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PE@xinghua.edu.sg

1205Xinghuaps

login in with google

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Assigning line monitors at the front and back of the line during movement to and fro PE venues

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1. More time for self-reflection and small group discussion. Less frontal questioning whereby only a few students share their experiences. 

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1. More time for self-reflection and small group discussion. Less frontal questioning whereby only a few students share their experiences. 

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Students (especially Upper Pri) are more Edtech savvy and confident in using the tools for discussions.

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Focus on values education in line with the school focus. #cceforlife

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Would like to try out Apple TV as a way to infuse Edtech while helping students learn effectively

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2. Use edtech in small ways. For example: Small number of students can volunteer to key in their feedback/exit slips into an ipad. 

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2. Use edtech in small ways. For example: Small number of students can volunteer to key in their feedback/exit slips into an ipad. 

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Exploring different apps to allow students to be inventive in their thinking. Apps that allows simple storage of videos and easy to use other than padlet. Easily assessible at home therefore learning can also take place at home.

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Allowing students more time to do meaning reflective discussions to help their understanding of games

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Explore ways/tools to collect evidences of learning in E21cc to make it visible and concerete

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Click on the link to view the guiding qns and enter your inputs

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Click on the link to view the guiding qns and enter your inputs

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Enable students to talk more, share their ideas and learning. Aim to start with allocating 2mins after every time for students to tease out the learning behind the activity rather frontal.

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Just sharing with you guys the music I used to teach my P1 students on motion stillness.

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Inspirational Motivational Music Video | Work Background Music

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Music that I used to teach movement exploration of motion stillness.

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Motivational Music For Creativity and Studying - Reflections Full Album

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Using visualisation to teach, motion stillness, different levels and shapes.

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Bean Time-Lapse - 25 days | Soil cross section

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Teaching using Creative Problem Solving (CPS) approach

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Teaching using Creative Problem Solving (CPS) approach

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Creative Problem Solving (CPS) involves breaking down a problem to understand it, generating ideas to solve the problem and evaluating those ideas to find the most effective solutions. It uses techniques to make the problem solving process engaging and collaborative. The approach was originated by Alex Osborn in the 1940s, and further developed by Osborn and Sidney Parnes.

I see great potential to develop E21CC by using this teaching approach. This approach is more of a life skill than a classroom teaching method.

Phase 1: Divergent Thinking

Step 1: clarify and identify the problem (Critical, Adaptive Thinking, Communication)

Step 2: research the problem (Information Skills)

Step 3: formulate creative challenge (like the QFT) (CAIT skills)

Step 4: generate ideas, using divergent thinking (Inventive Thinking, Collaboration)

Phase 2: Convergent Thinking

apply appropriate criteria to screen, select, evaluate, and refine the options, while recognising that the ideas will still require further development (CAIT, CCI)

I'll put in a link to this wall when the class activity is on-going.

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Wild Cherry - Play That Funky Music (instrumental)

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Funk Jazz Saxophone | High-Energy Sax Grooves & Rhythms

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Marvin Gaye - Got To Give It Up ( Instrumental )