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Zoom (Rejoin at 5.15pm):
https://moe-singapore.zoom.us/j/83798453636
Meeting ID: 837 9845 3636
Passcode: CINLC2022

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1. Lee Lufang Charmian and Leong Yahui (West View Primary School): How the use of structured feedback Praise Question Polish can promote a positive learning environment while honing students' SEL competencies, namely relationship management

2. Carmen Chan (St. Andrew's Secondary School): Investigating SEL in a lower-secondary music FSBB classroom  through the creation of a music track for a chosen stimulus

3. Allen Losey and Welzl Valentin (Fengshan Primary School): How a pop band programme enhances social emotional learning (SEL) in at-risk primary school students

4. Ng Eng Kee (Paya Lebar Methodist Girls' School (Secondary)): How songwriting improves  students' mental well-being by developing  positive self-concept and regulating emotions

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https://forms.gle/URds6hFFmLyoDPNy6

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Venue: Online
Date(s)/Time: 14 Oct 2022, 1430hrs - 1730hrs The Critical Inquiry mini-symposium features presentations by CI NLC participants who have completed their projects. The theme for 2022 is ‘Imagining Possibilities in Changing Times’. The mini-symposium features presentations by members o…

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1) As you watch the presentations, please post your comments/questions under the specific presenters' columns. Please watch and post responses to at least 5 presentations.

2) Click on (+) to add a new comment/question, or (Add comment) to respond to an existing comment/question.

3) Please state your NAME and SCHOOL when posting. (See below for example)

4) Due to time constraints during the symposium, the presenters will respond to all questions by Fri, 21 Oct 5pm.

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Hi, Thank you for your presentation. I really enjoyed...I was wondering why...

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1. Claire Liu (Catholic High School): Improving the quality of student feedback in songwriting

2. Wong Ee-Vern Rena (St. Andrew's Junior School): Enabling and enhancing learning through ICT platforms with formative checklist as feedback

3. Tang-Chew Pei Xi (West Grove Primary School): How authentic assessments increase students' engagement and motivation

4. Chang Guangrong Titus (CHIJ Secondary School): Leaner-centred assessment Lower-Secondary Music

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1. She Ai Ling (Shuqun Primary School) and Goh Wan Yu (River Valley Primary School: How teachers and students experience tiered assignments at the lower primary level

2. Choy Yong En Carene and Tan Wei Da (South View Primary School): How tiered assignments in a differentiated classroom impact lesson effectiveness and students' engagement

3. Tan Yi Han and Iris Ang (Rivervale Primary School): The impact of differentiated assessment tasks on students' enjoyment and confidence in cajon performance

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1. Michael William Cartwright (Yio Chu Kang Secondary School): Enquiry-based composition project given real-world scenarios

2. Lee Hui Min Grace (Casuarina Primary School): How IBL strategies increase students' engagement in music lessons

3. Li Cong (Yangzheng Primary School): Engaging and motivating P6 students to learn and appreciate music from different cultures

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1. Alexandria Kirsten (Fernvale Primary School): Supporting two students with SEN in their musical learning

2. Toh Shi Min (Pasir Ris Primary School): Using the ecological framework and UDL framework to increase the engagement of lower primary pupils with SEN in instrumental playing

3. Sabrina Tan (St. Gabriel's Primary School): Engaging children with SEN in the middle primary music classroom

4. Dawn Kuah (Dazhong Primary School): Inclusive Education - Engaging all students (including SEN students) using Scratch Programming

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AL02: Wong Ee-Vern, Rena: Enabling and enhancing learning through ICT platforms with formative checklist as feedback

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AL02: Wong Ee-Vern, Rena: Enabling and enhancing learning through ICT platforms with formative checklist as feedback

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AL03: Tang-Chew Pei Xi: How authentic assessments increase students' engagement and motivation

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AL03: Tang-Chew Pei Xi: How authentic assessments increase students' engagement and motivation

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AL04: Chang Guangrong Titus: Learner-centred assessment in Lower Secondary Music

