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Here's an aggregation of my learning from NIE.

QED021/022 Professional Practice and Inquiry

Reflective Teaching Model

5 Elements:

Child, context, content, acts of teaching, teacher’s own beliefs or dispositions

8 Passions:

1. The Child

2. Curriculum

3. Content Knowledge

4. Teaching Strategies

5. Beliefs about Practice

6. Personal / Professional Identity

7. Social Justice

8. Context

- Adapted from Dana & Yendol-Hoppey (2009)

QCE520 Language Teaching Approaches

Principles of EL teaching and learning (CLLIPS): underpin the lessons

• Contextualization: Language skills and knowledge are taught in the contexts of use.

• Learner-centeredness: Learners are the centre of the teaching and learning process. The focus is on learner-engagement and teaching and learning processes are customized to meet learner needs, abilities and interests.

• Learning-centered interaction: Learner participation in activities that are focused on active construction of language knowledge and skills brings about engagement in learning.

• Integration: Language skills and knowledge are taught in connection with one another, not in isolation.

• Process Orientation: Language skills are process skills, and are best taught through scaffolding and modelling, complemented by explicit instruction.

• Spiral Progression: Language skills and knowledge are taught and revised at increasing levels of difficulty and complexity.

Processes of EL teaching and learning (ACOLADEs): actions taken in class

• Raising Awareness: Motivating, Connecting, Focusing

• Structuring Consolidation: Differentiating, Reinforcing, Integrating

• Facilitating Assessment for Learning: Diagnosing, Monitoring, Feeding Forward

• Enabling Application: Co-constructing, Modelling

• Guiding Discovery: Posing Questions, Facilitating

• Instructing Explicitly: Explaining, Clarifying

o Always in context

o There is always a dominant and a secondary skill

QCE521 Language Teaching Experience

How reading, writing, speaking and listening should be assessed across differing profiles / streams:

Pupil Profile

(data-driven)

Pedagogical choices Assessment form / type

• Assessment of Learning (AoL) - Summative

• Assessment for Learning (AfL) - Formative

• Assessment as Learning (AaL) - Student tracks own progress

QCR520 Aims and Approaches to Teaching Literature

Insights from Dr Dennis Yeo:

• • Through Lit, we learn life lessons through the diverse experiences of other people.

  • Lit is not just the study of texts, it is the study of the human condition – our history, psychology, sociology, philosophy.

  • Lit encompasses both the arts and sciences, making it crucial to your personal development.

  • Literature celebrates the imaginative genius of humankind.

  • Literature can change your outlook in life.

  • Lit allows us to explore our creative talents.

Three objectives of Teaching Lit in Singapore (1989)

• • Moral Objective – self-knowledge, personal devt, an understanding of life

  • Political Objective – national education, cultural cohesion

  • Aesthetic Objective – marks of well-educated person

QCR523 Literature Assessment, Writing and Teacher Reflection

The Purpose of Assessment (CPDD, 2013)

• • Diagnostic

  • Placement

  • Aptitude

  • Achievement

  • Proficiency

Backward Design (Wiggins & Tighe, 2005)

1. Identify designed results using syllabus and disciplinary standards.

2. Decide on assessment that demonstrates evidence of learning. Plan performance tasks and evidence-based tasks to monitor student learning.

3. List learning activities that leads to desired outcomes.

QED526 Teaching and Managing Learners at the Secondary and Junior College Level

Positive Discipline Models – Fred Jones

Key Characteristics: how to implement this overarching strategy

1. Use ‘Say, See, Do Teaching’

2. Work the crowd

3. Use body language effectively

4. Provide help efficiently

5. Use visual instructional plans

6. Use preferred activity time to motivate

Conserve time – don’t waste it!

Non-coercive Discipline (Glasser)

- Can’t claim in a hard and fast manner that Glasser’s approach is more suited to Express or high-end NA whereas Seganti is for NT

- It seems like a cop-out answer but it really depends on the class and the teacher’s rapport with students

- There are also hard cases (less suited for Glasser’s approach) even in RI

- Relies on a baseline level of discipline

- Glasser’s model doesn’t mean that you’re a wimp; there are gradations involved

- Where do we draw the line: how do we be friendly without being the students’ friend?

o When we have developed a certain level of rapport with students, we can reprimand the students and yet they will still like you

o Glasser’s sense of ‘befriend’ might be different from our own (e.g. ‘friend-friend’ vs. steward)

QED527 ICT for Meaningful Learning

Five Dimensions of Meaningful Learning:

• 1. Engaging Prior Knowledge

  2. Collaborative Learning

  3. Self-Directed Learning

  4. Learning by Doing

  5. Real-World Contexts

ICT Tools can help to promote these dimensions:

• • Edmodo quizzes promote real-time feedback and offers the teacher a convenient means to gauge understanding

  • Crocodoc not only allows for easy annotation and multi-coloured highlighting of the poems, but also provides for real-time collaboration on the same document between group members, hence directly aiding collaborative learning.

