Reflections on Group Project

Despite the pressure from the high amount of assignments due, I enjoy the preparation of ICT assignment. My group is planning a lesson which involves student breaking into groups and shooting video with a script based on Chinese idioms. After which they have to upload their videos on a facebook group page and discuss on each others' video. They will also construct sentences using Chinese idioms which they have learned from their peers' videos. We are shooting a sample video to try out the feasibility and it not only works out fine, the entire process is very fun and definitely has bonded our group closer together. Though we had some disagreement on the topic to be done at the initial stage, but we learned to listen and come up with the best accepted plan within our group. This is definitely a best illustration of what collaborative learning is about. Now I'm waiting to edit the video with Window Movie Player..

Reflection on Session 8

Missed a week of lesson due to sprained ankle. Have yet to fully recover, though walking with bearable pain, at least I need not limp when walking. The lesson in the Media Lab was quite interesting although I wish I could have the chance to explore all stations. It would be great if schools can invest in a learning environment like that because the different stations is really a good concept that allow groups to have their own private space for discussion and also to engage in interesting, stimulating activities.

If the resources are available, I would love to try to incorporate game-based learning in my lessons. For example, students can learn to report their own or others' playing experiences verbally or on paper. Or they can be assign the role of market surveyors in which they compare the different games and this definitely require them to verbalise their thoughts and practice good writing or oral skills as they have to convince consumers. Though Chinese language is stereotyped to be boring, I strongly believe that it just takes this extra effort, time and creativity to make lessons fun and meaningful.

More Video Links

<<Some Local Videos On Cyberwellness>>

http://www.youtube.com/watch?v=J61MdYfyUB0&feature=fvsr

http://www.youtube.com/watch?v=nQ42Jwg6GhY&feature=PlayList&p=992DD3035EB04BE5&playnext=1&playnext_from=PL&index=53

http://www.youtube.com/watch?v=gxfYukAKBck http://www.youtube.com/watch?v=SE_Ynj5oWZc

<<A video on Cyberbullying>>

http://www.youtube.com/watch?v=iDBiqUWRtMo&feature=related

Cyberwellness

Missing session 6

Oh no. I have fallen ill and was given 2 days of mc by the doctor. On one hand, I am glad that I can get a good rest from the hectic schedule, yet on the other, I worried about the things that I will miss out these 2 days.

For my CS pedegogical lessons, they are mainly notes oriented which means I should still be able to catch up by self-reading. However, for modules like QED527--ICT for meaningful learning, missing a lesson might meant missing an important tip which can spice up one's teaching career. How I wish that video recording of lecture was available, then students who cannot attend classes will still be able to grab those valuable teaching strategies taught.

Another point to add
As I was browsing for information for the e-learning activity and individual assignment, I realise that many schools in Singapore have conducted wonderful and interesting cyberwellness activities. While Cyberwellness is often the term coined in Singapore, another term commonly used is "netiquette". Regardless of the term used, I think this is an important concept which should be imparted and introduced to students as young as lower primary. Children nowadays have access to IT and cyber internet at young age and I know of a couple of cases which were involved in cyberwellness issues. The more common cases involved game and internet surfing addiction. Another common problem is disclosing personal information to strangers or making acquaintance based on superficial contact with cyber strangers. Though parents do try to alleviate the problem but the fact that most of them are working make it hard to monitor their children's networking behaviour. Hopefully all schools and teachers can play a part in educating children about cyberwellness so that they can benefit from ICT instead of becoming victims of potential threats involved.

Lesson 5 Reflections

This week's e-learning activity shows that a e-learning lesson plan stretches beyond academic planning.

Issues related to IT such as cyberwellness and plagiarism must be taken into consideration when intending to engage students in self-directed learning through IT resources. Teachers have the responsibility to inform students of the pros and cons of internet. While IT provides much convenience in academic learning, there exists threats such as addiction, over-exposure to unhealthy content (eg: violence and pornographic content), illegal downloading and misusing of others' content which can constitute to plagiarism.

Such non-academic knowledge will help to shape students into safe and responsible net-users. In addition, such information need not be given in a conventional way where only teachers do the talking. They can be introduced through case-study or problem-solving as this will require students to critically analyze scenarios which can help to deepen the understanding for cyberwellness and other ICT related problems.

In sum, this activity is yet another example that teachers meant more than teaching academic knowledge. At times like e-learning, teachers are also responsible in grooming students to be responsible and safe "netizens".

Lesson 4 Reflection

WOW!! WOW!! The 2 lessons experience shared by Darryl and Wan Ching were FABULOUS! Darryl's example clearly showed how game-based and project-based learning can be infused together to produce a wonderful and meaningful lesson. Wan Ching's lesson demonstrated how lesson planning can extend beyond the 5 pedgogical approaches we learnt in the 3rd lesson.

Indeed, regardless of the delivery mode of the lesson, a lesson should be planned to create motivate students by grabbing their interest and curiosity such that they will look forward to subsequent lessons and perhaps even develop interest for the subject itself, not just the lessons. In addition, lessons should be meaningful in that ideas, skills or knowledge will be permanently imprinted in their brain instead of short retention. This is perhaps one of the important concerns for most teachers as many faced students complaining that they "FORGET" things. Darryl's and Wan Ching's examples show that relevance to students and students' participation are important in constructing meaningful lessons. This is also supported by research thus the call for a student-centred and active approach in education.

