Tuesday, September 11, 2012

APEC - Tsukuba International Conference 2013

APEC - Tsukuba International Conference VII will be held from 13 February to 16th February with the 17th February dedicated to 140th Anniversary of Lesson Study in Japan.

The international conference is based on the theme of Innovation of Mathematics Education through Lesson Study: From Mathematics Education to Emergency Preparedness Education . The theme for 2012 was the same with a focus on earthquake and tsunami.

Participants will learn how to use real-life situations for mathematical modelling and applications. They will also learn how to integrate emergency preparedness education (in Singapore, this is part of National Education) with the teaching of mathematics and science.

More interestingly, participants will join Japanese teachers in a lesson study open house where they will get to see how lesson study is done in Japan.

The 140th Anniversary celebrations may offer further professional learning for the participants.

During this conference, the APEC lesson study specialists (who are mostly mathematics educators) will deliberate on the project they will implement in their respective countries. There will be some inputs from experts on floods, typhoon and tornado.

Schools in Singapore that are interetsed to send teachers to the conference, please contact yeapbanhar@gmail so that he can reserve places for you with the organizers. For participants from other countries, plase contact your respective country specialists - or you can also drop me a note if you do not know who they are.

In previous editions, several schools and officers from MOE have attend this conference with our specialists. Tsukuba University will help reserve the hotel (at slightly less than Y6000 per night). Please see http://www.criced.tsukuba.ac.jp/math/apec/apec2013/Accommodation%20and%20Transportation.pdf

You will make your own travel arrangements. Details will be available nearer the conference dates. Conference fee is waived but there is a small fee for participation in the lesson study open house (it was Y2000 the last time).

The conference fee is about Y10,000 which includes lunch.

Registration with iwakuni.sawa.ge@un.tsukuba.ac.jp

Sunday, September 9, 2012

WALS 2013 First Announcement

Christine Lee (NIE) sent this message:

I am really pleased to announce that WALS2013 will be held at University of Gothenburg, Sweden.

Our Council member, Mona Holmqvist, is the Chair of the Local Organizing Committee. Work for this conference has already started. We want to thank our Swedish colleagues for hosting the next conference.

Please keep these dates free and join us at WALS2013 in Sweden

5 September         Expert Seminar
6-8 September      Main Conference
9 September         School visit

The theme of the conference is "Teachers as Researchers".

APEC - Khon Kaen International Symposium 2012

Please see this blog for details.

The next meeting is in Japan in February 2013. This year it was 14-18 Feb 2012. It should be around the same dates for 2013. Singapore schools that are interested to attend the meeting with Yeap Ban Har, please contact him at yeapbanhar@gmail.com by January 2013.

Open Lesson at the Symposium
The first three keynote lectures were common to both APEC - Khon Kaen International Symposium and International Conference on Educational Research. In Keynote Lecture 4, Shizumi Shimizu shared the Japanese curriculum (the latest one was introduced in 2008) (also called course of study).

Mathematical activities are defined as related to mathematics, and able to engage students willingly and purposefully. In Japan, mathematical activities are perceived as as aims as well as methods. It is also included in the strands as content - emphasizing the centrality of activities in the learning process. In Singapore 2013 curriculum, the same thinking is evident. Learning experiences (similar to mathematical activities) are now included in the content strands to emphasize its importance.

Types of Activities are of three types (1) Creating mathematics
(2) Using mathematics (3) Communicating mathematics

At the heart of learning mathematics is for students to do mathematics independently.

Mathematical Activities in Japanese Classroom

The speaker discussed mathematical proficiency for a greater part of the lecture and shows Japanese students' performance on test items from National Survey.

This lecture is useful for schools to think about when constructing their research theme for lesson study.

He also describes a typical problem-solving approach in the Japanese classroom and shares some attractive activities that Japanese teachers may use.

