Concurrent Session B 

B1. Promoting Student Ownership of Learning Using Flipped Instruction

 in a Secondary One Literature Unit

Paper Presentation  |  1625 – 1700 hr  |  IT Room 1, Level 5 Classroom Block

By Mrs Jassie Teo, Raffles Girls’ School

Strand: E-Pedagogy

A teacher employed flipped instruction not in one or two lessons but in a unit of 20 lessons – or 20 hours’ worth of curriculum space. What did she learn?

This practitioner inquiry (PI) examines how the use of flipped instruction in a secondary one literature unit on poetry allows for student ownership of learning. A blended learning (BL) approach was adopted in the design of the unit, where direct instruction on poetry devices was moved to the Student Learning Space (SLS), freeing up class time for collaborative analysis of poems. Data on students’ learning experiences was collected from two secondary one classes through a post-unit survey and from focus group discussions (FGDs). Results revealed that while the BL design allowed students to exercise ownership and autonomy through the use of self-paced learning, collaborative learning, and student choice in lesson tasks, the instructional design could have been modified to encourage more intellectual and creative risk-taking. This PI highlights design considerations when using flipped instruction to promote student ownership of learning.

B2. Harnessing Digital Tools to Monitor Students’ Performance Using 

Blended Learning Approach

Paper Presentation  |  1625 – 1700 hr  |  Computer Room 1, Level 5 Classroom Block

By Ms Sandi Kum, Raffles Girls’ School

      Ms Sharon Tan, Raffles Girls’ School

Strand: E-Pedagogy

In traditional classroom settings, it can be challenging for teachers to assess the understanding and thinking of each student, especially since typically only one student gets to answer a question at any given time. At Raffles Girls' School where every student has a personal learning device, teachers have used technology to empower and engage gifted students in their learning.

From the work in the Secondary One Mathematics classroom, the presenters will highlight the blended learning competencies identified by Graham et al. (2019); they will explain how these competencies are particularly relevant for gifted education, including the integration of online and in-person learning as part of core instruction, teacher facilitation of online interactions between Student-Content, Student-Student, and Student-Teacher, and the use of digital tools to monitor student activity and performance to inform instruction. Participants will learn how to design instructional activities in a blended learning environment, use data to inform teachers and students of their learning, and improve the quality of students' submissions using peer exemplars.

B3. Using E-Pedagogy to Deepen Students' Skill of Making Judgement on the Relative 

Importance of Two Factors on a Societal Issue

Paper Presentation  |  1625 – 1700 hr  |  Computer Room 2, Level 5 Classroom Block

By Mdm Rozanah Bte Basrun, Tanjong Katong Secondary School

Ms Lee Hui Ling, Tanjong Katong Secondary School

Ms Estee Goh Pei Shan, Tanjong Katong Secondary School

Strand: E-Pedagogy

This Social Studies Blended Learning project presents a lesson study on harnessing  technology to judge the relative importance of two factors on a societal issue. Relying on the key applications of technology (KAT), the project was designed to:

1. transform the culture of student learning towards being more participatory, reflective and connected, using the affordances of digital technology;

2. develop teachers’ competencies in designing and enacting learning experiences, using appropriate digital technologies for active learning.

Students’ assessment data has consistently shown that they face challenges in applying the skill of making judgement on the relative importance of two factors in evaluating an issue. As Social Studies content is dynamic and hinges on authentic societal issues, this project focuses on how students can be guided to learn and apply the skill of making judgement through analysing perspectives on a current societal issue as well as learning collaboratively with their classmates. Through differentiated approaches, development of metacognition and assessment for learning, the project studies student outcomes, examining whether e-pedagogy  has contributed to deeper understanding. The lesson study stages consist of the development of research focus, deepening e-pedagogy competencies, designing learning experiences, project implementation and data collection and analysis through peer lesson observations and making conclusions. It can be concluded that this project has helped higher-progressed students to acquire the skill of making judgement on the most important factor while the slower-progressed students need to further practice their answering skills as more time is required to scaffold and guide them to understand and apply the skills effectively. The project team members also reflected that although the E-Pedagogy approach has exposed students to more varied learning opportunities and deepened their conceptual understanding, there is still a need for a balance between utilising e-tools and encouraging students to adapt and be familiar with the assessment-style writing of answers.

B4: Fostering Metacognition in Visual Arts Education through Radar Chart Assessment (RCA)

Paper Presentation  |  1625 – 1700 hr  |  IT Room 2, Level 6 Classroom Block

By Ms Wang Mo, Nanyang Girls’ High School

     Ms Ning Jingyi Nicole, Nanyang Girls’ High School

Strand: Assessment literacy

This study explores the development of art students' metacognition using a formative assessment tool called Radar Chart Assessment (RCA). It aims to develop students’ artistic dispositions and help them become more aware of their strengths and weaknesses, leading to greater confidence and self-direction. Using the RCA and relevant metacognitive strategies, students review their sketches, reflect on their learning and monitor their progress over time. Students also receive feedback from their teachers on how they can improve. Findings from this study showed that the use of RCA has helped students to develop their metacognitive skills, enabling them to independently review their work and identify areas for improvement. In addition, students also demonstrated a higher level of  engagement in their learning and became more confident and self-directed.

