Webpage: go.gov.sg/wzgeogbyob2022
Attended:
Hillgrove Sec School - A Differentiated Approach to Deepening Students’ Understanding of Content Knowledge -Creating Content-based Products Using ICT tools
Dunearn Sec School - Using Blended Learning for T&L of skills required for Response to Geographical Issue (RGI)
Hillgrove Sec School - A Differentiated Approach to Deepening Students’ Understanding of Content Knowledge -Creating Content-based Products Using ICT tools
Reflection:
This activity appears to be a form of DI in terms of product, where students either create a kahoot quiz or come up with a crossword puzzle in order to demonstrate their understanding of the risks and benefits of living near volcanoes. The presenter shared that through this activity, she saw that the students took greater ownership of their learning as they were more involved in the learning process (by coming up with the digital products for AfL and consolidation).
What I wonder about would be the effectiveness of creating these digital products in helping students give detailed explanations and examples for their LDQ (last activity for demonstration of learning), since this would require the organisation of information in a more coherent step-by-step manner. I also assume, in the context of a kahoot quiz, that it may be difficult to insert detailed examples as options given the nature of the platform.
Dunearn Sec School - Using Blended Learning for T&L of skills required for Response to Geographical Issue (RGI)
Reflection:
This sharing was a good reminder of the value of introducing a 'frame' or a set of criteria as scaffolds for students to evaluate effectiveness of strategies (something that I find myself neglecting when it comes to lower secondary classes). This could be in terms of: cost, speed, ease of implementation, or even the use of geographical concepts (e.g. scale of impact). In this case, the team went with the diamond ranking strategy.
The presenter also shared about one challenge they faced, where the majority of the students did not show sufficient evidence of transference of learning in both their individual and group responses. This is especially so for lower-readiness learners.
What I appreciated about this study is how students' responses were studied thoroughly. Note to self: there is a lot to be gained by looking at students' learning data and responding to them. (Important for future consideration when modifying resources!)
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