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AL04: Chang Guangrong Titus: Learner-centred assessment in Lower Secondary Music

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DI01: She Ai Ling and Goh Wan Yu: How teachers and students experience tiered assignments at the lower primary level

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DI01: She Ai Ling and Goh Wan Yu: How teachers and students experience tiered assignments at the lower primary level

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DI02: Choy Yong En Carene and Tan Wei Da: How tiered assignments in a differentiated classroom impact lesson effectiveness and students' engagement

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DI02: Choy Yong En Carene and Tan Wei Da: How tiered assignments in a differentiated classroom impact lesson effectiveness and students' engagement

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DI03: Tan Yi Han and Iris Ang: The impact of differentiated assessment tasks on students' enjoyment and confidence in cajon performance

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DI03: Tan Yi Han and Iris Ang: The impact of differentiated assessment tasks on students' enjoyment and confidence in cajon performance

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eP01: Lee Oon Kee: The responses of different profiles of students to flipped learning in learning song composition

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eP01: Lee Oon Kee: The responses of different profiles of students to flipped learning in learning song composition

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eP03: Tan Wui Ling: Engaging students using Flat.io

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eP03: Tan Wui Ling: Engaging students using Flat.io

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 eP04: Chu Hin Wa Jay and Tan Lay Ming Rachel: Enhancing cajon learning via flipped classroom approach

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 eP04: Chu Hin Wa Jay and Tan Lay Ming Rachel: Enhancing cajon learning via flipped classroom approach

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eP02: Lee Hui Yi Sharon: How gamification and blended learning can influence students' motivation in playing the ukulele

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eP02: Lee Hui Yi Sharon: How gamification and blended learning can influence students' motivation in playing the ukulele

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eP05: Cindy Lim and Jessica Leong: The effectiveness of GarageBand as a digital tool to facilitate better understanding of musical layers and arrangements in music improvisation

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eP05: Cindy Lim and Jessica Leong: The effectiveness of GarageBand as a digital tool to facilitate better understanding of musical layers and arrangements in music improvisation

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IBL02: Lee Hui Min Grace: How IBL strategies increase students' engagement in music lessons

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IBL02: Lee Hui Min Grace: How IBL strategies increase students' engagement in music lessons

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IBL03: Li Cong: Engaging and motivating P6 students to learn and appreciate music from different cultures

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IBL03: Li Cong: Engaging and motivating P6 students to learn and appreciate music from different cultures

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SEL01: Lee Lufang Charmian and Leong Yahui: How the use of structured feedback Praise Question Polish can promote a positive learning environment while honing students' SEL competencies, namely relationship management

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SEL01: Lee Lufang Charmian and Leong Yahui: How the use of structured feedback Praise Question Polish can promote a positive learning environment while honing students' SEL competencies, namely relationship management

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SEL02: Carmen Chan: Investigating SEL in a Lower Secondary Music FSBB classroom through the creation of a music track for a chosen stimulus

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SEL02: Carmen Chan: Investigating SEL in a Lower Secondary Music FSBB classroom through the creation of a music track for a chosen stimulus

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SEN01: Alexandria Kirsten: Supporting two students with SEN in their musical learning

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SEN01: Alexandria Kirsten: Supporting two students with SEN in their musical learning

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SEN02: Toh Shi Min: Using the ecological framework and UDL framework to increase the engagement of lower primary pupils with SEN in instrumental playing

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SEN02: Toh Shi Min: Using the ecological framework and UDL framework to increase the engagement of lower primary pupils with SEN in instrumental playing

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SEN03: Sabrina Tan: Engaging children with SEN in the middle primary music classroom

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SEN03: Sabrina Tan: Engaging children with SEN in the middle primary music classroom

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IBL01: Michael William Cartwright: Enquiry-based composition project given real-world scenarios

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IBL01: Michael William Cartwright: Enquiry-based composition project given real-world scenarios

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SEN04: Dawn Kuah: Inclusive Education - Engaging all students (including SEN students) using Scratch Programming

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SEN04: Dawn Kuah: Inclusive Education - Engaging all students (including SEN students) using Scratch Programming

