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1. Respond/Comment on the Key Question provided by your Host

2. Post your own question

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Students will be more interested to learn as they know they are learning something that they can apply in their real life (solving real problem). In this case, the learning will be more meaningful as well.

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I think that authentic learning experiences can help students to see the rationale behind learning the subjects. Thus, they will be more motivated to learn if they can see the relevance between the subject area and their real life.  However, there may be a challenge for applying this pedagogy for a subject like history. This is because a more authentic learning experience for history may require students to read texts, historical documents and archives, which may be challenging to understand for their age.

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Students would find it more relatable since it is a real-life example. Normally, I also find that students are more interested in the teacher's experience / life. It helps that the experience is conveyed in a story-telling manner, I find that that can pique the students' interests.

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Use of technology can support learner-centred innovation, but this is effective only when the teacher knows how to apply the ICT skills based on the objective of the lesson with suitable strategy. Can be quite challenging to teachers. Especially for new teachers.

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Zest: I wonder how we can make use of technology to make learning more relatable?

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Zest: I wonder how we can make use of technology to make learning more relatable?

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Perhaps through the use of videos and visual (e.g. 3D) images/ effects that can help students visualise better, what other latest tools are there that we can use to help them understand, relate and connect?

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Students will get interested in learning the subject. More time will be needed for students to go through the learning experiences in addition to learning the contents and skills.

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To do Learner-centred innovation, we must also do DI to ensure it is customised. For this, do we have so much time .....?

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Authentic learning experiences, does a one-fit all approach work for every student?

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Authentic learning experiences, does a one-fit all approach work for every student?

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Considering that students may come from different socio-economic background, is it necessary true that most of them will find similar set of pedagogies relevant to their daily lives and engaging to them? What if the class of students are very different and find different stuff relatable and relevant, how to still craft an authentic learning experience for them?

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I feel that timing of the chapter of different subjects is important which brings me to the time table of the class. it posed a challenge for FCE to collaborate with science when half the class take FCE in Sem 1 while the other half takes D&T. Would be more effective and efficient if the entire class take FCE at the same semester in order for such collaboration to even take place.

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Authentic Learning Opportunities for different Subjects

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Authentic Learning Opportunities for different Subjects

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Due to the nature of different subjects, each subject has differing opportunities to have authentic learning experiences. For example FCE and PE, these subjects always have the opportunities for students to learns skills and hands on activities. However, students may still lose interest or sense of novelty after some time and will need to find new ways to engage students. An example will be to infuse Science into FCE which have overlapping content, such as heat.

In comparison, other subjects such as Math might need to depend on the chapters that is being taught. For example GST is a topic which can easily provide students with authentic learning opportunities whereas algebra and graphs seemed difficult for students to relate to. As for Science, the group mentioned that students were not able to always see the link between the concepts they learnt with their everyday life.

Lastly for languages, teachers have quite a fair bit of freedom in terms of how they want to conduct the lessons and hence, having authentic learning experiences is possible.

However, the group also mentioned that it authentic learning experiences should be implemented only when the opportunity arrives and need to always have it for the students. Some factors contributing to the possible opportunity are suitability of concepts being taught, skill set of teacher and able to work with a team to ensure it is more efficient and effective.

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1. Allows students to see the link across different subjects.
2. Save time in teaching similar concepts across subjects.
3. Authentic learning experience to involve several subjects can be engaging and efficient in terms of meeting objectives from several subject via an authentic learning experience, for example Water Learning Programme.
4. Planning such experiences needs to have clear intention and objectives, harness the use of technology and investment of time in order to be effective and efficient.