B5. Exploring Metacognitive and Metalanguage Strategies in Biology Instruction

Paper Presentation  |  1625 – 1700 hr  |  Computer Room 3, Level 6 Classroom Block

By Mr Ng Bing Fu, Peirce Secondary School

 Ms Lim Sin Yee, Yishun Secondary School

Strand: Assessment Literacy

Biology teachers face at least two challenges. The first challenge is cognitive: to advance student learning from mere acquisition of scientific knowledge to adopting the scientific way of thinking (CPDD, 2019). The second challenge is linguistic: to teach the discipline-specific language of science that serves as a medium for scientific learning (Seah et al., 2022); ‘learning science means learning to talk science’ (Lemke, 1990). The first challenge may be overcome through the development, adaptation and use of specific routines to scaffold and support student thinking (Ritchhart, 2002). More recently, Seah et al. (2022) reported ways to surmount the second challenge through explicit instruction of disciplinary literacy. This presentation brings together two studies that explore the potential synergy between metacognitive and metalanguage strategies in biology instruction. The first study uses a thinking routine to guide the unpacking of question demands, organization of answer and error identification. The second study focuses on the use of metalanguage during classroom instruction to support subsequent student self-assessment. Collectively, these two studies demonstrate ways to develop cognitive and linguistic skills required for question analysis, answer writing and self-checking - three areas identified by members of a Networked Learning Community for linguistic tools in biology. These strategies underscore the importance of metacognition and metalanguage in the development of student agency as they become acquainted with the Practices of Science.

B6. Collaborative Learning in Science Inquiry-Based Learning Using Socratic Questioning

Workshop  |  1625 – 1700 hr  |  Computer Room 4, Level 6 Classroom Block

By Mr Chan Sau Siong, Raffles Girls’ School

 Ms Cindy Tiong, Raffles Girls’ School

Strand: Differentiated Instruction

Science inquiry-based learning (IBL) often adopts a student-centred approach that requires teachers to design the IBL activities as well as employ facilitation strategies to guide students in their inquiry. This workshop aims to provide teachers with a series of teaching actions that allow students to work collaboratively to achieve the learning goals of inquiry-based learning. With the use of these teaching actions, students assume different roles to cross-examine scientific concepts or data in small groups. Interest is differentiated in the role playing process and instruction is further differentiated based on readiness by providing students with different types of Socratic questions in the inquiry process to support student metacognition. In this IBL approach, teachers play the role of facilitators who guide students in their inquiry process to achieve the criteria of success. This collaborative learning experience has been used in Biology, Chemistry and Physics IBLs in Raffles Girls’ School (Secondary), with the IBL activities ranging from exploring a phenomenon to analysing data and evidence. On the whole, both teachers and students have responded positively to the teaching actions in these IBLs based on the data gathered from teachers, students and third party observations. Students have been able to achieve the learning outcomes with a deeper level of conceptual understanding. In addition, the use of Socratic questions in the collaborative learning process played a role in developing students’ intellectual traits.

B7. Sport Climbing - Challenge by Choice

Workshop  |  1625 – 1700 hr  |  Indoor Sports Hall, Level 3

By Mrs Sulastiri Anis, Raffles Girls’ School

 Mrs Alina Wee, Raffles Girls’ School

Strand: Character & Citizenship Education

Sport Climbing provides many opportunities for holistic development through the infusion of CCE themes, such as “Becoming my Best Self”, “Building Connections” and “Making Choices”. Additionally, bouldering activities in Sport Climbing promote Growth Mindset (GM) in students through the application of the Mindset Continuum. In this hands-on workshop, participants will understand the need for movement awareness and the importance of teamwork to safely and efficiently complete a route on the wall. They will be challenged according to their own readiness as they choose their own route to complete.

Prior to the workshop, participants will complete a diagnostic online survey for the purpose of target setting, and watch a few preparatory videos on Sport Climbing. During the workshop, the facilitators will explain the concept of “challenge by choice” and how CCE themes can be infused into Sport Climbing lessons. As the participants engage in the bouldering activities (set target, work as a team, solve problem/climbing route), they will experience how GM can be nurtured in students through the application of the Mindset Continuum. After the activities, participants will reflect on their progress and consider what they would like to accomplish in their next bouldering practice. At the end of the workshop, participants should be able to use a checklist to provide targeted feedback to their teammates for improving their movement on the wall. They will also be able to complete a bouldering route with greater confidence and efficiency.