Also, I think a successful lesson should have learning objectives given at the beginning of the lesson and a recall at the end of the lesson. Students must get a clear idea of what they will pick up from each lesson or every lesson will only be a dull, meaningless repetition of rote learning of text in books.

Lesson 3 Reflections

The pedagogical approaches that we discussed in the lesson are truly an eye opener for me.

1) Case-based

2) Project-based

3) Resource-based

4) Inquiry

5) Game-based

I only knew about the existence of project based learning but not others perhaps because I had no personal enocunter of such lessons. The different approaches seem promising to instill students' interest and promote their self-directed learning and collaborative learning. I can't wait to try them out in my upcoming teaching career.

However, it seems like a challenge to practice these approaches in Chinese language especially in current exam-oriented environment. While these approaches might develop students' non-academic skills and abilities, they might not be able to train their examination skills which many schools and parents value. I suppose this is a major challenge for me to overcome.

My encounters and interactions with Chinese teachers reveal that they are aware of such approaches but are skeptical on their "value" and "usefulnes" in improving students' results. Most said that ultimately, it's the examination results that determine a good student and effective teaching. If this is the belief and the actual reflection of our education system, it will produce mainly examination answering machines rather than self-directed, collaborative learners.

Personally, I never think that examination is a fair judgment on one's academic ability on a subject, much less the person's overall ability. I have seen many friends who have poor academic results yet excel in different areas of life which may or may not be related to the subjects that they performed poorly in. To me, it's the passion in learning that matters because it sets the right attitude for one in any particular area. Though it will not be easy to practice those pedagogical approaches, I will try because I want my students to understand and appreciate their subjects beyond the textbooks, pick up valuable non-academic skills and most importantly, develop passion for Chinese.

Teaching is more than giving academic results

Lesson 2 Reflections

The 2 videos on self-directed learning and collaborative learning were inspiring as the students looked so engaged and interested in their learning which I believed is what most teachers will yearn for.

From personal experiences, collaborative learning is more common in school because teachers often assign project groups or carry out discussion in groups. On the other hand, self-directed learning seems less common and I strongly feel that students now adays lack this intrinsic motivation in learning which is not optimistic not just because of academic achievements but that they will face problems when they stepped into the society. Employers will always prefer workers who take the initiative to learn and upgrade their skills. Thus, if our students grow to be passive, rote learners who are not motivated in learning, they will be at the losing edge as compared to perhaps foreign workers who are motivated learners. In fact, just as what the reference book mentioned, self-directed learning and collaborative learning do not reap only acacdemic growth, they are important lifelong skills for the students as well.

In addition, though I have always enjoy learning but I rarely take the initiative to explore more than what my teachers imparted. It was only in the recents years of University life where the high demands of reports and projects forced me to explore more than what the professors provided. Surprisingly, this independent learning process intrigued me and I found it fun and fulfilling. It was only when I took this extra step out that caused me to awaken from the tiny well as in the chinses idiom 井底之蛙. There are so many things to learn and explore under the sun which are never dull nor boring. They broaden my view and perspectives in various ways. Now, I feel an internal drive in learning more than what was provided though it is definitely more time consuming. Still, the fun and enriching learning process made it all worthwhile.

I wish my students can also be self-directed learners. However, the scenarios in the videos screened in class are harder to achieve because they seemed to require high ICT skills on teachers and also the ICT resources available in school. I hope MOE and schools can provide teachers with more ICT upgrading course which I will be more than willing to learn.

Lastly, below is a link to the video on Microsoft future. I tried to upload the video but it was too big so I suppose it will be faster clicking on the link. I am SO looking forward to the future promised by Microsoft.

http://www.youtube.com/watch?v=0USn7eufXps

Lesson 1 Reflections

Before this course, I have never heard of the MOE's ICT Masterplan. Though I do know about the implementation of future schools, I did not know that this has been a continued effort and plan from MP1 in 1997 which is more than 10 years ago! I still remembered in those days, where computers and ICT were much less common, my classmates and I always looked forward to computer lessons because most of us did not have one at home. Nonetheless, efforts had been made by the ministry since then because I clearly remembered my favourite computer lesson which was a stimulated National Education game quiz. However, usage of computers in those days seem to be more related to non-examinable subjects like Arts and National Education (from my personal experience). Perhaps, given the limited computer labs in schools but the need to cater to a big number of students, computer lessons could only be assigned to non-academic stuffs and once in a blue moon to ensure every students had the opportunity to try it out.

Over the years, I have to admit and recognise the effort and far sight of the ministry because students nowadays gain much higher access to computers and ICT be it at home or in school. This major shift to ICT greatly changed the paradigm of learning as teachers can easily use ICT to conduct interesting lessons and students can make use of ICT to learn things beyond the classroom and textbooks. Personally, I have benefitted a great lot from the widespread of ICT and it truly enhances my learning journey.

MP3 seems yet another promising plan by the ministry and I look forward to receive professional development on ICT skills as I always love technology but am limited in terms of skills.
VERY EXCITED

Rusty hands

It's been some time since I last blogged. That was as long as 4 years ago! Oh my, I have been too engrossed in my 4 years of University life that I totally stopped blogging after A levels. 4 years proved to be long for my puny brain to recall the setting up a nice blog. Fortunate for me, blogging gets more and more user friendly and so here I am, after 4 years, struggling to re-touch this long lost habit...

Struggling but enjoying..