  • Twiddla provides an accessible virtual playground upon which students can draw or write their responses to the poem, promoting learning by doing

  • Padlet permits students to offer their views simultaneously on the screen, with those who wish to share about personal online experiences able to do so at length, promoting collaboration and hence, contributing to meaningful learning

Link to Artifact for Flipped Classroom Format: Prezi-YouTube video (Subject-Verb Agreement) - https://www.youtube.com/watch?v=0HWypkvECOI

QED529 Educational Psychology: Theories and Applications for Learning and Teaching

Maslow's Hierarchy of Needs

• According to Maslow, before individuals can fulfil their growth needs (e.g. of self-actualization), their deficiency needs (which can only be met by external sources, including needs for belonging and esteem) have to be satisfied (Maslow, 1943, 1973, 1987).

Social Contexts of Development

o c.f. Bronfenbrenner’s Ecological Theory

o N.B. MOE would be an example of a part of the exosystem

o Technology (and other contexts) can transcend various systems (i.e. the concentric circles)

o The microsystem has the strongest impact on the individual

Diana Baumrind’s Typology of Parenting Styles

QED530 The Social Context of Teaching and Learning

1. Key Education Policy Initiatives

2. The Singapore Educational System: Issues of (in)equality

3. Stakeholders in Singapore Education

• • • Thinking Schools, Learning Nation (TSLN) (1997)

    • IT Masterplan Phase I (1997-2002)

    • IT Masterplan Phase II (2003-2008)

    • IT Masterplan Phase III (2009-2014)

    • Ability-Driven Education

    • Teach Less, Learn More

    • National Education

    • Secondary Education Review and Implementation (SERI) (2010)

QED531 Character and Citizenship Education

Pedagogical approaches to design an engaging CCE experience/lesson:

• • Narrative/ Story-telling Approach

  • Consideration Approach

  • Cognitive Development Approach

  • Modified Values Clarification Approach

  • Experiential Learning Approach

CCE Learning Outcomes (for secondary school students):

• • Acquire self-awareness and apply self-management skills to achieve personal well-being and effectiveness

  • Act with integrity and make responsible decisions that uphold moral principles

  • Acquire social awareness and apply interpersonal skills to build and maintain positive relationships based on mutual respect

  • Be resilient and have the ability to turn challenges into opportunities

  • Take pride in our national identity, have a sense of belonging to Singapore and be committed to nation building

  • Value Singapore’s socio-cultural diversity, and promote social cohesion and harmony

  • Care for others and contribute actively to the progress of the community and nation

  • Reflect on and respond to community, national and global issues, as an informed and responsible citizen

QED532 Assessing Learning and Performance

Taxonomy is hierarchical

• For preparing SIOs (specific instructional objectives)

Characteristics of Good Learning Objectives

• SMART: specific, measurable, attainable, realistic and timely

• Stated in observable characteristics and behaviours

Performance verbs: e.g. create, remember, understand, apply, analyse, evaluate

• N.B. ‘observable behaviour’: a narrative we choose to craft

• The idea that everything can be quantified – synthesized and evaluated

QLK520 Communication Skills for Teachers

Oral and written communication needs to be suited to the Purpose, Audience, Context, and Culture (PACC), and reflect qualities of Accuracy, Brevity, and Clarity (ABC)

• Accuracy concerns the veracity of information relayed to students, colleagues, and other stakeholders. In other words, statements should correspond to the facts (or at least checked, to the best of one’s ability, that they are true and correct).

• Brevity involves succinctness, conveying no more information than is necessary to get the point across. In practice, this means cutting out verbose and extraneous material.

• Clarity demands that one says exactly what one means. The point is to speak and write as simply as possible without being simplistic. To this end, the use of technical jargon should be minimized when speaking to stakeholders like parents, taking into account the purpose, audience and context of the situation.

Link to Artifact - Sample Speech: https://www.youtube.com/watch?v=DQpQJ8BkvRU