Tuesday, May 14, 2013

Doing "Corrections"

Doing correctons - reviewing one's work and correcting one's mistakes - is a common practice in Singapore schools. But do teachers often get students to do exactly those things? Are students simply taking doen the correct answers without reviewing their work and correcting their previous errors?

Many teachers I observed get students to put the correct response in (                 ) near the incorrect response. 

To inculcate independence, I may want to make it part of the students' habit of mind that each time we write (                 ), we will try our best to get the right answer, ourselves.

I definitely do not want students to develop the habit of waiting for the teacher to provide a correct answer.

At the end of this, say, 20-minute segment, I will put up copies of the correct answers at the back of the room for students to self-check and write down the correct answers, if theirs is still wrong.

That is done in the same amount of time as a teacher dishing out correct answers and providing ad-hoc, impromptu explanation.

This strategy provides them with a second chance to do the task and, at the same time, the correct answers still get copied down for future reference. 

Thursday, December 30, 2010

Lesson Study at Pathlight

2011 is coming and Pathlight School is ready to begin to use lesson study as a PLC tool.

Yesterday, all the teachers were given a briefing on the implementation of lesson study as a professional development tool. Previously, they have been given an overview on PLC and lesson study.

Today, I met briefly with the primary five mathematics PLC to get them started on the lesson study process. Next week, they will begin the lesson planning meeting. In this meeting, the team set their professional learning goal and selected the unit in which the research lesson will take place.

Next week, the team will look at how the textbooks deal with the unit they have selected.

Thursday, October 14, 2010

The Idea of a Scaffold

According to Greenfield (1999),
"The scaffold, as it is known in building construction, has five characteristics: it provides a support; it functions as a tool; it extends the range of the worker; it allows a worker to accomplish a task not otherwise possible; and it is used to selectively aid the worker where needed. (p. 118)"

Sunday, September 12, 2010

Three Big Ideas in PLC

This article in Educational Leadership (2004) by Richard DuFour is a useful introduction to PLC. In 2009, 51 schools in Singapore were on a pilot project for PLC schools. In 2010, the numbers doubled. By 2012, all Singapore schools should be PLC schools.

See the link on the right for the full article.

Briefly, the three big ideas in PLC are (1) to focus on student learning (2) to develop a culture of collaboration and (3) to focus on results.