A Mathematics Class in Fukushima Prefecture

Wednesday, August 29, 2012

Thursday, May 3, 2012

Kong Hwa School

Primary Three Professional Learning Team has its lesson revision meeting with me today. They are on MCI Lesson Study Programme. Previously, I have met them for lesson planning meetings, research lesson, post-lesson discussion and, today, lesson plan revision. They use the one hour they have each week (Thursday 0830-0930) to do their lesson study. Their research theme is to engage students in learning. After the research lesson and reflecting upon it for several weeks, the team arrived at two main focus to revise their lesson plan. (1) How to revise the lesson so that students are more engaged in the sense that they are more independent? (2) How to revise the lessons for high ability students so that they are engaged in the sense that they are more reflective and able to communicate their thinking processes? Some possible ways to revise the lesson plan includes (a) to use technology in a more authentic way, harnessing on wireless technology for students to share solutions efficiently and for students to be doing more (rather than teacher demonstration) (b) to create corners where students go to get 'help' when they are stuck and 'extension' when they have solved the required task (to borrow an idea seen at Nanyang Primary School) (c) to use journal / notebook for students to organise their ideas and those of their classmates

Monday, April 23, 2012

First Toa Payoh Secondary School

The mathematics lesson study team did their research lesson today - the research theme is developing resilient behaviours and engaged learning. The post-lesson discussion threw up how engagement and resilience look like in a mathematics lessons. The discussion also centred around how to nurture such behaviours. The discussion concluded with the team members being urged to study students fundamental behaviours that may impact on engagement - for examples, students were observed to be logical (although unconventional) in their responses (a plus point) and they were seen to be not confident of their own thinking and often attribute their correct responses to 'being lucky' (a negative point). It seems that the following processes in learning have potential in engaging students in positive ways - (1) visuals (and some suggested hands-on manipulatives) (2) conversation-style lessons (3) ...

Thursday, April 19, 2012

2012 Eleventh Annual Lesson Study Conference
Using Level 3 teaching to cultivate the mathematical practices
of the Common Core State Standards
Thursday – Friday, May 3 & 4, 2011
Prieto Math and Science Academy
2231 N. Central, Chicago, IL

CPDUs will be available for Illinois teachers

At the 2011 Chicago Lesson Study Conference, we presented the concept of Level 3 teaching, in which the teacher creates circumstances that lead students to discover important ideas for themselves. This kind of teaching naturally cultivates many of the mathematical practices called for in the Common Core State Standards. But what does that kind of teaching look like, and how can lesson study help teachers progress towards it?
This year’s Chicago Lesson Study Conference will feature speakers and, of course, live research lessons to foster discussion among participants around the challenge of implementing the Mathematical Practices of the Common Core State Standards.

Featured Presentations
Cultivating Mathematical Practices in a Community of All Mathematics Teachers
Sybilla Beckmann, Department of Mathematics, University of Georgia; member of the mathematics writing team for the Common Core State Standards for Mathematics.
Differences in how level 1, level 2, and level 3 teachers use a textbook
Akihiko Takahashi, Department of Teacher Education, DePaul University, Illinois
Japanese bansho: Using the blackboard effectively to support the mathematical practices
Makoto Yoshida, William Paterson University, New Jersey
Using Lesson Study to Cultivate and Spread Mathematical Practices
Catherine Lewis, School of Education, Mills College, California
Lesson study and Race to the Top: Report from Florida
Lance King, Learning Systems Institute, Florida State University, Florida
Research Lessons
There will be four research lessons: 2nd grade mathematics, 4th grade mathematics (2 lessons), and 8/9th grade algebra.

Lesson study is a collaborative process, so we encourage registration of teams of at least 3 persons.
Special support is available for Chicago Public School teachers and CTU members! See the web site for details.
$280 per person for teams of 3 or more
$310 per person otherwise
Registration includes breakfast, lunch, and refreshments each day.

Register and find more information on-line at the Chicago Lesson Study Group website:

Friday, March 16, 2012

First Toa Payoh Secondary and Anglo Chinese Junior College

In a lesson planning meetings, the following is often discussed:

(a) Clarification fo the Research Theme
(b) The Teaching Task(s) and The Approach to be Used in Research Lesson
(c) The Anticipated Responses & Teacher Actions Related to Students' Responses
(d) Preparing Lesson Study Team Members for the research lessons

This entry discusses the first point - clarification of research theme.

During one of the earlier lesson planning meeting, lesson study team should talk more about the research theme.

In the case of FTPS, the team has identified developing resilience as its research theme. The facilitator asked the theme what they hope to see in their students and what are the existing difficulties they often have.

Two things surfaced - students often do not have the confidence to handle complex tasks. They sometime give up even before trying. Thus, being resilient means to develop the confidence to give an apparently complex task a go. This means students must be made to realize that they can succeed at a task and they must be given strategies to do so.

