Online Showcase [Educators]

Nutrients in Food is a topic that is taught to all Secondary One Food and Consumer Education (FCE) students. It forms the foundational knowledge for Upper Secondary students who are taking Nutrition and Food Science (NFS). Hence it is important that students have a strong foundation in this.

The purpose of this study is to develop a fun and engaging way for students to take ownership in their learning. We incorporated technology in designing the game to provide an immersive and engaging learning experience for the students.

Generally the students enjoyed the activity based on teachers’ observations during lesson execution. It is evident in the post lesson survey results: students find the game helps them in recalling the lesson contents (70.8% - strongly agree). The students also feedback that learning through games is more effective than other teaching methods (75% - strongly agreed). The team hopes that through this activity it will promote the joy of learning of FCE where students would have the intrinsic motivation to learn for themselves and thus encourage the “lifelong journey of exploration and discovery” (Ng Chee Meng, 2017).

The team from Northbrooks Secondary School believes that students are able to see meaningful connections between subject matter when cross departments and integrated approaches are adopted. Therefore, the aim of the team is to find new ways to help students make sense of the knowledge they have gain.

The team of teachers from Mother Tongue, Mathematics, Science and Geography departments came together to develop learning experiences for one of the school’s signature programme, the Water Learning Programme at Lower Seletar Reservoir. Due to covid restrictions the team cannot lead the normal tours this year, as a result, they have created a virtual tour includes 360° virtual views of different parts of the reservoir, with videos recorded by Student Guides and instructions of activities embedded in the virtual platform. Together with pre Learning Journey lesson packages and Post Learning Journey activities, this virtual learning journey programme bring to the students a complete learning experience and empowered the students to be self-directed leaner while engaged in independent and collaborative learning.

How can we help students become more effective and engaged learners in a technology-enabled classroom?

The Organisation for Economic Co-operation and Development (OECD) has highlighted the importance of metacognitive skills, the skills of ‘thinking about thinking’, in their Future of Education and Skills 2030 report.

Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks, beyond just subject matter. With the use of personal learning devices, how can teachers leverage technology to develop such metacognitive awareness and skills in students, and nurture them to be self-regulated learners.

In this session, we will share how teachers can mindfully develop students’ metacognition by applying metacognitive instructional strategies and using appropriate technological tools and routines to support the process of metacognitive development in the learning of Science, both online (interactive) and offline (reflective).

Temasek Primary School's Applied Learning Programme (ALP) is on STEM. As part of the school-wide STEM initiative, every level (P1 to P6) will have a week of inter-disciplinary project work involving STEM. This programme is called Learning Tapestry. We will be sharing how we have infused digital literacy into the P2, P4 and P5 Learning Tapestry.

The P2 Learning Tapestry consists of building Lego model and programming with WeDo 2.0 through the participation in the official FIRST Lego League Junior competition.

The P4 Learning Tapestry consists of building a solar cooker and programming micro:bit to measure the effectiveness of their solar cooker. Student iCON and Google Classroom were also used to facilitate collaboration and blended learning.

The P5 Learning Tapestry consists of programming the micro:bit and building an automated watering system for the plants.

To teach Covalent Bonding, Chemistry teachers have been using static models of atoms, “pen and paper” diagrams or circular templates together with numerous magnets and coins to represent atoms and electrons. Though effective, these models are cumbersome to bring to class and tedious to prepare.

Using JavaScript, we have developed a “Dot and Cross” Simulation for teachers and students, anchored on Scientific Modelling (explaining complex concepts through relatable models), Constructivism (creating knowledge through experiences), Self-Assessment (gaining mastery through self-correction) and Independent Learning (through self-monitoring with minimal supervision). This simulation app will allow every student with a computing device to have hands-on practice on its fun and intuitive interface. It can be embedded into MOE Student Learning Space (SLS) and other learning portals to support Blended and Flipped Classroom Learning. We have also incorporated game mechanism (Gamification) so that it is engaging, fun for the students and arouses their interest.

In this presentation, we will share our design ideas and how to use this simulation as an effective teaching and learning tool. We will also show results from case studies as well as the feedback received from teachers and students who have used the simulation and discuss its effectiveness and impact.

To encourage students to be independent learners, empowering and challenging them to take ownership of their own learning are crucial. This lesson teaches students to create video campaigns based on a differentiated approach centering on student interest – students are free to pick their topic of interest – and make use of various ICT platforms to produce their videos. The process of creating videos follows the Design Thinking framework beginning with Empathising and understanding their chosen topic through research and surveys with the intended target audience (through Google forms) followed by Defining the problem and Ideating based on an analysis of their findings (Jamboard, Canva, Slidescarnival, Slidesgo, Wordcloud & Google Sheets) eventually Prototyping or creating their video on video editing websites (Biteable, Flexclip). These videos were then Tested and showcased during CCE lessons to the whole school. Through feedback from the school, these videos were revised.

With the emergence of Covid-19, Safe Management Measures (SMM) had to be put into place and large crowd gathering physically had to be suspended. This led to many school-wide events being cancelled.

The physical Annual Cross-Country was one of the events that was slated to be cancelled. However, our PE department believed that this tradition is important to developing our school culture. It also allow our students to discover the joys and benefits of running. Eventually, our PE department worked together to organize virtual versions of the event over the last 2 years.

Many learning points were discovered as we journeyed through organizing these events. We would like to give an insight to the audience as to how the virtual events were planned and executed to ensure the objectives of the cross country event is fulfilled as far as possible. The answers to the following questions will be shared and discussed.

1. Which running app is the best?

2. How do we maximize participation for the event?

3. How do we mitigate safety risk for the event?

4. How do we ensure our students participate in the event with integrity?

This sharing will be useful for teachers who are looking to organize a virtual run or any virtual school wide event in their school.

Through the use of Blended Learning, students are provided with more opportunities to learn at their own pace. The lessons are crafted in a way that it leverages on both online and offline approaches which can take place anywhere through remote access. Hence empowering students to take charge of their learning, as well as allowing participants to bring home ideas on how they can adopt a variety of ICT tools platform such as SLS, Loom, Padlet, ClipChamp. The Online Driver Model and its application through Food and Consumer Education topics will also be shared during the presentation.

How do we conduct inquiry-based learning digitally for students and teachers who are still acquiring knowledge and adapting to the new digital demands of education? How do we ensure diverse subject areas can create a meaningful collaboration and learning experience?

This project is a collaboration between the Social Studies Unit and Mother Tongue Department, focusing on multiculturalism in Singapore. Blending the learning objectives of two disciplines required all teachers in the team to have an in-depth understanding of the two syllabuses, which resulted in one overarching inquiry question “Has the government done enough to safeguard multiculturalism in Singapore?”. Throughout the term, students are engaged in a series of tasks to answer the essential questions and the main inquiry question, in class and at home.

Guided by the principles of e-Pedagogy, the team designed Lesson Experiences that vary from individual and group activities for each respective subject.

In our presentation, participants can expect to:

1. Learn about how the principles of e-Pedagogy guided the design of a multidisciplinary inquiry-based learning package through our design map.

2. Learn about how the two departments create the inquiry question and at points at which the team would converge and diverge according to the intended learning outcomes.

3. Explore the various ICT platforms utilised by students and teachers to demonstrate their learning and reflection.

4. Reflect with us on the expectations and learning curve for the teachers involved