tan Boon Pin, Tan Chin Guan and Tan Hock Chye
1.08
Problem Solving & Social Responsibility in Project Work
Nirmala Ong, Eileen Tan and Edwin Lim
1.09
让经典更鲜活 —— 以平行课程模式建构专书导读课
程初探
陈振源、李慧晶、黄惠芬、 陈元财、张美凤、何大成
1.10
如何通过电影欣赏课激发学生学习华文的兴趣
杨丹青、黄秀媚、曹嘉未、王达坤
1.11
Teaching Philosophy of History to Secondary and Junior College Students: Snapshots from Nanyang Girls High School’s Philosophical Inquiry Programmeand Hwa Chong Institution (College)’s Knowledge and Inquiry Programme
U. K. Shyam and Chia Hui Ping
1.12
Thinking Through the Arts
Chun Wee San
1.13
The Use of Online Discussion Forums in Math
Teo Chin Wen
1.14
中学作文分格视频教学的实践探索——以心理描写为例
张荣华


Abstracts


Case Study and Concept Mapping Task in BiologyJennifer Ting and Yip Cheng WaiHwa Chong Institution (High School)
In 2011, Sec 4 Biology students were given a case study and concept mapping task on the effects of alcohol on the body. The case study was a real life situation of the effects of alcohol when taken in small doses, and progressively increasing to excessive, lethal doses. In order to explain the effects, students had to link related topics such as the nervous, digestive, circulatory and excretory systems together and apply their knowledge to real life. Students worked in groups of 2-3. Wikipages were created for each group of students to be used as a platform of sharing and discussion. Students constructed a concept map collaboratively using CmapTools on the effects of alcohol on the body, particularly the different parts of the brain, kidney, liver and heart. This was followed by collaborative writing of a report to explain the effects of alcohol on the body. The task required students to relate different topics learnt in Biology in Sec 3 and Sec 4, as in the Curriculum of Connections in the Parallel Curriculum Model. As they also explained the effects of alcohol based on the case study given, they applied their knowledge in a real life situation, as in the Curriculum of Practice.


Click here to register

Back to List


Developing Your Online Professional PortfolioAng Joo LiakNanyang Girls' High School
Many professions are using web 2.0 tools for professional development in areas such as networking, collaboration and showcasing of portfolios. The National Institute of Education (NIE) also believed in the importance of online portfolios, as it started an e-Portfolio pilot in 2011 for Post-Graduate-Diploma-in-Education JC student teachers as an electronic means of documentation, reflection and assessment to groom future teachers. This was based on recommendations of an NIE report "A Teacher Education Model for the 21st Century". Teachers are also using web 2.0 tools as part of their teaching strategies to engage students. With more teacher-created resources, collaboration and reflections, as well as students' work organized and presented online, an online platform presents a great opportunity for showcasing teachers' professional portfolios. This paper would share examples to illustrate the rationale, issues, challenges and strategies for building an online professional portfolio
Strand: Teachers’ Professional DevelopmentKeywords: online, professional, portfolio, wiki, pedagogy
Target Audience: All teachers who are keen to explore how to develop an online professional portfolio


Click here to register

Back to List



The Dead Never Tell Lies – a Lower Sec Science EnrichmentDr Tan Kok KimHwa Chong Institution (High School)
The science enrichment module was introduced in 2010 after the Lower Secondary Science Review in 2009. This module was implemented for 2 weeks in Term 4 to provide an avenue for students to explore current science-related issues and to enable students to see the interdisciplinary nature of science. The science enrichment module was also intended to be part of the overall curriculum assessment that emphasizes on problem-solving, analysis of data and applying knowledge learnt in the classroom. With all these objectives in mind, exposing students to forensic science will be more than ideal. Funkhouser and Deslich (2000) concluded that forensics can be the basis of a curriculum that promotes analytical thinking and problem solving. The survey results show that about 95% of the students enjoyed this forensic science module citing a very interesting and fun experience in learning Science. Participants of this concurrent session will get to experience part of the science enrichment module carried out in the new Forensic Science Laboratory in HCI.
Strand: CurriculumKeywords: Science Enrichment Module, Forensic Science, Interdisciplinary nature, analytical thinking and problem solving