The other thing is that team members wanted students to be able to recover from mistakes and have alternate methods to handle complex tasks. This is an important trait as students often make mistakes or reach roadblocks when they attempt complex tasks. This is the other facet of being resilient that was discussed.

Thus, the FTPS mathematics lesson study team wanted to study how to develop two resilient traits - being confident when faced with a complex task and being able to recover from obstacles in handling complex tasks.

In the case of ACJC physics team, they started off wanting to do a lesson study on a strategy - whiteboarding. The school also has independent learning as its goals for the various PLCs.

The facilitation process allows the team to bring their goal to a higher level.

From a level one goal to study a strategy (in this case, whiteboarding), the process allowed the team to move to level two goal i.e. how to help students visualize concepts in circular motion (to move in a circular path, a particle must experience a resultant force) in a real physical situation. Eventually their research theme became, to help students use critical, self questioning to connect abstract concepts with events / phenomena in the real world. We referred to this during the meeting as the third level goal. The first level goal is tied to a strategy. The second level goal is still tied to a topic. The third level goal could be use in any topic or any subject.

I spent a enriching day with both teams. In the case of FTPS, the other subject teams were present as well. In the case of ACJC, a lead teacher in economics joined our discussing. I had to dig my A-Level Physics out of the woods to facilitate the discussion. Although the FTPS team deals with a subject I am familiar with (mathematics), the questions raised by the science teams and mother tongue languages helped me think more about subjects that I do not usually deal with.

I will write an entry on teaching of vocabulary in the learning of mother tongue languages soon.

Thursday, March 1, 2012

Kong Hwa School Lesson Study on Mathematics

Kong Hwa School Primary Three Professional Learning Team used their one hour time-tabled time (TTT) to discuss the anchor tasks in their lesson plan.

The anchor tasks decided at today's meeting is:
Tom had some sweets. Jerry had 5 more sweets than Tom. Later, Tom gave 2 sweets to Jerry.

Possible questions: Who had more sweets in the end? How many more?

Key considerations in subsequent TTTs before the research lesson includes:
In using bar models, students have learn to use a bar to represent known quantities. The use of a bar to represent unknown is new to these students. Models can be used to represent comparison situation (not new) and change situation (new). The team should examine the selected tasks in the lesson so that students have ample opportunities to engage with ideas new to them.

The team should also discuss how to increase the chance of students engaging with critical ideas and behaviours that the lesson is designed for i.e. to engage with problem-solving behaviours that would eventuate in successful independent problem solving.

A week before the research lesson, I will write an entry to prepare the team as to what they should look out for in the research lesson.

Monday, February 27, 2012

First Toa Payoh Secondary School

The school embarks on MCI Lesson Study Programme with this overview lecture.

Monday, February 13, 2012

Assumption English School - Structure of Lesson Planning Meeting

Gallery participants get to have a glimpse into the types of lesson study discussion that can take place during TTT.

We discussed how the main parts of the lesson have or not, the potential to engage students. In particular, we tried to identify features of a ask that can engage students. The team came up with tasks that have an element of mystery, tasks that have the ability to give students with a sense of achiement and satisfaction, and tasks that a accessible to all.

We also prepare observers for the research lesson. We set up 'hypothesis'. We should attempt to look out for evidence of engagement, and catalysts of engagement.

We also discussed common practice in mathematics teaching - use of worksheet etc- and critically question if some of these common practices an derail our efforts to engage students .

Thursday, February 9, 2012

Kong Hwa School - Beginning the Lesson Planning Process

The professional learning team comprising primary three teachers met with me today to begin their lesson planning. The school's research theme is engaging students. The team has decided to focus on a unit on word problem solving involving addition and subtraction. By the time this unit is taught, students would have completed addition and subtraction entirely as well as all the basic multiplication facts 1x1 to 9x9.

In this meeting I model the lesson planning meeting discussion. Today we elect the first part of the lesson where the team decides to use concrete materials to role play the situation embedded in the word problem. The team has identified the target task and will construct a simpler version of the target task for use in the first part of the lesson.

The discussion structure is as follow:

1. Get the team to segment the entire lesson and focus on the part to be discussed in this hour. Today the focus in on using concrete materials to model the situation in a word problem.

2. Have team members discussed why this act-it-out strategy has a potential in engaging students. What are the features of such a strategy that has potential in engaging students?