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SEL03: Allen Losey and Welzl Valentin: How a pop band programme enhances social emotional learning (SEL) in at-risk primary school students

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SEL03: Allen Losey and Welzl Valentin: How a pop band programme enhances social emotional learning (SEL) in at-risk primary school students

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SEL04: Ng Eng Kee: How songwriting improves  students' mental well-being by developing  positive self-concept and regulating emotions

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SEL04: Ng Eng Kee: How songwriting improves  students' mental well-being by developing  positive self-concept and regulating emotions

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AL01: Claire Liu: Improving the quality of student feedback in songwriting

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AL01: Claire Liu: Improving the quality of student feedback in songwriting

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eP06: Sofia Low: Using Google Workspace for Education for lower primary music lessons

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eP06: Sofia Low: Using Google Workspace for Education for lower primary music lessons

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1. Lee Oon Kee (Yishun Primary School): The responses of different profiles of students to flipped learning in learning song composition

2. Lee Hui Yi Sharon (Canberra Primary School): How gamification and blended learning can influence students' motivation in playing the ukulele

3. Tan Wui Ling (East Spring Primary School): Engaging students using Flat.io

4. Chu Hin Wa Jay and Tan Lay Ming Rachel (Chongzheng Primary School): Enhancing cajon learning via flipped classroom approach

5. Cindy Lim and Jessica Leong (Paya Lebar Methodist Girls' School (Primary)): The effectiveness of GarageBand as a digital tool to facilitate better understanding of musical layers and arrangements in music improvisation

6. Sofia Low (Punggol Cove Primary School): Using Google Workspace for Education for lower primary music lessons

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In this short video, you will see the poster the students created, the soundtrack is their music plus also a rubric and how I share it with the students on Showbie.

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Both these groups chose to do EDM

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Hi Pei Xi, Thank you for the wonderful presentation. I enjoyed learning about how getting students' views is so important to us as educators, so that we can increase our engagement. May I know how much your school pays for the Hookpad subscription? Is it by the class or level?

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Hi Oon Kee,

Thank you for sharing your research on flip learning. I think the TUBs are a very good way to allow the students to keep track of their musical composition and to play it back on the Flat app is great.

With my previous attempts with Flipped learning, I did find that my HP classes who are more independent and self directed enjoyed it more, as per your findings, the MP and LP would prefer more scaffolding.

Great job!

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Thank you for your sharing. An interesting observation 'risk appetite' in your Primary 1 students that had 'motivated' them in their decision to choose which task. A question to ask please; did the students in each tiered group in Class B (tiering is assigned by the teacher, right?) get to choose their friendship groups within their respective tiers? Thank you.

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Greetings Titus,
Thank you very much for sharing your research with us. I found it very interesting to view and reflect on the song writing process that you went through with your students. 👏👏

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Hi Sharon! Thanks for your sharing on Gamification and blended learning has increased the motivation in students to learn the ukulele.

I totally understand the 'constraints' within the music classroom - such as ambient sound/strumming which affects the AI on ChordVentures.

ChordVentures is an Apple App, students on Android may not have access to it.

Perhaps we could create a loan system for Ukuleles where students could borrow one home to try.

Wondering about the algorithms behind the  chord recognition, and their mechanics for rewarding the stars (what are the AI's rubrics?) and is the feedback given by the programme useful to the children?

Thanks for the sharing again! =)

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Dear Peixi,

Thanks for the sharing! I enjoyed learning about the scaffolding process that you had implemented for the P6s. Maybe I can consider integrating something that is more authentic into my teaching / assessments as well!

-Weida

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This is just a thought! What if students could learn and build progressively from tiers 1-3, would this then allow the teacher to assess all students at a higher level as well as all students to reach their full potential? thanks

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This is just a thought! What if students could learn and build progressively from tiers 1-3, would this then allow the teacher to assess all students at a higher level as well as all students to reach their full potential? thanks

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Great application of UDL principles in the research! Will definitely try out the programming. Congratulations Dawn! Thanks for sharing.

