Concurrent Session 2 Programme
Time: 1415 hrs - 1500 hrs

<Click on the respective Titles to view the abstract>
Code
Title
Presenters
2.01
当口语教学碰上苏格拉底
杨梅枝、胡蓓
2.02
Effects of Three Dimensional Visualisations on Teaching and Learning in Molecular Biology
Sandra Tan & Russell Waugh
2.03
Exploring the Use of Social Networking Media in Mathematics Lessons
Luis Tirtasanjaya Lioe
2.04
Future Schools@ HCI - A Data-Driven Approach to the Analysis of Literature and Media Texts (A Corpus-Based Approach)
Tommie Chen
2.05
Giving an ‘A’ – A Classroom experiment in Motivation and Assessment
Lim Wee Chin, Matthew
2.06
关于设计中国通识案例分析的几点思考
朱海荣
2.07
Improving Student Engagement through Mobile Learning
John Lee Jong Seng
2.08
解构罗生门 - 如何在中国通识课程中引导学生分析多元视角
刘燕燕
2.09
Mastering Physics Using a Blended Learning Approach
Chow Chiu Wai, Lim Jitning, Irene Tan, Lau Soo Yen
2.10
Maths Cheers—Cheers!
Siew Yee Peng
2.11
The Relationship between Instant Feedback and Physical Fitness Test Performance
Yeo Pei Li
2.12
Schematic Planning – A Way of Thinking and Tackling Essay Exams
Ng Swee Chu
2.13
The Use of ICT Tools in Harnessing Teaching and Learning in the 21st Century Classroom
Vivien Sim Wai Heng


Abstracts

当口语教学碰上苏格拉底杨梅枝、胡蓓南洋女子中学校
在全球经济一体化的格局下,表达与沟通能力已成为现代人才最重要的能力之一。从某种意义上来说,世界竞争的本质可理解为对话语权的争夺,拥有话语权,就拥有了对目标的主控权。演讲是获取话语权和行使话语权的最佳途径。为了培养敏于思,善于言的人才我们借鉴了苏格拉底理论法,开发了一系列的演讲训练活动,在教学过程中让学生从对方的论点、论据及论证的薄弱环节进行发难,迫使同学从“肯定与否定”两个对立角度对问题进行双向思考。这种问答法,环环紧扣,层层解析,启发诱导,学生作出判断和辩护自己的判断。在教学中创造批判性的学习环境,把学生引进“思考的王国”,这是一种深层次的智力开发。
Strand: Curriculum & PedagogyKeywords: Socratic questioning
Target Audience: Chinese Teachers

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Effects of Three Dimensional Visualisations on Teaching and Learning in Molecular Biology 1Sandra Tan & 2Russell Waugh1Hwa Chong Institution (College) & 2Edith Cowan University/ University of Western Australia
Evidences suggest that molecular biology in secondary schools suffers from student disengagement and lack of resources to help students master this area of curriculum. Visualisation is critical for the learning of molecular biology. While the traditional classroom uses diagrams and models to accommodate visual-spatial learners, these tools are insufficient to represent the cellular and molecular dynamics that must be presented in modern biology. This paper describes an experimental study leveraging on novel computer-based visualisation technologies. This helps students understand three-dimensional structures and molecular interactions that enable function. Results indicate significant increases in attitudes and behaviours towards molecular biology as well as molecular biology achievement in male students. Interviews reveal the visualisation exercises helped clarify understanding while increasing interest and engagement. The results of this study recommend the use of technology in the teaching and learning of molecular biology, and have implications for other subjects that rely on visualisation.
Strand: Curriculum & PedagogyKeywords: Visualisation, Molecular Biology, Rasch Measurement, Attitudes and Behaviours
Target Audience: Secondary School Science Teachers, Technology Managers in Schools & Science Curriculum Planners

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Exploring the Use of Social Networking Media in Mathematics Lessons Luis Tirtasanjaya LioeNanyang Girls’ High School
In modern society, social-networking media, e.g. facebook, myspace, twitter, have become an integral part of people’s lives. Some are niche media (e.g. Edmodo) that are specifically used in education. While the latter offer more specific pedagogical functions than the former, there is still tendency for students to take it as merely “assignment” tool and hence they do not use it unless they are assigned to. On the other hand, there is a pedagogical trend (e.g. Liu, 2010) to capitalize on popular social networking media’s ubiquity and collaboration capacity in generating similar support. This study explores the use of facebook in 2011 Sec 1 mathematics lessons to create blended-learning environment. The findings suggest four possible aspects of such media in supporting teaching and learning process – social, cognitive, affective, and administrative – that enhance and complement classroom learning, through online interactions on teacher’s walls, student math groups, and messaging. Some limitations will also be discussed.
Strand: Diverse Learning EnvironmentKeywords: Blended learning environment, IT in education
Target Audience: Teachers