Four features were raised by the team

a. "easy to handle" - tasks that are easy to access has a potential to engage ( especially ) students aversed to word problems. During the research lesson teachers may want to see for themselves the effects of the introductory task on student engagement.

b. "could try and try" - will this have a potential to engage students in making repeated attempts at a complex tasks?

c. "includes elements of comprehension" - could this way of introducing the task makes students more comfortable in trying to understand the tasks.

d. "provide opportune for students to make connections"

I am interested to see during the research lesson how this way of introducing complex word problems engage students in making sense of the meaning of the situation in the problem. What is the role of the act-it-out situations in helping students engage with the situation n the problem to enhance their understanding of the problem?

Monday, January 30, 2012

Research Lesson on Graphs of Linear Functions

A group of teachers in Kranji Secondary School, as part of Ministry of Education Partner Schools Programme, are exploring ways to make the 21st Century Competencies a reality in the classroom.

Yesterday, I had the good fortune to facilitate a post-lesson discussion for a mathematics lesson on graphs of linear functions.

The lesson was to use technology to help students learn how a linear graph changes as the values of m and of c in y = mx + c change.

I learn something through my observations. I would like to share two of them here. I also learn many things by listening to teachers who shared their observations. Again, I will share two of them here.

Observation 1: Language. The six boys I observed used word like "goes upwards" and "tilt" to describe the graph. Three of them described the graph as "moves upwards". Even the more careful student wrote "when looked from left to right, slants upwards". I learn that students tend to be at a decriptive level in the learning of graphs. If they stay at this level, the main purpose of learning graphs is lost. We learn graphs so that we have a good way to represent relationships between quantities - so that we are able to make predictions or generalizations, among other things. Why didn't any of these students use language that are indicative of their appreciation that it is about relationships? I wonder if any students said or wrote when x increases, y increases when they describe a graph of y = mx + c when m > 0?

Reflecting on the I See.I Think. I Wonder. tool, the use of language indicates that the six students are at I See. Can a teacher move them to the next level by asking: Why do you think the shape of the graph is such?

I wonder how the graph looks like if the value of c increases / decreases / remain unchanged but the value of m becomes positive.

Note to self: Try to learn in oter research lessons if consistent use of a thinking routine such as I See. I Think. I Wonder. will affect students' use of language which is reflective of their level of understanding.

Observation 2: Technology. I was surprised that 14-year olds who are so adept at figuring out all things technological took some time to figure out a fairly straight forward software such as the graphing software they were using.

I See students struggling to figure out a relatively simple software. I Think this is unusual given that I have seen many kids and definitely teenagers capable of figuring out things on a cell phone or on a laptop screen. I Think too much instructions on how to use the software can be not a good thing. I Wonder if it is sufficient have the students open the software and tell them, please show the graph of y = 2x + 1 using the software; go figure out.

What I Learn by Listening to Other Observers (1) The class was entire engaged but even when some student is interested to pursue a point further, the partner was not entirely interested. Even when two students had contradicting findings, they were happy to let it go without questioning their findings. I learnt after listening to three observations that as a teacher I need to distinguish between superficial engagement and deep engagement.

(2) One observer was wondering about what if we use a "more progressive" worksheet. Combining what she shared and my own observation, I learn the limitation of the use of a standard worksheets in a 21st CC classroom.

I am interested what she envision a "more progressive" worksheet would look like.

What would I do if I were to teach the same lesson? I would start by asking the students to log on to Ace Learning and go to I.Tools. I would then say go figure out with the help of your partner how to show the graph of y = x + 2. Now, what if you change the value of the coefficient of x (the number in front of x) to other positive values? What do you see? Why? I wonder what happens if the coefficient of x is negative. What do you see? Why is the value of y decreasing when the value of x goes up?

Now work with your friends to (1) see what happens when the value of the constant changes (2) think of an explanation for what you see.

To conclude the lesson, I wonder why the graphs are always straight lines in this lesson. I wonder how the values of y changes when the value of x increases if it is not y = x + 1 but instead it is y = x^2 + 1 that is what if the x is now the square of x? I wonder what will happen? Is it right? Someone says the value of y increases more for the same increase in x. Can you show using the graph.

I wonder what happen if the equation is y = 2^x + 1?

