Woah...I created a Facebook account a few months back but have hardly logged onto it until now. If my group mates do not respond to my smses, I'm hoping to catch them on Facebook or at least wait for their reply there. We're at present confused over the paper that we are supposed to read. I think some of us have accidentally read the wrong ones...ooops! It would have helped greatly if the full title of the paper has been mentioned.
My IT-savvy hubby has been teasing me about all the new terms I've been using lately with regards to WIKI, Facebook and the Blog. I've been getting invites from my students ever since I started the Facebook account but have never accepted till now. I've decided to open up my life to them. Today, on my Facebook, an ex-student asked me to read his tribute to me on his blog...how sweet! His blog is linked to another ex-student and I got to know that the student is going for a tummy op...oh dear..I'd better try to keep in touch with him...
Sunday, November 29, 2009
Chinese Language Classroom Learning Environment
Validation Of The Chinese Language Classroom Learning Environment Inventory for Investigating The Nature Of Chinese Language Classroom
Objectives of the study :
(1) Describe validation procedures of the CLEI ( Chinese Language Classroom Learning Environment Inventory
(2) Report validation results obtained from the various statistical procedures
(3) Compare results of the validation with WIHIC
Methodology
Sample : 1460 Express students from 25 schools
Instrument : CLCEI ( Bilingual - Eng and CL )
Scales : (a) Student Cohesiveness
(b)Teacher Support
(c) Involvement
(d)Task Orientation
(e)Co-operation
(f) Equity
4 different forms : student-actual. student-preferred, teacher-actual, teacher-preferred
Data collection : Researcher conducted the procedure personally
Instructions written down to ensure uniformity in the way the survey was conducted in all the 25 schools
CL teachers checked to see if students had left any questions unamswered.
Instructions given in Mandarin
SPSS used to analyse data
Results :
(1) Internal consistency of CLCEI higher than WIHIC
(2) Equity varies according to cultural context : Eg : Value of Equity scale higher in Taiwan than in Indonesia
(3) Each scale of CLCEI is able to differentiate significantly between perceptions of students from different classrooms
Conclusion : CLCEI is a reliable bilingual instrument that can be used to assess CL learning environment in Singapore secondary schools.
Objectives of the study :
(1) Describe validation procedures of the CLEI ( Chinese Language Classroom Learning Environment Inventory
(2) Report validation results obtained from the various statistical procedures
(3) Compare results of the validation with WIHIC
Methodology
Sample : 1460 Express students from 25 schools
Instrument : CLCEI ( Bilingual - Eng and CL )
Scales : (a) Student Cohesiveness
(b)Teacher Support
(c) Involvement
(d)Task Orientation
(e)Co-operation
(f) Equity
4 different forms : student-actual. student-preferred, teacher-actual, teacher-preferred
Data collection : Researcher conducted the procedure personally
Instructions written down to ensure uniformity in the way the survey was conducted in all the 25 schools
CL teachers checked to see if students had left any questions unamswered.
Instructions given in Mandarin
SPSS used to analyse data
Results :
(1) Internal consistency of CLCEI higher than WIHIC
(2) Equity varies according to cultural context : Eg : Value of Equity scale higher in Taiwan than in Indonesia
(3) Each scale of CLCEI is able to differentiate significantly between perceptions of students from different classrooms
Conclusion : CLCEI is a reliable bilingual instrument that can be used to assess CL learning environment in Singapore secondary schools.
Saturday, November 28, 2009
Chemistry Learning Environment
Student Perceptions Of Chemistry Laboratory Learning Environments, Student-Teacher Interactions and Attitudes in Secondary School Gifted Education Classes In Singapore.
Learning Points :
First study conducted in gifted chemistry classrooms in Singapore- may provide useful information for teachers teaching chemistry in lab settings.
Student cohesiveness refers to how involved people are in the environment and the extent of support amongst themselves
Open-endedness refers to the extent of personal growth
System maintenance refers to how orderly the environment is and whether there are clear expectations
Low reliability of the open-endedness scale may be due to the method of teaching
( drilling students how to conduct experiments ) because students were preparing for national exams.