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Dear Charmian and Yahui,

Thank you for sharing your research on PQP. I think that PQP can be a very powerful tool to teach our students how to speak with kindness to everyone they meet. I really love the charts that you've done up for PQP, seeing them around would also promote the PQP approach. Great job!

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Thank you for your sharing. I found it interesting that you had designed the DI approach by tapping on the students' interest in the selection of the tasks (which you had offered in different tiered levels). A question please; for students who had selected the higher tiered levels, can I assume that they required less teacher's guidance? Thank you.

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Thank you for the excellent presentation which I found enriching and enjoyable. May I assume that your school is adopting iPads as the PLD for your student population?

How would you resolve the interpersonal issues that the students were facing during your lessons?

Was any part of your lesson designed for the flipped classroom?

I wonder if it would be easier to manage the gallery walk if the students' works were shared via Google Classroom?

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Thank you for sharing the idea of how tasks can be differentiated! I can see that the preparation for the differentiated tasks require a lot of preparation, and that the classrooms must be filled with exciting conversations!

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Thanks for the sharing! Have a question in mind if either class A or B students were briefed of the worksheets being tiered at different difficulty level and if the expectations of the work a group has to produce at different tiers were shared before the start of the group work?

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Thank you for your sharing. It is really wonderful that pupils are more motivated to come to school, they gain confidence from performing, they are happy, they "want" to come to school and put in effort in learning and they are pleased with their own success. I also love your graphics with the videos!! Can teach me please? They remind me of Pop Art - Who made comic book Pop Art?

Roy Lichtenstein

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As I worked with Mrs Dawn Kuah on this project, we felt that the following conditions played in important role to the success of inclusive classroom learning:

1.       Strong Teacher-Student-Relationship

2.       Interesting and fun lesson designed based on students’ interests and metacognitive aspect, use of interesting technology (e-Padegogy is useful in enhancing students’ learning and attention)

3.       Classroom design and seating arrangement to accommodate students with special needs or learning needs

4.       Knowing students’ learning profile and needs well.

5.       Peer learning and collaboration skills among students

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[ying hui, btyss] thanks yi han and iris for your insightful and detailed sharing! (: I like how you make relevant links to your lit review and make effort to address the limitations of your project too!

May I enquire the following:
1) how do you go about the video recording process for students? (e.g. the teachers will call upon each ind / pair / group to film? wondering about this as I believe for concurrent recordings to take place it might be quite challenging in terms of noise level / class management?)
2) For students who chose to do the task in pairs / groups, will they be mark individually or given a pair / group grade?

thank you!

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Hi Sharon,
Thanks so much for sharing. I'm very interested to know more about Chordventures. Did your school use only the free version or did your school pay for more levels? I understand it is free only to a certain extent. I hope to be able to try out with my students as they are also learning the ukulele.

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Dear Josephine, these are the items students will receive before starting their tiered task

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Hi Rena,
Thanks for your sharing. I would like to start using Flipgrid for my students as well since everyone is so tech savvy. It really helps in giving more quality self/peer feedback.

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Dear Joe,

Thanks for sharing how different profiles of students respond to flipped learning.

I resonate with your observation that HP students tend to progress faster/ are more motivated/ready for flipped learning, as compared to the MP/LP students, I observe this in my flipped recorder/keyboard classes as well.

I appreciate the TUBs! - and I can see the link between the worksheet and the iPad app Flat. I'm just wondering about the process of composition - do the students have an iPad keyboard with them while they are composing (i.e. filling in the worksheet) - so that they would be able to make musical decisions about the melody (e.g. step skip leap), and how it would sound. Also wondering about the idea of using rhythmic repetition / melodic contours to create patterns in the music.

Very inspiring work! Thank you for sharing! =)

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Thank you Wui Ling for sharing. Sometimes we try to avoid teaching too much standard notation for fear that it would take too much time and might put students off. It's great to see standard notation being integral to the teaching!

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Hi Michael!

