Raine-drops Falling on My Head

(Note to self: Stop saving posts as drafts and forget about them) Used strategically, interleaving challenges students to learn in smart, adaptive ways instead of relying on too much rote learning and muscle memory. https://www.edutopia.org/article/how-use-interleaving-foster-deeper-learning Is there a way we can include this purposefully as part of our SOW? Focus on the Princess and the coins, not the pits https://www.youtube.com/watch?v=9vJRopau0g0

BREATHE. As usual, Term 3 was hectic and I'm just glad that we're down to the last term of the year. I've been wanting to try the new SLS features (course plan and practice) since the last round when ETD Officer Shu Ping came down and joined us for our TTT discussion. At the same time, I was wondering how we should be organising our notes for the students, now that they each have a PLD. (I mean, it jsut wont make any sense if they have their PLDs on hand, and we still make them fill in the blanks on hardcopy notes, right?) Hence, this term, when I began the topic of Weather and Climate, I made it my personal goal to apply our knowledge on Active Learning Processes and KATs by designing new SLS lessons, including at least 1 course module. So how does a SLS course work? Well, a course  is essentially a few SLS lessons strung together , which is pretty neat, in my opinion. So what I did was I put together a course plan based on the KQs I'm going to cover. So far, I have cr...

Learning should be challenging . Communicate clear expectations. Provide learning support Learning should be inclusive . Learning should be owned. Empower students to set their own goals. Creating the need to know (bring relevance to the content) Facilitate demonstration of learning

 Sharing a series of screengrabs from the presenter's sharing, just to give an idea of how the GI was constructed. CoSpaces allows students to upload 360 environment photos and then drag and drop characters/elements to create 'scenes'. Presenter's suggestion to adapt CoSpaces project into assessment rubrics What have I learnt from this sharing session? The greatest takeaway from the sharing is the introduction of the apps Google Tour Creator and CoSpaces EDU .  Google Tour Creator  allows the students to create their own 360 photos (though presenter did warn that stable and patient camera skills are paramount to getting a good 360 view), while  CoSpaces EDU  allows the kids to upload 360 photos to create their own virtual 'scenes', before making use of their creativity to modify these scenes using character/item templates and annotations of their own.  The use of these 2 apps definitely provides a valuable opportunity for students to enliven their presenta...

The Synopsis:  WiREAD+ is a web-based, computer-supported collaborative reading and learning diagnostics environment. WiREAD+ was conceptualised with the objectives of developing critical reading skills, promoting self-directed learning and deepening student engagement with multi-modal texts. Aligned with the Learning Outcomes of the English Language Syllabus 2010, WiREAD+ was designed to provide students with the opportunity to engage with texts in a social environment, which would allow greater participation, critical thinking and engagement within a class. The ‘critical lens’ and collaborative talk’ prompts guide the students’ critical thinking process. They receive instant responses from their teachers and peers during the sessions. Student, peer and teacher interactions are tracked via the learning analytics function. Teachers are able to view student interactions through social learning maps and manage discussions. The students’ use of the ‘critical lenses’ and ‘collaborative...

 The speaker spoke of 4 types of thinking: 1. Computational Thinking 2. Design Thinking 3. Data Thinking, and 4. Hybrid media thinking (Curate, Create, Connect) According to her, teaching is Design Science that is focused on user experience and almost always collaborative in nature. This resonates with our continued discussions on the use of PS2.0 and STP to help guide our design considerations for the learners. There is so much richness in the data world today. Instead of becoming desensitised to the information we receive each day, how can we make use of these multi-modal texts to further enrich our learning and understanding of the texts? E.g. it is no longer a must for students to read a hardcopy textbook or head down to the library to conduct research. They have the options of e-books, visual media (YouTube tutorials, etc.) that may even encourage more immersive learning experiences (through AR/VR, etc.). It encourages learners today not to just be consumers of information, bu...

Source: https://www.opencolleges.edu.au/informed/features/how-to-make-learning-relevant/ Emotions may be automatic responses to situations, but we need to "learn how to feel". Strangely enough, I can actually connect to the analogy she gave when she shared on how her daughter had written a song for her brother, putting together her drawing, writing and song-writing skills to present this gift to her brother, because of her love for her brother. I see the same thing happening at home. - My child K1 is fascinated with marine creatures and marine biology nowadays having watched Octonauts on Netflix. He was able to use his love for the cartoon to extend reading and information search on his own to find out more about marine creatures he learnt about from the show (thanks to the Google Home mini in the living room). - He was also able to combine his love for drawing and his love for the cartoon to transform them into 'character hats'. He basically used his free play time a...