Gifted students reported greater student cohesiveness, integration and better material environment compared to non-gifted students for both actual and preferred environment.
Girls reported greater student cohesiveness in actual environment but prefer greater rule clarity and better material environment
Girls perceived greater student-teacher interaction
Recommendations include:
More-open ended learning environment
More lively and practical approach should be incorporated into both lab and theory work
Improve quality of material environment
Dynamic teacher-student interaction will help manage a more effective learning environment
Interpersonal behaviour of teachers affect students’ attitude towards the subject
New Terms Learnt
Open-endedness
CLEI – Chemistry Learning Emvironment Inventory
QOCRA – Questionnaire on Chemistry Related Attitudes
Watch an exploding banana! Any chemistry teacher out there? Care to explain this,pls?
http://www.youtube.com/watch?v=kio29Ob8oIE
Learning Points :
First study conducted in gifted chemistry classrooms in Singapore- may provide useful information for teachers teaching chemistry in lab settings.
Student cohesiveness refers to how involved people are in the environment and the extent of support amongst themselves
Open-endedness refers to the extent of personal growth
System maintenance refers to how orderly the environment is and whether there are clear expectations
Low reliability of the open-endedness scale may be due to the method of teaching
( drilling students how to conduct experiments ) because students were preparing for national exams.
Gifted students reported greater student cohesiveness, integration and better material environment compared to non-gifted students for both actual and preferred environment.
Girls reported greater student cohesiveness in actual environment but prefer greater rule clarity and better material environment
Girls perceived greater student-teacher interaction
Recommendations include:
More-open ended learning environment
More lively and practical approach should be incorporated into both lab and theory work
Improve quality of material environment
Dynamic teacher-student interaction will help manage a more effective learning environment
Interpersonal behaviour of teachers affect students’ attitude towards the subject
New Terms Learnt
Open-endedness
CLEI – Chemistry Learning Emvironment Inventory
QOCRA – Questionnaire on Chemistry Related Attitudes
Watch an exploding banana! Any chemistry teacher out there? Care to explain this,pls?
http://www.youtube.com/watch?v=kio29Ob8oIE
My Reflections On Session 4
We were introduced to the SPSS today. I've always wanted to find out how to go about using it. There is really a big gap for me when it comes to IT. I do not know how to use Excel! I usually use it to sort the students' marks after exams. That's about it. I don't usually need the Excel for anything else. I'll just use the template given by fellow colleagues to perform item analysis. So I really should close the gap this holiday by getting my husband to teach me how to use it. And I should really stop relying on my IT support (aka husband) too much.
I bought the SPSS software from the bookshop after class...yes, I am kiasu. But I would really like to use it for action research purposes next year. I thought it was $25. The lady at the counter said it was $52.50 but I paid $54 at the cashier. It was late...I didn't want to argue with her...
I bought the SPSS software from the bookshop after class...yes, I am kiasu. But I would really like to use it for action research purposes next year. I thought it was $25. The lady at the counter said it was $52.50 but I paid $54 at the cashier. It was late...I didn't want to argue with her...
Thursday, November 26, 2009
Session 3 MED 858
I was not as nervous as I was in class yesterday compared to the pre-session last week. I am slowly getting used to the blog again. I learnt how to include my classmates' blogs to mine. I hope my students do not read this...it's sooooo embarassing...:p:p
I was having problems at home trying to write on the WIKI space. In class, I realised I wasn't the only one having the problem. It's the system...not me after all...:p:p
It is also interesting to learn about Victoria School and Maris Stella School's online project work for the whole school. I wonder how online work can be successfully carried out in my school, especially in Maths. Even though the students have the Ace-learning portal to work with, students are generally not motivated to go through the examples and the exercises unless supervised. Anyone out there have any ideas how to motivate these kids to do the online activities???
I read some of the teachers' blogs and like me, we are having similar feelings about the readings load. But I am really learning a lot from the readings. In Islam, it's important for us to quote the hadith ( the practices of the prophet ) when teaching people about Islamic practices. So I suppose, it'd be good too to share findings with colleagues when we intend to implement certain practices in our classrooms....
