1. Different Perspectives
Example 1: 高级华文-课文24《水晶包》 (S2-01, 2011)Using the story as the background, students expressed their views on the characters in the story in the blog. By reading the postings from their classmates, they learnt how others could have perceived and thought differently, which encouraged them to examine issues from different perspectives.
Example 2:《逗号》第32期 《管不住的少年网》
With reference to an article (current issue), students were to express their viewpoints, scaffolded by questions that require them to look from the writer's/character's perspective before expressing their personal viewpoints.
Focusing on the current issue (i.e. the Singapore General Election 2011), students were to "attend" the rally (virtually or on-site) and put down their observation and reactions to the event.
Translated by Google Translate:
Question 1: What do you see in the events 'rally' is?
Question 2: What is the reaction of the audience at that time?
Question 3: What did you think when following the 'rally' is?
Question 4: What did you learn from the activity?
1. I see many people with the flags showing their support team there.
2. Reaction of the audience were amazed when they feel they are supporting a party that speaks.
3. I felt like I was the first in the 'rally' because it is the first time I went to 'rally' as such.
4. I have learned that we need to know about Singapore's political situation when we are young because if we do not know how to select the party what to disokongkan, we can select the one, and Singapore can be more severe
2. Picture Storytelling
In this practice, students were to analyse the scenario depicted in a given photo. Apart from describing what they saw in the picture, they were to talk about their personal response to the activity.
3. Building Collective Wisdom
In this learning activity, students were tasked to find out the origin/ history of their surname, an activity that probes for their roots. In the class, in some cases, more than one student shared the same surname. This allowed them to look at each others' findings and learn from the 'gaps' they missed in their findings. The activity also deepens their knowledge and understanding of the Chinese History.
4. Practising Oral Skills
Example 1: Reading SkillsDuring the eLearning week, students were given passages to practise their reading skills. They were also given the rubrics and were allowed to practise several times so that they could submit the most satisfactory piece of work (based on their understanding of the assessment requirement)
Examples:
Example 2: Oral Skills
In the Sec 1 Chinese class, guiding questions were given to students to scaffold their oral presentation, to analyse the given picture, hence systematically generate talking points.
Example: 口试话题一 (S1-02, 2011)
Example 3: Review and Sharing of Comic Book
In this learning activity, students are to identify one character in their favourite comic book and describe briefly why they like that character in a one-minute video clip. Using a rubric, they kept in mind their sharing would be assessed in areas like content, pronunciation and fluency of speech. They submitted their most satisfactory piece of work in the class Chinese Blog where they were assigned to provide feedback to their peers' work. Through the peer feedback session, they also learnt good practices from others; they also learnt what are some of the not-so-good practices to be avoided.
In this learning activity, students are to identify one character in their favourite comic book and describe briefly why they like that character in a one-minute video clip. Using a rubric, they kept in mind their sharing would be assessed in areas like content, pronunciation and fluency of speech. They submitted their most satisfactory piece of work in the class Chinese Blog where they were assigned to provide feedback to their peers' work. Through the peer feedback session, they also learnt good practices from others; they also learnt what are some of the not-so-good practices to be avoided.
- e.g. (a) 2012 S1-01: S1-01_沈峻佑_话说“漫画”
- e.g. (b) 2012 S1-01: S1-01文杰 话说‘漫画’
5. Seeking deeper understanding of one's thinking process
我和“思考”对话⋯⋯ (S2-03, 2011) In this lesson, the class was introduced "Paul's Wheel of Reasoning". Students were to reflect on how they think and what they understood by "Good Thinking".