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Future Schools@ HCI - A Data-Driven Approach to the Analysis of Literature and Media Texts (A Corpus-Based Approach)Tommie Chen Hwa Chong Institution (High School)
The Data-Driven Learning approach implies a level of active participation in the learning process which the teacher cannot provide in the same way as learner interaction with the corpus itself (Chambers, 2010). This research paper enacts the “language learner as researcher” or the “Sherlock Holmes” metaphor - highlighting the greater role of the learner in this approach to the analysis of literature and media texts. The 12 HCI students in this pilot project have embarked on their respective 5000-word Humanities Research Papers and group projects using WMatrix (Rayson, 2008) as the main software platform for analysis. The quality and depth of these projects have demonstrated the power of Data-Driven Learning in providing an additional empirical dimension to the analysis of literature and media texts. This gives a measure of objective and systematic support for subjective claims in previous filmic/literary studies. Hence,quantitative analysis through corpus software lends an empirical dimension which validates and further guides qualitative analysis (McIntyre and Walker, 2010). In this approach, the learner has access to greater amounts of data and is able to interact with the corpus itself through the use of concordancing software as a research tool - WMatrix (Rayson, 2008). The teacher is no longer the sole source of knowledge but rather a facilitator in the learning process, helping learners to analyse and interpret data, providing advice in the corpus building process.
These student-initiated research projects are predicated on the following four-step research strategy (Miceli, 2001) 1. Formulating a research topic/question 2. Devising a strategy (corpus building/sourcing) 3. Data analysis and selection/interpretation 4. Drawing conclusions.
The key advantages to this approach are that learners benefit from corpus consultation in their analysis of literature, filmic or media texts and enjoy the exploratory nature of the activity, thus facilitating independent learning


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Giving an ‘A’ – A Classroom experiment in Motivation and Assessment Lim Wee Chin, Matthew Nanyang Girls’ High School
Music students, like many other students, often suffer from the debilitating fear of making mistakes that can often prevent them from taking chances, perform expressively, or even ask questions and express curiosity in class. The fear of making mistakes also manifests itself with the students’ need for validation through grades. The willingness to embrace mistakes is a necessary component for learning and the fear of which, plus preoccupation with grades often can lead to a frustrating classroom experience. This paper looks at Benjamin Zander’s strategy of giving unconditional ‘A’s to students at the start of the course to remove performance anxiety, and what this strategy, when applied to a secondary one class of Higher Music students for one year, would affect the performance of the students.
Strand: Curriculum & Pedagogy/ AssessmentKeywords: Self and Peer Assessment, Assessment strategy, Intrinsic Motivation
Target Audience: Teachers of creative subjects.

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关于设计中国通识案例分析的几点思考朱海荣华侨中学(高中部)
在明确案例分析考题设置要求及考核要求的基础上,案例分析出题设计着眼于以下三点:问题意识、材料的组织、考题的设定。良好的问题意识是选题的前提和关键;多角度、多层面、动态的材料组织可以更充分、更具体、更客观的表现中心议题,使材料组织具有逻辑性、系统性和多样性;考题设定中,注重问题与材料的切合度,适当比例的隐性与显性信息,有利于学生发挥批判意识、创新精神,在考核知识结构的同时兼具能力的考核。


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Improving Student Engagement through Mobile LearningJohn Lee Jong SengNanyang Girls’ High School
Presently, smart phones (eg. iPhones) have been used during school Biology field trips as recording devices (e.g., to take photographs and videos). As such, there is limited scope in furthering student learning experiences in fieldwork. With the advent of portable devices like the iPad, it is now possible to purposefully enagage students in more complex field studies in biodiversity and ecology. In addition, usage of specialised apps for field studies allows each student to work individually or collaboratively with a team to record, comment (process) and exchange information gathered at the field without having to get back to school or at home to analyse all collected data. It is with this interest to engage my students beyond classroom walls that I conducted this Biology Field Study at Sungei Buloh Wetland Reserve together with a group of 10 students identified from 2 classes that are using the Apple iPad as their learning device in school.

Strand: Curriculum & PedagogyKeywords: IT in education, Field Trips, Biology
Target Audience: Teachers



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解构罗生门 - 如何在中国通识课程中引导学生分析多元视角刘燕燕华侨中学(高中部)
中国通识课程的学习焦点是当代中国在社会、文化、政治、经济、外交方面所面临的挑战,而接触来源不同的新闻报道、学术研究、官方文件等材料是不可或缺的功课。然而,针对同一事件,各个政府、单位、媒体、学者等方面的解说与分析经常有差异,甚至针锋相对。面对众说纷纭的材料,“真相”往往不只有一个,引导学生解构各种论述是培养批判性思维与同理心的重要途径。
Strand: Curriculum & PedagogyKeywords: 中国通识 批判性思维
Target Audience:对中国通识课程或培养批判性思维感兴趣的华文老师