Thursday, January 19, 2012

Kranji Secondary School

Kranji Secondary School is one of Ministry of Education Partner Schools on implementing the 21st Century Competencies initiative. Together with Dunman Secondary School, they are helping teachers develop the knowledge necessary for such transformational learning. Both schools are in Marshall Cavendish Institute's newly-crafted programme that combines workshop-style learning (familiar to Singapore teachers) with authentic setting professional learning (fairly new in Singapore). If we want teachers to be facilitators, they themselves should be familiar with this style of learning. Most of us, as students, would have rare opportunities to learn with teachers who are facilitators. I am glad these schools have sort of feel that lesson study - where teachers learn through facilitation - should be blended with workshop-style professional learning.

The research theme, or learning goal, for the teachers is to develop confident learners with high achievement. The first meeting in which teachers studied two lesson plans in English Language and Mathematics for Secondary 2 written by their colleagues.

The goal is to prepare teachers to be able to have an image of desired behaviours in such classrooms. What do I hope teachers gained from the session? I hope they re-think about what is commonly practised now and how we can enhance student learning. We spoke about the use of an anchor task to get to deep thinking- too may little tasks tend to get students to be engaged at superficial levels. We spoke about teaching at metacognitive level as opposed to at cognitive level - teach to make good thinking a habit.

The English lesson is on persuasive language and the mathematics lesson is on linear graphs.

Students will learn to identify use of language in different ways as they explore videos of advertisements. Students should learn how advertisement persuade us by playing on our emotions, how it prey on our beliefs and how it appeal to our logic. The plan calls for using numbered heads. I wonder if thinking routines can be used in a more substantial way.

In mathematics, students learn to see how the coefficient of x and the constant affect the appearance of the graphs. Students explore the graphs of different linear functions on a software. The plan did not explicitly identify a thinking routine. I wonder if see-think-wonder can be used here and regularly in other mathematics lesson.

Both lessons have great potential - one main task, collaboration, tehnology. I wondered aloud if the teachers may unwittingly introduced 'contaminants' by planning or doing too much in a way that students will be distracting from deep thinking and busy themselves completing what is expected. Both lessons have one main tasks, but I have seen too many such great plans fell through because we are not aware the need to keep the task lean so that students can get to the depths of thinking about the core goal (persuasive language elements, two main factors influencing a linear function).

I also wondered aloud if both lessons have been planned and later will be delivered with the main aim of having students develop enduring qualities i.e.. those beyond content.

Monday, January 16, 2012

Hiroshima International Conference

Hiroshima International Conference 26th – 28th January 2012, Hiroshima Japan

Organized by Graduate School of Education, Hiroshima University and funded by Ministry of Education in Japan. We would like to thank Ministry of Education japan for funding the trip for our six Singapore educators which is led by a teacher trainer, Peggy Foo (from Marshall Cavendish Institute). Team members include science and mathematics teachers from government schools and one special school.

Chair: Koyama Masataka (Professor of mathematics education)
Vice-chair: Isozaki Tetsuo (Professor of science education)

Conference Theme
Lesson Study in Science and Mathematics
Four East Asian Nations International Conference on Improving Mathematics and Science Teachers’ Teaching Competency by Lesson Study

Objective and Aim
The objective of this conference is to share and discuss ideas for improving the teaching and learning of mathematics and science at lower secondary school level (age 13 – 15 in Japan) in order to develop students’ thinking and representing ability in mathematics and science. At the same time, this conference aims to raise awareness among the mathematics and science educators and researchers on the role of Lesson Study for teacher professional development in their teaching career.
We want to share the state-of-the-art of Lesson Study of mathematics and science at lower secondary school level in four Asian countries of China, Korea, Singapore and Japan, and to discuss issues and challenges related to the teacher professional development through Lesson Study of mathematics and science in these countries.

China: Wang Xiaoqin, Pan Sudong, Jing Zejin, Qui Yecheng, Xu Ping, Liu Da,
Shi Jun, and Zhang Renli
Korea: Kim Beom-ki, Lew Hee-chan, Kim Tae Sun, Lee Jaechon, Park Jae Hwan,
Kim Won Jung, Kim Jung Hee, and Cho Young Chang
Singapore: Peggy Foo Pei Chie, Lim Eik Kheng, Soh Poh Suan, Poh Yong Beng,
Seow Jun Jie, and Vanessa Neranjani d/o Muhundan
Japan: Ohtaka Izumi and Fujii Toshiakira

Day 1 Thursday 26 JAN: Registration, Opening Meeting, School Visit,Sightseeing, and Welcome Dinner