Click here to register

Back to List


Happy Birthday Singapore 2011Ms Ang Choon ChengHwa Chong Institution (High School)
This is an online blended learning environment with the use of Web 2.0 and virtual graphing calculator to provide students with an alternative method in mastering Trigonometrical Graphs. "Happy Birthday Singapore 2011" was designed with three objectives (ABC). In the past, the students struggled with this topic as they could not visualize the various transformations in the various general form of the trigonometrical graphs such as y=asin(bx+c)+d. With the virtual graphing calculator, the students will be able to deduce the effect of the various constants (a, b , c and d) in y=asin(bx+c)+d. The students achieved deep learning in mathematics as they were more adept in making connections , relating ideas to prior knowledge and transferring concepts learnt to create their various designs for "Happy Birthday Singapore 2011'.
Strand: Pedagogy (including use of Ed Tech)


Click here to register

Back to List




Internationalisation Trip to EUMelissa TayHwa Chong Institution (College)
The EU program consists of a self-directed research in the form of group work. The participants in groups of 3, are to do an in-depth research on an Economic issue for a period of 4mths that starts in April. Examples: Compare the effectiveness of government policies in EU and Singapore during the worldwide recession; whether ASEAN can adopt a common currency like EU. After which the students are brought on a trip to Europe for about 10 days with a customised itinerary that includes visits to several headquarters of the European Commission (EC), stock exchange, money museum, etc. The students had the opportunities to talk to personnel from the EC who had dealings with the Greek crisis, etc. Students also had school emersion in top schools. At the end of the programme, students were required to complete 3 tasks:
  1. Submit a detailed report on their research topic.
  2. Present their projects in front of the entire cohort of 1000 economic students with question & answer segment. A panel of judges which included Ambassador and Head of Delegation of the EU to Singapore in 2010 would then decide on the champion group.
  3. Held an exhibition of their projects in the form of posters at the school’s inner plaza.
Strand: Diverse Learning Environment


Click here to register

Back to List


Investigation of the Effectiveness of Blended Learning as Compared toLecture-Tutorial Style on the Teaching of H2 BiologyPoh Meng Leng and Heng Yew HanHwa Chong Institution (College)
In Singapore, junior colleges adopt the lecture-tutorial system in curriculum delivery. The challenges faced in teaching H2 Biology effectively are large lecture size, diverse learning abilities of students, nature of the subject and difficulty in monitoring students’ learning. Blended Learning is piloted in H2 Biology lessons to study the efficacy of this form of pedagogy with regards to its impact on students’ understanding of biological concepts. This study therefore aims to investigate the effectiveness of blended learning, as compared to lecture-tutorial style, in fostering better and deeper learning as well as the potentiality of using blended learning in translating to improve students’ learning, leading to better scores in assessments. Our findings, based on consolidated feedback from students, have shown a positive correlation in the use of blended learning with students' ability to grasp concepts, and provided evidence that students improved in their capability to learn better and deeper. The use of pre- and post-lecture tests, in which students from the "blended learning group" fared better compared to the control group, further substantiated our findings.
Strand: Curriculum & PedagogyKeywords: Curriculum delivery; Blended Learning; Biology; Deep learning
Target Audience: Teachers who are interested to see how blended learning is carried out in science lessons at the JC level, particularly Biology ones.


Click here to register

Back to List



Lang Gar!Ng-Ang Siew Hoon, Tan Boon Pin, Tan Chin Guan and Tan Hock ChyeHwa Chong Institution (High School)
This is a Problem-Based Learning (PBL) module used to enhance the learning of Kinematics and Newton’s Laws in class. In their first task, students in groups of three are placed in the shoes of an insurance investigator who, on the first day on the job, is asked to determine whether a collision that occurred was due to the insured driver’s negligence. To establish negligence, students must eliminate certain possibilities. Students must identify that the initial speed on impact is the determining variable that will prove in favour or against negligence. Knowing the acceleration on impact (from a doctor’s evaluation of seat belt lacerations) and the displacement (determined from a crumple zone measurement), students construct a case for or against negligent driving using knowledge they have learned in Kinematics. Students used the three-step cycle (What we know; What we need to know; and Summary) and a motion tracker (a software) to help them analyze the problem. In their second task, students in the role of a supervisor supervising a group of insurance investigator, have to source for information from the web to explain, using physics principles, the working of a number of specific safety features that are required in the vehicles of clients buying insurance form the company.
Strand: Pedagogy (including use of Ed Tech)Keywords: Problem-Based Learning, Kinematics, Newton’s Laws, collision, three-step cycle, motion tracker.


