The Connected Classroom

-
Remark: Combine 9 and 61

IdEa@work 9: The Connected Classroom
Name of Team
The Connected Classroom
Title of Project
The Connected Classroom
Facilitator
Chua Cheng Chye
Team Leader
Sandra Teng
Secretary
Gloria Teng
Members
Ong Lee Hua
Mark Shone
Zhang Ronghua
Lim Cheng Puay (semester 1)
Sia Bee Leng (semester 1)
Sheena Cheong (semester 2)
Vivien Tok (semester 2)
Sharon Lee (adjunct member)
Chia Hui Ping (adjunct member)
Foo Soo Ling (advisor)
Agnes Ng (advisor)
Initiated on (date)
2 January 2015
Completion date
(November 2016)
Objectives/Targets
To make visible the connections:
(a) between disciplines,
(b) between content knowledge/skills and personal growth,
(c) to real-world applications
through more exploratory learning.
Implementation Process
June-Dec 2014
1.   EMPATHY: sharing of concerns about student learning and engagement with the Principal

2.   DEFINE: forming of team (like-minded teachers) sharing of exploratory learning, applied learning, interdisciplinary curriculum, drafting of vision


3.   IDEATE: team meetings to imagine possibilities, calibrate understanding

4.   PROTOTYPE: redefine assessment weighting, reorganize syllabus, craft connected units of work, input and approval from HODs

5.   TEST: (Dec 2014) Option to be in TCC opened to incoming Sec 1 students during registration. Sorting of application, assigning of classes.
      (Jan 2015) Roll out to three classes.
      (Oct 2015) Ritchhart’s Cultures of Thinking Student Perception Survey done. Pending analysis and results.
Extent of Improvement/
Targets met
Students:
·       Completed three Connected Units of work
·       Completed Maker module in Thinker-Maker Programme
·       Took two field trips
·       Started a personal TCC journal and e-Portfolio

Teachers:
·       Worked collaboratively across departments
·       Had on-going professional development through and during team meetings

Parents:
·       Invited to iPad workshop
·       Two separate PTM
IdEa@work 61: 中学华文的跨学科教学实践
Name of Team
TCC
Title of Project
中学华文的跨学科教学实践
Facilitator
张荣华
Team Leader
Teng Chin Yang Sandra
Secretary

Members
Teng Sze Ting Gloria，Mark Oliver Shone，Ong Lee Hua，Sheena Cheong，tok hwee pheng vivien
Initiated on (date)
November 2014
Completion date
November 2015
Objectives/Targets
·让学生建立不同学科之间的关联
·让学生体验学科与现实生活的联系
·给予学生机会展开高层次思维。
·给学生更多学习自主权

基于以上TCC的课程概念，本教学革新力求使华文教学在以上四个方面得以实现，同时：

·保证基本的语言训练
·拓展教学的广度和深度
·打破华文与其他学科的思维隔阂
·肯定创造的重要性
Implementation Process












1. 在课堂教学中融入多学科多元学习内容。







例如在进行《四月的维也纳》一课教学时，为让学生熟悉维也纳，将学生分成小组，然后以地理、历史、人物、艺术、经济、政治、民俗文化7个角度，让学生当堂上网进行资料的收集与整合，并进行分享，使华文课的教学突破了课程内容本身的限制，并与其他科目的学习进行了结合。

2. 提供具有跨学科探索性研习作业，以多元、开放、实效为原则，促进学生多角度、多语言的的思考与分析。

（1）故事缩写（一篇）将《野性的呼唤》缩写成为一篇500-1000字的短文。（可参考阅读《野性的呼唤》的英文原版）（与英文学科的合作）


（2）设计三份阅读报告，其中一份强调学生将书中内容与自己现实生活进行结合并加以分析，另一份以阅读英文必读书目为前提，指导学生运用华文去分析、比较书中的内容与内涵（与英文学科的合作）。

（3）设计三项跨学科口语分享作业。
  - 我的国家地理
  （收集你的旅行经历，运用你地理课所学的内容，分享你的发现，关键词：地理）
  - 科学的原理
   （分析你所学过的科学原理/科学实验过程/科学饲养过程等，从以上研究中所获得的领悟等，分享从科学中所获得的人文发现，关键词：科学）
  - 音乐中的故事
  (找一首歌曲（华语）,为这首歌曲编写一个动人的故事,将这个故事讲给大家听。关键词：音乐与词)

