Augmented Tutorials using an Eclectic Mix of Differentiated Approaches to support AfL in the Classroom

Augmented Tutorials using an Eclectic Mix of Differentiated Approaches to support AfL in the Classroom

TAN Hao Kai, ONG Chee Wah, ANG Tze Siong Clayton, NG Soo Kok , WONG Yih Chong, LIM Wei Jun, KOH Sau Tiang Cheyanne, CHONG Phow Loong

Yishun Innova Junior College

Face-to-face tutorial session is the main physical platform through which we can actively engage students while checking on their understanding. However, when it becomes overly teacher-centric it can result in less productive outcomes. The unit moved away from the traditional teacher-led discussion of tutorial solution where students passively listen to dividing tutorial sessions into three main segments, allowing for independent self-paced learning (learner-centered), consolidation of learning and active group discussion (active learning) to reinforce and apply concepts that they have just learned.

During the independent self-paced learning phase, students check pdf tutorial solution independently on the ‘do-at-home’ questions and clarify doubts with the tutor. In the consolidation of learning phase, the tutor goes through succinct learning points and in the group discussion phase, students solve group-discussion questions, allowing their thinking process to be more ‘visible’ paving the way for formative assessments.

We experimented with various group settings: random versus deliberate mixed ability and different style of engagement: seated in groups versus physically standing while discussing using ‘vertical’ whiteboard.