I was having problems at home trying to write on the WIKI space. In class, I realised I wasn't the only one having the problem. It's the system...not me after all...:p:p
It is also interesting to learn about Victoria School and Maris Stella School's online project work for the whole school. I wonder how online work can be successfully carried out in my school, especially in Maths. Even though the students have the Ace-learning portal to work with, students are generally not motivated to go through the examples and the exercises unless supervised. Anyone out there have any ideas how to motivate these kids to do the online activities???
I read some of the teachers' blogs and like me, we are having similar feelings about the readings load. But I am really learning a lot from the readings. In Islam, it's important for us to quote the hadith ( the practices of the prophet ) when teaching people about Islamic practices. So I suppose, it'd be good too to share findings with colleagues when we intend to implement certain practices in our classrooms....
Wednesday, November 25, 2009
TWA Northlight
I decided to add in a pic of me with the Northlight students as I think it's relevant as our current discussion touches on classroom learning environment. My 3 days in Northlight had been an eye opener for me. Knowing the profile of the students, I was really impressed with how the teachers conducted their lessons and the way the students responded. The teachers were firm but yet friendly and caring. The teachers would start teaching only when the classroom is clean and the students' attire is how it should be, that is, tucked in neatly. I don't see that happening much in my school!!
I could see that the students really enjoyed their lessons. I was actually attached there to learn more about the Maths and PC curriculum to see how we could adopt some of the pedagogies in my school as quite a number of students in my school are almost of the same profile as the students in Northlight. I was also happy to be able to participate in a dance lesson ( as I also teach dance in school ) The dance teacher himself is very firm and the class was super quiet at the beginning of the lesson when he reminded them of routines and expectations. But yet, during the lesson, his tone was friendly and encouraging. The students were very engaged and some actually came up with very creative moves.
I should really share my observations with the teachers in my school...
I could see that the students really enjoyed their lessons. I was actually attached there to learn more about the Maths and PC curriculum to see how we could adopt some of the pedagogies in my school as quite a number of students in my school are almost of the same profile as the students in Northlight. I was also happy to be able to participate in a dance lesson ( as I also teach dance in school ) The dance teacher himself is very firm and the class was super quiet at the beginning of the lesson when he reminded them of routines and expectations. But yet, during the lesson, his tone was friendly and encouraging. The students were very engaged and some actually came up with very creative moves.
I should really share my observations with the teachers in my school...
Tuesday, November 24, 2009
My Attachment At Northlight School
My last day at Northlight. I was glad to have a chance in experiencing a dance session with the students.
Reading 1-Design Of Learning Environments
Learning Points
Learner-centred environment
In a learner-centred environment, it is important that we pay attention and are sensitive to various cultural practices. A study in Hawaii showed that when students were able to relate to the reading material, they excelled in the standardised test given. This reminds me of a question in the NT Maths N Level Exam 2008 where the students were asked to answer questions based on a bus time table. When I set a similar question in the Mid Year exams, most of my students were not able to answer although to me, it was very easy. I did not realise then that they were not familiar as in Singapore, it’s not the norm for us to refer to bus time table like the way I did when I was living in Adelaide, South Australia
Knowledge-centred environment
A knowledge-centred environment is one that recognizes the need for students to learn for understanding and to find relevant use of that knowledge. There should also be an attempt to integrate understanding across discipline. In my school, students still have problems using what they have learnt in one subject to apply to another subject. For instance, although they have been taught manipulation of algebraic formula and have been given ample practice during Maths lessons, Science teachers complain that the students have problems manipulating the formula in their Physics lessons! I felt like a failure once when an Art teacher told me that my Sec 2 NT students were not able to measure 10 cm. And the complain came after I had spent 3 periods making them run around the school to measure various objects using measuring tapes! This may sound ridiculous but when I questioned those kids back then, the answer came like this…”Oh, but your lesson was Maths, but we were doing Art!! “
Assessment-centred
Assessments can be divided into 2 types, basically formative and summative.
