NIE Director Address
Rethinking relevance and soundness
Practice-oriented in the research, impact policy and practice in the classroom
Minister Indranee Rajah's Opening Address
Not what we know, but what we can do with what we know
CIT dispositions - Every student a thinking student
3 Principles
1. All students can think. Believe all students are thinking students. Critical thinking supports creativity
Thinking processes should be taught in accord with the discipline and the curriculum
Provide feedback
2. Develop deep disciplinarity thinking to facilitate future learning
3. School and classroom culture to support and develop thinking
Keynote 1 - Youth DigitalCulture and Implications in Education - Adora Svitak
Attention span of students today
Able to connect with one another
Why we need to relook at the model of a teacher in front trying to complete a set course within a set amount of time
In search for structure, we forget what cannot be quantified
How I did in an assignment is less important than what we learn
Conformity vs practice of freedom on learning
Competition are for horses not artists
Winner of 2012 Intel Science Fair - detecting pancreatic cancer
"Outlier"
Progress require solidarity
Students want a voice - Jeff Bliss shares what he thought about his teacher's teaching
Make good teaching contagious
Reciprocal learning in schools
Curious minds, beating hearts and dreams
Relationship between Executive functioning (self regulation, monitor) to mathematics achievement (Clark et al 2013)
- working memory/updating
- inhibition - unable to inhibit irrelevant information, ability to resist interference from competing responses and processes. Comparison with Passilunghi's work
- shifting/switching e.g. From addition to subtraction for checking
Updating seems to be the strongest predictor of math achievement (Lee et al 2012)
All inhibition and shifting tasks require working memory
Focus on factors that influence executive functioning
1. Anxiety - fears of negative evaluation, underestimate what the children have learnt, inhibitory control of attention, intervention predicted degree of anxiety reduction ie. deep breathing esp students students with high trait anxious students
2. Improving children's updating skills
3. Requirements of everyday tasks in the classroom
How to measure executive functioning?
Use of multiple measures to extract putter assessment skills?
How can we promote the development of executive functioning or horse we work around EF difficulties?
Interventions to improve working memory - Cogmed
Measure - WIAT maths fluency
Working memory training result in improvements in working memory capacity
Symposium 2
Towards a sustainable 21st century knowledge building pedagogy
Performative pedagogical practices (coverage, knowledge, transmission, reproduction) principally explain the character and success of singapore's classroom system
What is the claim of knowledge - truth or contestable?
3 dimensions of epistemic framing of instructional tasks critical:
1. Epistemic pluralism
2. Epistemic Focus
3. Epistemic Practices
Student achievement is function of multiple influences
Practice is related to he assessment regime
To improve the quality of teaching and learning
1. Lifting the ceiling
2. Reducing the range
3. Lifting the floor
KB pedagogy is equal if not greater than performative pedagogy
Range of different variables - students' background interact with the pedagogies
Singapore's performative pedagogy
1. Curriculum coverage - teacher prescription vs flexible options and some student choice throughout the curriculum, slow in-depth pedagogy vs comprehensive but fast pedagogy
2. Knowledge transmission - exponential growth in amount if knowledge, Mendel worked on Sarah's problem, knowledge building and knowledge verifying process, instructional tasks are crucial here-complex and engaging
3. High stakes assessment- promoting evidence-based practices? Appeal to empirical evidence holding teachers and schools accountable
4. Teaching is talking and learning is listening- authentic scaffolding is two-way and reciprocal, types of talk: exploratory; disputational and cumulative (Mercer)
5. Collective argumentation - working together to represent ideas
6. Expanding types of talk: rational argument and logis, playful and creative talk, story-telling and narrative to build connections between context
7. Task - teacher interpretation of tasks crucial- PCK mediated
Rethinking relevance and soundness
Practice-oriented in the research, impact policy and practice in the classroom
Minister Indranee Rajah's Opening Address
Not what we know, but what we can do with what we know
CIT dispositions - Every student a thinking student
3 Principles
1. All students can think. Believe all students are thinking students. Critical thinking supports creativity
Thinking processes should be taught in accord with the discipline and the curriculum
Provide feedback
2. Develop deep disciplinarity thinking to facilitate future learning
3. School and classroom culture to support and develop thinking
Keynote 1 - Youth DigitalCulture and Implications in Education - Adora Svitak
Attention span of students today
Able to connect with one another
Why we need to relook at the model of a teacher in front trying to complete a set course within a set amount of time
In search for structure, we forget what cannot be quantified
How I did in an assignment is less important than what we learn
Conformity vs practice of freedom on learning
Competition are for horses not artists
Winner of 2012 Intel Science Fair - detecting pancreatic cancer
"Outlier"
Progress require solidarity
Students want a voice - Jeff Bliss shares what he thought about his teacher's teaching
Make good teaching contagious
Reciprocal learning in schools
Curious minds, beating hearts and dreams
Relationship between Executive functioning (self regulation, monitor) to mathematics achievement (Clark et al 2013)
- working memory/updating
- inhibition - unable to inhibit irrelevant information, ability to resist interference from competing responses and processes. Comparison with Passilunghi's work
- shifting/switching e.g. From addition to subtraction for checking
Updating seems to be the strongest predictor of math achievement (Lee et al 2012)
All inhibition and shifting tasks require working memory
Focus on factors that influence executive functioning
1. Anxiety - fears of negative evaluation, underestimate what the children have learnt, inhibitory control of attention, intervention predicted degree of anxiety reduction ie. deep breathing esp students students with high trait anxious students
2. Improving children's updating skills
3. Requirements of everyday tasks in the classroom
How to measure executive functioning?
Use of multiple measures to extract putter assessment skills?
How can we promote the development of executive functioning or horse we work around EF difficulties?
Interventions to improve working memory - Cogmed
Measure - WIAT maths fluency
Working memory training result in improvements in working memory capacity
Symposium 2
Towards a sustainable 21st century knowledge building pedagogy
Performative pedagogical practices (coverage, knowledge, transmission, reproduction) principally explain the character and success of singapore's classroom system
What is the claim of knowledge - truth or contestable?
3 dimensions of epistemic framing of instructional tasks critical:
1. Epistemic pluralism
2. Epistemic Focus
3. Epistemic Practices
Student achievement is function of multiple influences
Practice is related to he assessment regime
To improve the quality of teaching and learning
1. Lifting the ceiling
2. Reducing the range
3. Lifting the floor
KB pedagogy is equal if not greater than performative pedagogy
Range of different variables - students' background interact with the pedagogies
Singapore's performative pedagogy
1. Curriculum coverage - teacher prescription vs flexible options and some student choice throughout the curriculum, slow in-depth pedagogy vs comprehensive but fast pedagogy
2. Knowledge transmission - exponential growth in amount if knowledge, Mendel worked on Sarah's problem, knowledge building and knowledge verifying process, instructional tasks are crucial here-complex and engaging
3. High stakes assessment- promoting evidence-based practices? Appeal to empirical evidence holding teachers and schools accountable
4. Teaching is talking and learning is listening- authentic scaffolding is two-way and reciprocal, types of talk: exploratory; disputational and cumulative (Mercer)
5. Collective argumentation - working together to represent ideas
6. Expanding types of talk: rational argument and logis, playful and creative talk, story-telling and narrative to build connections between context
7. Task - teacher interpretation of tasks crucial- PCK mediated
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