10:00~11:00 Registration
11:00~12:00 Opening Meeting
12:00~13:00 Lunch
13:00~13:30 Bus from Mielparque to Hiroshima Higashihara Junior School

Hiroshima Higashihara Junior School
13:30~15:00 School Visit to observe mathematics/science lesson followed by short discussion

15:40~15:50 Boat from Miyajima-guchi to Miyajima Island

Miyajima Island
15:50~17:30 Sightseeing in Miyajima Island
17:30~18:00 Boat from Miyajima Island to Aki Grand Hotel

Aki Grand Hotel
18:00~20:00 Welcome Dinner

Day 2
Friday 27 JAN: School Visit and Workshop

8:00~9:30 Bus from Mielparque to H. U. Attached Fukuyama Junior School

Hiroshima University Attached Fukuyama Junior School
9:30~11:00 School Visit to observe mathematics and science lessons
9:30~10:00 Pre-session
10:00~11:00 Lesson Observation

11:00~11:30 Bus from the school to Fukuyama New Castle Hotel

Fukuyama New Castle Hotel
11:30~12:30 Lunch (Restaurant)

13:00~16:30 Workshop in Two Groups Mathematics Group Moderator: Koyama Masataka Science Group Moderator: Isozaki Tetsuo
13:00~14:30 Lessons from China, Korea, and Singapore
Shi Jun (China)
Kim Jung Hee (Korea)
Lim Eik Kheng (Singapore)
Zhang Renli (China)
Kim Won Jung (Korea)
Vanessa Neranjani d/o Muhundan (Singapore)

14:40~16:00 Discussion and Sharing Ideas for Improving Lessons
16:00~16:30 Summary

Day 3
Saturday 28 JAN: Symposium on Lesson Study and Reception

7:00~7:45 Breakfast (Mielparque)
8:00~8:30 Walk from Mielparque Hiroshima International Conference Center

Hiroshima International Conference Center (HICC)
9:00~17:00 Symposium on Lesson Study

9:00~91:00 Opening Session
9:10~10:00 Plenary Lecture
Kiyohara Yoich (Japan Ministry of Education)
Strategies for mathematics and science education in Japan
10:15~13:15  Symposium on Theme 1 (Science Education)
Improving Science Teachers’ Teaching Competency by Lesson Study: A critical analysis of lessons for improving students’ PISA Science Literacy
Moderator: Isozaki Tetsuo (Japan)
Ohtaka Izumi (Japan)
Pan Sudong (China)
Kim Beom-ki (Korea)
Poh Yong Beng (Singapore)

14:00~17:00  Symposium on Theme 2 (Mathematics Education)
Improving Mathematics Teachers’ Teaching Competency by Lesson Study: A critical analysis of lessons for improving students’ PISA Mathematics Literacy
Moderator: Koyama Masataka (Japan)
Fujii Toshiakira (Japan)
Wang Xiaoqin (China)
Lew Hee-chan (Korea)
Peggy Foo Pei Chie (Singapore)

Lesson Study Meeting at Assumption English School

The school employs the gallery method where all the other learning teams observe the mathematics learning team do their lesson study meeting. In the MCI Lesson Study Porgramme, our lecturers model the facilitation process for critical meeting. This is the firts critical meeting when the learning team have met to craft their research theme and are about to embark on selecting the unit / lesson to be studied.

In such a meeting, facilitators should help team members build mental models of their object of study. For example, the learning team has identified their research theme to be "engaging students in mathematics learning" which is based on the school's focus on engaged learning. In the meeting, the facilitator asked various team members to share what they expect engagement to look like. In the end, the various mental models are either a process-type image of student engagement (e.g. to be able to see where is the starting point to learn algebra and where the ending pint is - perhaps academically weak students are not engaged because their starting pint is so removed from where teachers typically start) or prodict-type image (e.g. engagement as reflected by achievement scores.

In this meeting, facilitators should also help team members prepare for subsequent lesson planning meetings. For example, there are at least a few directions the team may take. (1) using real-life situations to engage students (2) using model drawing to engage students (the textbook also suggests this approach) (3) using the CPA vApproach that Singapore tecahers are familiar with (4) using counter-examples to engage students.

A team member also alerted the team to the PETALS Framework that Singapore teachers already have when thinking about engaged learning.

Thursday, January 12, 2012

Introduction to Lesson Study

For the relevant readings, please see the previous blog entry.

Tampinese Junior College and Nanyang Primary School.