(4) 设计两项跨生活与艺术的演说课题。
  - 演说1：确定一个主题，以自己的经历为基础，分享你的经验、看法。
  - 演说2：选择一部电影，以电影内容为基础，分享你观看这部电影后的评论、感想。

3. 进行具备基准性、目标性、操作性、全面性多元评估。
   针对以上活动，设计具有针对性的评估量表，特别是增加跨学科应用方面的评估。例如以下是其中一份评估量表：
















 

































4. 其他跨学科思维、实践的训练与练习。
   （1）关于“英雄”的辩论与“我的英雄”。
    （2）新加坡人的故事（小说/剧本/散文/新闻）（与英文学科的合作）
    （3）全球暖化问题（写一封开放性电邮）（与TCC CU3单元学习配合）
Extent of Improvement/
Targets met
1. 学生基础华文知识、能力获得保证，从年底考试成绩来看，学生表现良好。

2. 学生已初步具备跨学生学习意识，能主动进行多元角度的思维，而非限于某一学科的领域。

3. 学生不仅开始打通华文与英文在语言表达层面上的隔阂，更可贵的是，学生开始脱离语言差异的限制，能意识到虽然语言有着某种差异，但在不同语言背景下的事物具有共性，学生开始乐意在不同语言背景下能将华文与英文的内容进行统合的思考，而非割裂的思考。

4. 学生虽然进行的是华文学习，但通过TCC华文跨科教学，学生学习的广度与深度都有明显提升，不论从思维能力及语言应用能力，都有很大进步。

5. TCC华文跨科教学使得学生的潜能获得更好地发掘，有更多发展的空间与机会。

Comments

Post a Comment

Popular posts from this blog

School Video

-
Image
Department/Committee/Team : Relations & Heritage Committee and NYAV Leader(s):  Deline Victoria Soh Member(s):  Mark Tan , Mark Shone, Ms Siau Initiated On : 11/30/2023 Completed On:  7/4/2024 1. What was the current need/gap that you were addressing? Our corporate video was very outdated and no longer relevant. 2. How had it been experimented and enacted? Instead of getting a professional vendor to produce the video, Principal challenged me to take it as a student-led project. After giving it much thought, given our students' talent and passion, I decided to take on the challenge despite the tight deadline and likely lack of certain resources or expertise. After getting Mark Shone and Mark Tan on board, they discussed with NYAV students who took on the task valiantly. Along the way, we had to make many edits to improve the production. But it truly exemplified the power of me as each of us had to learn on the go, and used our time management skills, and co...
Read more

NYConnect Parents Newsletter

-
Image
Department/Committee/Team: Relations and Heritage Committee Leader(s): Deline and Debi Member(s): Hwee Yanne 1.  What was the current need/gap that you were addressing? Parents have always voiced their interest to know more about what their daughters are experiencing in school and how they can play a more critical role in their growth and development throughout their schooling years. For our SEM 1.3, parents are our partners in nurturing our girls’ well-being and learning, and we want to give parents a comprehensive one-stop repository of information. 2.  How had it been experimented and enacted? The online newsletter, NYConnect, has emerged as a platform in fostering strong partnerships between the school and parents. Designed to be a one-stop repository of positive parenting resources, NYConnect has enhanced communication and supported NYGH parents in their journey to nurture their daughters. NYConnect is dedicated to equipping parents with tools and strategies to deepen ...
Read more

NYGH GCP Pre-, During, Post-Trip Matters

-
Image
Department/Committee/Team : GCP Committee Leader(s) : Xue Lanfang, Mark Shone, Yeo Peck Hong Member(s) : Aloysius Foo, Cai Yifei, Zhou Jingwen, Thomas Law1. What was the current need/gap that you were addressing? 1.  What was the current need/gap that you were addressing? As GCP resumes after Covid, there are many areas we need to review and to refresh memory for the staff and students, so as to ensure meaningful and safe cross-cultural learning from all the trips. The Sec 2 and Sec 3 cohort trips were massive and involved a large number of staff, including EAS colleagues. Safety SOPs have been revised by MOE as well, to take into consideration new developments and trends all over the world, and to focus on developing students and teachers e21CC. Hence, there were needs for pre-trip briefings, talks, PD sessions, preparations for both staff and students. In addition, the resumption of such large skills also required the team to reestablish partnerships with our overseas partners a...
Read more