Formative assessment is more desirable as it is a source of feedback for the students that would help them improve on their understandings of the subject matter. Types of formative assessments suggested include Self Assessment and Portfolio Assessment. Self assessment is important for meta-cognitive approach to teaching. Portfolio assessment allows parents to discuss with their children on the work their children have done.
Community-centred environment
- Important when considering implementing educational practices from other countries in own countries. What works in one country does not necessarily work well in another due to cultural differences.
- One recommendation for having a community-centred environment is to include families in classroom activities.
- Students are usually motivated to share their work with others outside of their school. This again reminds me of the students in one of my dance classes where the module is mandatory for all the students. Some of the students were really not keen on dancing but when they were told to prepare a dance routine for a visiting MP, it was amazing to see the usually uninterested students suddenly putting in so much effort and were so excited before the MP’s visit!
Learner-centred environment
In a learner-centred environment, it is important that we pay attention and are sensitive to various cultural practices. A study in Hawaii showed that when students were able to relate to the reading material, they excelled in the standardised test given. This reminds me of a question in the NT Maths N Level Exam 2008 where the students were asked to answer questions based on a bus time table. When I set a similar question in the Mid Year exams, most of my students were not able to answer although to me, it was very easy. I did not realise then that they were not familiar as in Singapore, it’s not the norm for us to refer to bus time table like the way I did when I was living in Adelaide, South Australia
Knowledge-centred environment
A knowledge-centred environment is one that recognizes the need for students to learn for understanding and to find relevant use of that knowledge. There should also be an attempt to integrate understanding across discipline. In my school, students still have problems using what they have learnt in one subject to apply to another subject. For instance, although they have been taught manipulation of algebraic formula and have been given ample practice during Maths lessons, Science teachers complain that the students have problems manipulating the formula in their Physics lessons! I felt like a failure once when an Art teacher told me that my Sec 2 NT students were not able to measure 10 cm. And the complain came after I had spent 3 periods making them run around the school to measure various objects using measuring tapes! This may sound ridiculous but when I questioned those kids back then, the answer came like this…”Oh, but your lesson was Maths, but we were doing Art!! “
Assessment-centred
Assessments can be divided into 2 types, basically formative and summative.
Formative assessment is more desirable as it is a source of feedback for the students that would help them improve on their understandings of the subject matter. Types of formative assessments suggested include Self Assessment and Portfolio Assessment. Self assessment is important for meta-cognitive approach to teaching. Portfolio assessment allows parents to discuss with their children on the work their children have done.
Community-centred environment
- Important when considering implementing educational practices from other countries in own countries. What works in one country does not necessarily work well in another due to cultural differences.
- One recommendation for having a community-centred environment is to include families in classroom activities.
- Students are usually motivated to share their work with others outside of their school. This again reminds me of the students in one of my dance classes where the module is mandatory for all the students. Some of the students were really not keen on dancing but when they were told to prepare a dance routine for a visiting MP, it was amazing to see the usually uninterested students suddenly putting in so much effort and were so excited before the MP’s visit!
Monday, November 23, 2009
This Old Aunty and IT
The network is really slow tonight. I have to agree that the internet is a very powerful tool but I guess I have little patience when the network starts slowing down. I'm still an old fashioned Makcik (Aunty) who is not really used to blogging and facebook, etc...I'm still trying to figure out the various features. Even though my husband is an IT sort of person, even he is not into blogging and hence I could get little help from him. But I'm learning, slowly. And having a 4 year old who keeps screaming the whole day today is not helping much. Sorry, I guess I'm just exhausted having to do all those readings and looking after a 4 year old at the same time. Just letting out...
Reading 4
Learning Environments Research : Yesterday, today and tomorrow ( Fraser, 2001 )
Learning Points : A lot...but these are some of my take-aways...
(1) The various instruments that are available for research on assessing classroom environment which have been used in classrooms around Asia.
I think James mentioned during the pre-session that he conducted a study using WIHIC in his class. I hope he could share with the rest of us his findings as I would be very much interested to conduct one for my classes.