Click here to register

Back to List


Problem Solving & Social Responsibility in Project WorkNirmala Ong, Eileen Tan & Edwin LimHwa Chong Institution (College)
Project Work (PW) is a subject that uniquely lends itself to furthering an understanding of the interconnectedness of the individual and the community. This paper explores how adapting and adjusting the pedagogy in PW to fit around a framework of problem-solving and social/community responsibility affirms the concept of "global village". The authors (Mrs Nirmala Ong, Mrs Eileen Tan-Moh and Mr Edwin Lim) suggest how students can be encouraged to undertake proposals based on appropriate case studies to address social problems. This is a Practice-based presentation. It includes curriculum and tried & tested pedagogical methods for teachers to enable students to approach PW as a preparation to acquire skills required for meaningful contribution to the larger society.

Strand: Curriculum & Pedagogy
Keywords: problem solving, social responsibility, project work

Target Audience: Teachers involved in problem-solving approaches, those involved in project work or SL/CIP.


Click here to register

Back to List


让经典更鲜活—— 以平行课程模式建构专书导读课程初探陈振源 李慧晶 黄惠芬 陈元财 张美凤 何大成华侨中学(中学部)
为了激发学生学习华文的兴趣,2011年中一/二高级华文课程开设了专书导读选修课。本选修单元根据平行课程模式(Parallel Curriculum Model)设计《三国演义》与《西游记》的导读课程,由核心课程拓展至连接课程、实践课程和反思课程,通过四个不同的课程板块,培养学生独立思考的能 力,并提高人文素养。课程以文本导读、影片赏析、课题研究等方式展开,除了引导学生分析及探讨情节、人物与文化历史意义,也有意识地融入语言四技的巩固训 练。
Strand: Curriculum & Pedagogy
Keywords: 《三国演义》《西游记》专书导读平行课程模式

Target Audience:对专书导读课程或培养批判性思维感兴趣的华文老师



Click here to register

Back to List



如何通过电影欣赏课激发学生学习华文的兴趣杨丹青,黄秀媚,曹嘉未,王达坤华侨中学(中学部)
为了激发学生学习华文的兴趣,2011年中二高级华文课程开设了“电影与文学”选修课。本课程根据平行课程模式(Parallel Curriculum Model),通过四大主题单元的设计,有系统地介绍中港台日的电影,并融入情智教育与文化教育,结合创意写作与思维技能的实践,成为丰富多元且不偏废语 文学习的电影平行课程,深受学生们的喜爱。
Strand: Curriculum & PedagogyKeywords: 电影欣赏,学习兴趣
Target Audience: 华文老师


Click here to register

Back to List



Teaching Philosophy of History to Secondary and Junior College Students:Snapshots from Nanyang Girls High School’s Philosophical Inquiry Programme and Hwa Chong Institution (College)’s Knowledge and Inquiry Programme1U. K. Shyam, 2Chia Hui Ping1Hwa Chong Institution (College),2Nanyang Girls’ High School
The teaching and learning of philosophy of history is not an endeavour exclusive to universities and older learners. In the Nanyang Girls’ High School and Hwa Chong Institution (College) Integrated Programme (NYGH—HCI(C) IP), Secondary 4 and Junior College 1 and 2 students are introduced to issues like the nature of history-writing, the possibility of objective history, the epistemology of historical knowledge. The objectives of teaching younger learners the philosophy of history are (1) to better prepare them for social scientific inquiry in university, (2) to provide them with alternative lens through which they can view their learning in subjects like History, Language Arts, and General Paper. Most importantly, we seek to foster critical attitudes in our young charges and hone the following habits in thinking: (a) to seek to problematize truth claims, (b) to seek alternative conceptions of the “truth”, and (c) to seek to reconstruct knowledge based on critical evaluation of evidence and narratives.
This paper will provide two snapshots of philosophy of history lessons in NYGH and HCI(C). Teaching methods and approaches will be outlined along with specific instructional objectives. The first part of the paper will map out NYGH and HCI’s core beliefs in the merits of the philosophical approach to studying subjects and disciplines. The second part of the paper will comprise of two components—(i) a glimpse into a Philosophical Inquiry (PI) lesson unit at NYGH on Edward Said and Michel Foucault, and the bearing that these two thinkers have on students’ understandings on the nature of historical knowledge formation, (ii) an insight into a Knowledge & Inquiry (KI) lesson unit at HCI(C) on understanding and evaluating the epistemic nature of modernist vs. postmodern accounts of history—through a comparative study of teleological accounts of history, by juxtaposing thinkers like Karl Marx and Francis Fukuyama, with historians like Hayden White and Edward Said. This lesson unit provides a framework for students to formulate understandings on the history of Western philosophy and the philosophical significance of landmark events like the European Enlightenment, Industrial Revolution and the Nazi Holocaust.
Strand: Curriculum & Pedagogy
Keywords: Philosophy, History, Use of ICT in teaching, Inquiry