What a fantastic presentation! I am really inspired and fascinated by the idea of 'authentic task' - I see great potential of student engagement, motivation and empowerment of choice through your lessons. With the aids of PLDs, this is definitely a powerful module that relates to the real-world context. Thank you for sharing your ideas and insights! :D

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Qns 1: Were the P1 students taught how to notate, given examples for i.e., ti-ti to be in a circle? Were they given task cards to fit, like the P2s?
Qns 2: How many dynamics could the P1 students use for this activity?

Thank you! :)

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Hi Sharon, thank you for sharing how you motivate your students in playing ukulele using gamification strategies. I personally have not heard of these two applications and would be keen to try out with my students in future. Could you share how do you resolve the issue where 40 students are trying to "gain points" using Chordventure in a classroom/music room? I foresee that it will be a challenge for us to overcome as some students might get frustrated during the process. Thanks!

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The data that you had shared emphasized that the possibility of giving choices in the way the students can present their learning can impact their learning experience. An interesting point to note. Thank you.

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Thanks for the insightful sharing. Empowering students indeed lead to more engagement and motivation! I like how you measure students' readiness through self-assessment and grouping them based on that.

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Hi Michael, thank you for sharing your excellent project - it has given me lots of food for thought!

What struck me the most was your commitment to designing an authentic learning experience for students. My background is in Western Classical music, and my composition assignments as a student were always individual and instrumental. I've been learning to adapt my teaching to a world where music composition is increasingly collaborative and technology-based, and I think your module really does offer students an insight into the music industry today while honing their compositional thinking. I also like how you created a safe and open space for inquiry and critical thinking (e.g. through simple things like giving the example of toilet music, which students will probably find funny but will lead them to reflect on the pervasiveness of music into all aspects of life and the purposes that it serves), which helps students to see things around them in a new light (:

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Hi Sharon,

I really enjoyed your presentation as it resonates with what I have been experimenting - abeit rather crudely, with ukuleles and play-along videos. Having a tool like this would most certainly allow us to motivate the pupils into picking up the ukulele!

Weida,SVPS

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Thank you Pei Xi for your sharing. Creating verse and chorus using Hookpad- interesting. I saw Rena's question. Have similar question with Rena. :)

Patchwork text approach- interesting. Making connection- and more scaffolding help students in their learning. Thank you for sharing your CI on Authentic assessment and how it can increase students' level of engagement.

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Hi Oon Kee,
Thank you for the insightful sharing. I like how you use TUBS to help students in their music composition. I agree that HP students are more motivated when it comes to flipped learning because that's what I observed in my own CI as well.

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Thank you for sharing your experience in applying DI and UDL in classroom learning which includes children with SEN. I have realized and agreed that teachers should not give up when your strategies did not work well, we just have to keep trying using various ideas. No one size fits all. One important point I have learnt from Sabrina is that when I design my lesson, I must consciously develop bite-size easy-to-managed tasks so that children with SEN can easily understand and work on it without feeling stressed.

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Dear Joe, thank you for your wonderful sharing! I learnt how to use TUBS in the sharing of song composition. I can try this TUBS song sheet sample too!

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Thank you, Yihan and Iris; I will investigate further. I think other instruments can also work the way you have planned here. Thanks for sharing this!

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Thank you, Yihan and Iris; I will investigate further. I think other instruments can also work the way you have planned here. Thanks for sharing this!

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Thank you Michael for sharing! Such an exciting task! I see a positive connection to ECG and MySkillsFuture platform.

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Hi Sharon,
I really enjoyed your presentation and made plenty of notes. I like the way you went about framing your question: purpose, hypothesis, and then question. I'm definitely going to borrow that for next time 🙏. I see that chordventures can also be used for guitar, is it within the same app? ie: can swap between uke & guitar? I think classcraft could also be a real boon, I'm interested to know how much time it adds to your work, you mean in the video that it does take time to award points etc🤔

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Dear Grace,
Thank you for sharing your research. You were able to empower your students to take charge of their learning through the IBL process and utilizing google classroom and see saw are really good way to support our 30 mins lessons. I have some questions:
Did the children have different areas to go to practice and record their samba rhythms? Is every group able to record every week of their progress? Is that recorded in See Saw?
Thanks!