(2)In Hong Kong, a study of classroom learning environment revealed that students felt that their environment was more positive when they had teachers who were friendly and caring and who had good classroom management skills.
They also felt that a less boring atmosphere also contribute to a positive environment. Honestly speaking, I feel that for most of us, especially myself, balancing all the above elements can prove to be quite difficult. I teach Maths and I wish I could have interesting lessons everyday. I do plan activities but sometimes, I'm really at a loss for ideas that will cater to my type of students. Hope anyone of you teaching Secondary Maths could share with me what has worked in your class before.
(3) The differences in findings between the Australian and Singapore schools in the cross-national studies using the QTI were caused by different cultural backgrounds and education systems. This study also reminds me of another study I have read about how Singapore and Bruneian students perceive what constitute the "best" Maths teacher. The study showed that the difference lies in the personal relationship between pupils and teachers. Singapore students cited being patient as one of the criteria of a good Maths teacher but the students from Brunei did not state that attribute.The researcher suggested that this may be due to the different educational system whereby the pace in Brunei is much slower than Singapore's.
(4) A research that was done by Khine and Fisher in Brunei which showed "cultural differences in students' classroom environment perceptions depending on whether the teacher was Asian or Western". I wish they had elaborated a little more on the findings in this paper, though.
(5) The need for Asian researchers to be more active in developing new instruments in assessing classroom environment.
New terms learnt : Hope I can remember what all those abbreviations stand for...:p
(1)Questionnaire on Teacher Interaction (QTI)
(2)Constructivist Learning Environment Survey(CLES)
(3)What is Happening In This Class (WIHIC)
(4)Science Laboratory Environment Inventory (SLEI)
Learning Points : A lot...but these are some of my take-aways...
(1) The various instruments that are available for research on assessing classroom environment which have been used in classrooms around Asia.
I think James mentioned during the pre-session that he conducted a study using WIHIC in his class. I hope he could share with the rest of us his findings as I would be very much interested to conduct one for my classes.
(2)In Hong Kong, a study of classroom learning environment revealed that students felt that their environment was more positive when they had teachers who were friendly and caring and who had good classroom management skills.
They also felt that a less boring atmosphere also contribute to a positive environment. Honestly speaking, I feel that for most of us, especially myself, balancing all the above elements can prove to be quite difficult. I teach Maths and I wish I could have interesting lessons everyday. I do plan activities but sometimes, I'm really at a loss for ideas that will cater to my type of students. Hope anyone of you teaching Secondary Maths could share with me what has worked in your class before.
(3) The differences in findings between the Australian and Singapore schools in the cross-national studies using the QTI were caused by different cultural backgrounds and education systems. This study also reminds me of another study I have read about how Singapore and Bruneian students perceive what constitute the "best" Maths teacher. The study showed that the difference lies in the personal relationship between pupils and teachers. Singapore students cited being patient as one of the criteria of a good Maths teacher but the students from Brunei did not state that attribute.The researcher suggested that this may be due to the different educational system whereby the pace in Brunei is much slower than Singapore's.
(4) A research that was done by Khine and Fisher in Brunei which showed "cultural differences in students' classroom environment perceptions depending on whether the teacher was Asian or Western". I wish they had elaborated a little more on the findings in this paper, though.
(5) The need for Asian researchers to be more active in developing new instruments in assessing classroom environment.
New terms learnt : Hope I can remember what all those abbreviations stand for...:p
(1)Questionnaire on Teacher Interaction (QTI)
(2)Constructivist Learning Environment Survey(CLES)
(3)What is Happening In This Class (WIHIC)
(4)Science Laboratory Environment Inventory (SLEI)
Monday, November 16, 2009
Warming Up To Blogging Again...
Phew! The last time I blogged was way back in 2005, when I had to create a blog for BMSG...you may figure that out yourselves,,:p
This old bird needs some time to warm up to technology. Have patience with me,pls...:)
This old bird needs some time to warm up to technology. Have patience with me,pls...:)
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