Target Audience: Teachers of languages and the humanities



Click here to register

Back to List



Thinking Through the ArtsChun Wee SanNanyang Girls’ High School
Study of Visual Arts (SoVA) is the theory component of the Secondary Art syllabus. This paper investigates how the study of artists/artworks in SoVA lessons can be designed to cultivate critical and creative thinking dispositions in students. It presents an exploratory study in which the “Thinking Routines” framework developed by Harvard Project Zero for their Artful Thinking program was used to organize the SoVA curriculum and enculturate students into productive patterns of thinking. Preliminary findings of this on-going research indicate higher levels of student engagement and a noticeable positive shift in students’ ways of thinking. The findings also suggest that such learning design can positively impact the teaching and learning experiences in the Arts as well as contribute towards a culture of thinking in the school.
Strand: Curriculum & Pedagogy
Keywords: Thinking dispositions, Thinking routines, Learning design.

Target Audience: Teachers of Aesthetics subjects and Teachers who would like to integrate the Arts into regular classroom instruction



Click here to register

Back to List



The Use of Online Discussion Forums in MathTeo Chin WenNanyang Girls’ High School
With today’s youth being more interactive, media oriented and tech-savvy, the quest to reach out to this internet generation of learners and bring learning into their e-world is of great significance. This paper explores the use of online discussion forums (ODR) in the teaching and learning of Mathematics and how it engages the new generation of learners. Traditional classroom teachings typically focus on two of the five aspects of the Pentagonal Model of Singapore Mathematics Curriculum Framework, namely Skills and Concepts. The use of ODF seeks to enhance the other three aspects, namely Attitudes, Metacognition and Processes (in particular, the reasoning and communication skills of Processes). There is also evidence that ODR promotes collaborative learning among students, an essential 21st century skill. The use of ODR removes the physical boundary of a classroom and opens up another dimension to the learning of Mathematics.
Strand: Diverse Learning EnvironmentKeywords: Online Discussion, Collaborative learning.
Target Audience: Mathematics Teachers


Click here to register

Back to List



中学作文分格视频教学的实践探索—— 以心理描写为例张荣华南洋女子中学校
作文教学是华文教学中的一个重点,也是一个难点。面对华文语言环境的匮乏,加上学生可接触的华文资源的有限,导致学生在写作素材、写作构思、内心体验以及技 巧运用等方面表现出力不从心的状态。而如今,随着视觉媒体的不断开放,特别是优秀影视作品的存在,其实已经在为我们提供一种潜在的写作资源。影视片断体验 式写作教学即是辑取有针对性的影视片断,配合写作目标,强化学生的观赏体验历程,通过影视分割讲解等手段,引导学生理解感悟,积累认知和情感,以此为基础 展开写作。通过以上实践,一则丰富学生写作素材,二则增强学生情感体验,三则借助影视的形象性与逻辑性丰富学生的思维,增强其构思与想像的能力,同时影视 片断的语言也将为学生提供更为丰富的写作词汇。总之,影视片断体验式写作教学形成一个感性认知与理性体验的生动的经纬网络,为写作教学提供一种新的平台与机制。

Strand: Curriculum & Pedagogy
Keywords: 作文教学分格视频心理描写
Target Audience: CLC teachers



Click here to register

Back to List