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[yinghui, btyss] Thanks for the inspiring sharing dawn (: I'm amazed that primary 2 kids can design and produce their own animation clips! The scaffolding process was done very well!

Is scratch programme a free educational tool online? It reminds me of microbit coding app which allows students to make music through coding (:

I'm wondering what is your greatest challenge that you face when conducting this module? Were there any students that struggle with using technology and couldn't follow through the lessons?

Thank You (;

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Thank you for grounding the PL Pri girls in solid musical concepts and authentic music-making experiences. It is a joy to receive them when they move on PL Sec. How did you go about teaching the girls the function of GarageBand?

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Thank you Allen for sharing how a pop band can motivate kids at risk. Do teachers need to pick up drumming skills to teach or be effective role model for the kids?

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Hi Yihan and Iris,

Thank you for the sharing, and all the thought put into crafting the learning experience! Thank you for the clarity of your Lit Review too!

I'm wondering about the 'Differentiatedness' of the assessment tasks - I do understand that the students were given three different ways to present their learning through video recordings of their performances. - were they also given the autonomy to choose different songs? I'm thinking that with a variety of song choices that they could perform, they can make musical decisions about what genre/type of music, tempo they are comfortable to play with.

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Thank you Dawn and team for the very inspiring work! I've tried to incorporate Scratch in my music lessons in various ways, but to see Scratch being used in this creative way is very refreshing! I hope to try it out too.

May I please ask:
1. As per your Annex E video, how was the recording facilitated? I forsee it to be challenging when everyone is recording and singing. Did you get some groups to go to a separate room/location, or did you have to get them to record one group at a time while the others stay silent? I see that you stayed in the classroom instead of going to the music room for this lesson.

2. How was the animation (of the animal) in the final product done? Was it taught to the students and they come up with the code themselves?

I'd really like to try this out, but these are the two challenges that come to mind for me in my school. Would like to ask how you might overcome them.

Thank you for sharing your wonderful work!
-Valentin

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Hi Pei Xi, thanks for sharing about Authentic Assessments and your prompt answers to the above questions. Seems like a good way to integrate peer support to motivate students to improve on their works.

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Thank you Titus for sharing this. I was also thinking of incorporating lyrics writing to the music module in my college. It was nice to see the scaffolding of lyrics followed by melody the following term.

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Hi Claire, Thanks for sharing your presentation. We are also working on similar ground, and we found that using Google Form is a lot better for our students to give their feedback to each other. Also, at the time we give them drop-down comments, you know the reason why, since you've encountered the same issue earlier. I will look into your sharing slides further and see what I can improve on my side. 

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Hi Claire, Thanks for sharing your presentation. We are also working on similar ground, and we found that using Google Form is a lot better for our students to give their feedback to each other. Also, at the time we give them drop-down comments, you know the reason why, since you've encountered the same issue earlier. I will look into your sharing slides further and see what I can improve on my side. 

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Thank you for sharing a wonderful lesson idea. May I understand more about the engagement of student with learning needs? How do you manage those with learning needs or special needs during practice sessions? Thank you.

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Hi Cindy and Jessica, thank you for sharing another way of using Garageband to engage students. We have been using Garageband with our P6 students but limiting them to one instrument: Keyboard. The idea of allowing them to choose their own instruments and adding layers provides them with a choice and empowers them in their creation :)

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Thank you Pei Xi for your sharing. Understand that P5s only have a single music period and that using 5 months to complete the songwriting sounded extensive. Were students' work showcased eventually? If yes, on what kind of platform?

