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

2. Post your own question

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William posits that humans don’t know when they’re truly learning. The Dunning Kurger effect (1999) proved that the less students know, the more likely they are to overstate their knowledge. In other words, students don’t know enough about the subject to know that they don’t know very much.

One specific action I would like to take to improve my teaching practice is to always have a mini Assessment for learning (AfL) and consolidation at the end of every class. Some ways of implementing AfL is a short quiz to check if students have understood the 3 main things they were taught in class. If students did not fare very well in these AfL, that could be a possible indicator that they have not understood the lesson objectives. After looking at their wrong answers in the short AfL, I would like students to try and identify the areas that they think they have not yet understood. They could write down these areas in the form of a short-response answer. A student outcome I would like to achieve is for students to be able to identify exactly which lesson objectives they have difficulty mastering.

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5 Biologically Primary Principles for Learning

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5 Biologically Primary Principles for Learning

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Myth 7

Very often doctors are irked by patients who Google up their symptoms and do self diagnosis. Perhaps in Northbrooks our kids are very dependent on teachers to learn but on occasion once in a while we have to handle this googled knowledge and explain to them why it may not be entirely true.

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Best teachers don’t get the best results in the short term.

Makes me wonder if I am an effective teacher when my students are showing good progress and enjoying academic success.

Also wonder if I am at times too hard on myself when they don’t show progress and achieve success during summative assessments.

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I resonate with Myth 2 - Experts can judge good teaching when they see it.
The accuracy of primary school students is the highest at 50%, while teacher educators is at the lowest at 31%.

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Knowledge always can be search, as teachers, we are not only teaching knowledge, also teaching how to get knowledge and how to use it.

This Myth also remind me the ancient Chinese education teaching confucius said, "The teachers does not have to be better than the disciple, and the disciple does not have to be inferior to the teacher."

As teachers, I think teaching students how to learn is more important than teaching knowledge.

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Myth7 We need to have the knowledge to understand the information (accuracy, reliability etc) we find on Google. Knowledge is important 

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Myth7 We need to have the knowledge to understand the information (accuracy, reliability etc) we find on Google. Knowledge is important 

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The 2 things are lesson observations (Myth 1) and long-term learning (Myth 2).
Lesson observations are snapshots are what good jobs teachers do.
Very often, long-term learning is sacrificed for meeting MSG/VA/targets

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Students can remember better with repeated exposure / use of what is taught. That is why I do not agree with the organisation of teaching by chapters.
For my subject, we do in a repeated practice form, mimicking the exam format, right from Sec 1 second semester

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I disagree that knowledge is important. It is more important to be able to apply generic search skills and make sense according to the context. There is too much knowledge to remember / know.

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Music: Knowledge are retained through practice. It is same for other practical subjects like PE and D&T.

EL: Helping them to build their vocab bank by getting them to do corrections as a class. Then using new word they learnt to form sentences so that it retains in their memory.

Bio: When introducing new chapter, questions from previous chapter are also inserted together so that they can revisit the info that they have acquired from previous chapter while adding new information.

PE/OE: When learning the knots, they do it f2f during lesson. Then using ICT as reference, they practice at home and recap again the following lesson.

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Myth number 4: Authentic activities are the best way to teach.

What kind of questions/scenarios to present to their students. So that they are able to relate.

Myth Number 7: Knowledge isn’t important. You can always google it.

Music, skills based. Googling the chord. Something that we have always been doing but it has not been acknowledged as it comes naturally. We need to move into getting the knowledge and using it to apply it with the knowledge.

EL is also a skill, building vocabulary is. Our students don’t know enough about the subject.

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Students will remember what they have learnt  in authentic situations for a longer period of time. For example, the CL dept organizes different MT fortnight activities for the students every year. Even after one or two years later, students are still able to recollect the activities they have participated in and the culture they have experienced. Some even applied the knowledge gained in their essays & email writings.