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Mastering Physics Using a Blended Learning ApproachChow Chiu Wai, Lim Jitning, Irene Tan, Lau Soo YenHwa Chong Institution (College)
Blended learning, the combination of face-to-face with online learning, is fast becoming the gold standard for learning in the educational scene worldwide. Although studies have generally shown blended learning to be more effective than having just one mode of learning--- either solely face-to-face or online, many educators are still unsure or even skeptical how blended learning can be effectively implemented in the classrooms. Six JC1 Physics classes were randomly chosen to implement the blended learning programme at the college section for a period of two years. The programme focuses on experiential learning with appropriate amount and type of ICT used, both within and outside the classroom. The blended learning pedagogy used differs greatly from the traditional teachers’ centre approach, which has proved to be quite challenging for both students and teachers at the initial stage. After implementing for a year, preliminary results indicated that the students have benefited from the programme. They were found to be generally more engaged in their learning, had better conceptual understanding and achieved better academic results.
Strand: Curriculum & PedagogyKeywords: Blended learning, ICT, Physics, JC, College
Target Audience: Science teachers



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Maths Cheers—Cheers!Siew Yee PengHwa Chong Institution (High School)

Music and rhymes have often been used to spur both left and right brain development for children from a young age. Music and rhymes are also proven to stimulate thinking and learning in teenagers and even adults. In my paper, I will share with fellow educators on how my Math concepts have been interwoven into cheers, rhymes and songs. This, not only make learning Integrated Math more interesting, it also helps the students to remember key concepts in the most fun manner. A qualitative study has been done on a group of students to find out how the Math Cheers have helped them in remembering key concepts in a concise, fun and rhythmic manner. Maths Cheers—Cheers!
Strand: Pedagogy (including use of Ed Tech)Keywords: Math Cheers, Math Rhymes, Maths Songs, Math Concepts

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The Relationship between Instant Feedback and Physical Fitness Test PerformanceYeo Pei LiNanyang Girls’ High School
According to research on sports psychology, motivation can be a major contributor to excellent results in competitions. However, little is known about whether it will contribute to positive results in physical fitness tests in local youths. The aim of the present study is to find out if giving immediate feedback helps in motivating the students to outperform themselves in Physical Fitness Test in Singapore. Two groups of students were tested in standing broad jump test (one of the six items in the nation-wide physical fitness test conducted throughout Singapore for all public schools). Each student was given two tries in the test. One group of girls was given feedback in terms of the grade they scored in between the two jumps, while another group of girls were not told of their grades in between the two jumps. The sample included 60 Secondary One students from a Single Sex Independent School in Singapore. Implications of the findings will be presented along with practical suggestions on how teachers can implement strategies that will help students find adaptive learning strategies which will allow them to achieve fitness excellence.

Strand: Curriculum & PedagogyKeywords: Motivation, NAPFA Performance, Standing Broad Jump, Feedback, Students Assessment
Target Audience: PE teachers



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Schematic Planning – A Way of Thinking and Tackling Essay ExamsNg Swee ChuHwa Chong Institution (College)

Many students spend a great deal of time memorizing their lecture notes/readings and often face difficulties in rehashing the content to answer essay questions and structure their essays especially under exam conditions. This concurrent session shares on the use of an adapted version of the technique schematic planning (which originated from Mr Malcolm Frost, a Cambridge Examiner) as a skills-based approach to essay writing both as a teaching tool in the classroom as well as a learning tool for students. The theory that supports schematic planning, actual practice and feedback from junior college students who learned essay writing using this technique over 2 years will be discussed. There will be hands on to design schematic plans (both generically as well as for Economics) and samples of actual students’ work who have mastered this technique will be shown.

Strand: Curriculum & PedagogyKeywords: schematic planning, essay writing
Target Audience: Teachers whose subjects involve writing full-length essays.



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The Use of ICT Tools in Harnessing Teaching and Learning in the 21st Century ClassroomVivien Sim Wai HengHwa Chong Institution (High School)
This session explores how ICT tools harnesses teaching and learning in our classrooms today, particularly in the subject of Social Studies. The 21st century ushers us into the new digital frontier which offers endless opportunities to make learning and teaching interesting. With the help of the ever increasing and evolving webtools made so easily available, we are only spoilt for choice as educators. The challenge, however, remains, not to use technology just for technology sake. Rather, how do we re-package our curriculum by incorporating such tools to work for us so as to better engage our students in authentic learning. This session shares how ICT tools are incorporated in a Social Studies topic inspired by the Challenge-Based Learning Model where students collaborate, design and answer their own questions. The process shows how learning becomes more authentic as students claim greater ownership of their research knowledge showcased in their preferred digital mode.'

Strand: Curriculum/ Pedagogy (including use of Ed Tech)/ Diverse Learning Environment

Keywords: ICT, teaching, learning, ownership


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