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Thank you Grace for sharing on using IBL in Music lessons. :)

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Thank you for sharing how we can incorporate ICT into our lessons for Lower Primary! Learnt how we can use Jamboard for activities! (:

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Dear Shi Min,

Thank you for sharing your research. It is really wonderful to see that you went beyond to look at the ecological framework for each child and modified the approach depending on the needs of the child. The children are so lucky to have you. I will definitely try out the ice-cream sticks next year. 😉 Allen

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Hi Wui Ling, thank you for sharing your interesting project! To me, it really illustrates the importance of thinking creatively about the affordances of technology - in this case, the use of a notational software as a compositional tool due to the playback function, allowing for immediate audio feedback. Like Ee Sin, I too am quite hesitant to teach standard notation to my students, but I really like the organic way in which students acquire notational concepts while creating their compositions, and I will consider trying out in the future (:

May I know which level you conducted this module with? (Apologies if you mentioned and I missed it!)

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Hi Grace, thanks for opening my perspective to IBL on the performing of music itself. I left it as a closing activity rather than part of my IBL process. Shall try incorporating it next year.

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Dear Allen and Valentin,
Thank you for the inspiring outcome! Nothing beats seeing students changed for the better and pouring out their hearts and efforts. Wonderful ideas. Thanks for sharing!

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Thank you for sharing your ideas in support and encouraging at-risk kids with pop band music making. I can see that you have tremendous support from SL and colleagues with the right skill sets. It helps me understand how we can look into our own school’s available facilities and support from colleagues to develop our own ways to encourage our students too.

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Hi Li Cong,
Thanks for the insightful sharing. Motivating the P6 is equally challenging for me as well. Wonder if students might be more keen to learn if we package the project as something like an interview, where they get to interview musicians etc. Just throwing some ideas. =P

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Hi Sofia, Thanks for this sharing, as our school is full of Google-classroom, apps, and meet. Therefore, what you have shared here can very well be looked into for my school's IT music development. Appreciated! 

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Hi Sofia, Thanks for this sharing, as our school is full of Google-classroom, apps, and meet. Therefore, what you have shared here can very well be looked into for my school's IT music development. Appreciated! 

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Thanks Grace for the very insightful sharing! Could you share some challenges, if any, you faced in these lessons and how you overcome them? :)

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Thank you for sharing the possibilities of what the students can achieve in a term! It is heartwarming to see that when given the autonomy and time, students are able to take charge of their own learning and come up with a performance on their own. It has inspired me to provide such opportunities for students to learn and grow. ☺️

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Hello Eng Kee, thank you for researching on this. Gives me some encouragement to why I should continue with song writing for my students, despite myself not gaining the benefits of positive self-concept and regulating my emotions (:p). I can see some of the data as representative for my students too. And I'm constantly thinking of how I can build small successes to encourage the stdts to go beyond their comfort zone. I like the idea of connecting to music therapy. Thank you!

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Thank you very much for your work! I'm definitely going to add the students playing the different layers like you have done next time I start my student compositions. I still have issues with bass lines and chords not matching/syncing. Hopefully this step that you use so effectively with your students will also help mine 🙏👏👏

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Thank you for your very clearly explained instructional approach 'Framework for Leaner-centered Assessment' in the context of teaching and learning of song-writing. A well thought out process.

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Hi, Jay and Rachel. Thanks for this sharp and short presentation. Yes, when uncertainty strikes, flipped teaching comes in handy. During the lockdown period, I've flipped the learning for students and they have become more self-directed learners and or involved their families to join the fun. So I will definitely consider this method for some lessons, even if not in the HBL setting. 

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Hi, Jay and Rachel. Thanks for this sharp and short presentation. Yes, when uncertainty strikes, flipped teaching comes in handy. During the lockdown period, I've flipped the learning for students and they have become more self-directed learners and or involved their families to join the fun. So I will definitely consider this method for some lessons, even if not in the HBL setting. 

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Hi Sharon,
Thank you for sharing! what a great way to motivated and enthuse our students through gamification and BL. The furthest I've tried is decktoy with Recorder.
I am looking forward to try this out with my students next year!

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Hi Wui Ling, thanks for the nice sharing! It is wonderful to see how students are engaged in song composition with notations especially for those who may not have any theory background. Like that you have a system of 8 lessons to the eventual product. Have there been students who could not complete? Do you showcase good pieces too?