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2) "Flipped Learning on the Recorder" by Marianne Woo (St Stephen's School)

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2) "Flipped Learning on the Recorder" by Marianne Woo (St Stephen's School)

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https://vimeo.com/464413817/247eaaa1ae

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Marianne Woo: Flipped Learning on the Recorder

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3) "Enhancing learning beyond the classroom with the use of ICT platforms" by Athena Choo (Xingnan Primary School)

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3) "Enhancing learning beyond the classroom with the use of ICT platforms" by Athena Choo (Xingnan Primary School)

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https://vimeo.com/464061699/617988017b

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Athena Choo: Enhancing learning beyond the classroom with the use of ICT platforms

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10) "Student Experience in a Maker-Centric Music Classroom" by Tang Zhanke (Monfort Junior School)

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10) "Student Experience in a Maker-Centric Music Classroom" by Tang Zhanke (Monfort Junior School)

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https://vimeo.com/465376836/63b0c6095c

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Tang Zhanke: Student Experience in a Maker-Centric Music Classroom

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9) "Tactile experiences with music composition harnessing technology in Primary 2 music classrooms" by Chen Limin (Maha Bodhi School)

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9) "Tactile experiences with music composition harnessing technology in Primary 2 music classrooms" by Chen Limin (Maha Bodhi School)

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https://vimeo.com/464124268/0882a7f478

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Chen Limin: Tactile experiences with music composition harnessing technology in Primary 2 music classrooms

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7) "SLS and student engagement: Where do they meet in music learning?" by Sandra Yuen (Innova Primary School)

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7) "SLS and student engagement: Where do they meet in music learning?" by Sandra Yuen (Innova Primary School)

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https://vimeo.com/464130163/5c4a88ff00

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Sandra Yuen: SLS and student engagement: Where do they meet in music learning?

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6) "Investigating students' views and learning experiences through the asynchronous learning approach" by Wu MeiHui (Ai Tong School)

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6) "Investigating students' views and learning experiences through the asynchronous learning approach" by Wu MeiHui (Ai Tong School)

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https://vimeo.com/464839267/2d3662caa6

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Wu MeiHui: Investigating students' views and learning experiences through the asynchronous learning approach

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8) "Investigating the use of digital tools in enhancing efficiency of music assessment reports" by Pang Biao Bin (Huamin Primary School)

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8) "Investigating the use of digital tools in enhancing efficiency of music assessment reports" by Pang Biao Bin (Huamin Primary School)

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https://vimeo.com/464145283/dc4ddb96d1

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Pang Biao Bin: Investigating the use of digital tools in enhancing efficiency of music assessment reports

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4) "Investigating how music technology can be used to enhance teaching and learning of musical concepts" by Tan Guodong (Woodgrove Primary School)

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4) "Investigating how music technology can be used to enhance teaching and learning of musical concepts" by Tan Guodong (Woodgrove Primary School)

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https://vimeo.com/462492429/5ade6afd26

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Tan Guodong: Investigating how music technology can be used to enhance teaching and learning of musical concepts

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1) "Developing a blended learning lesson package, using SLS, to enhance students' experience and understanding of timbre" by Joyce Teo (Henry Park Pri Sch)           

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1) "Developing a blended learning lesson package, using SLS, to enhance students' experience and understanding of timbre" by Joyce Teo (Henry Park Pri Sch)           

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https://vimeo.com/460509733/b03c5fae23

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Joyce Teo: Developing a blended learning lesson package, using SLS, to enhance students' experience and understanding of timbre

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5) "Flipping the ukulele classroom to ensure student readiness" by Eymani Binte Helmi (Yu Neng Primary School) 

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5) "Flipping the ukulele classroom to ensure student readiness" by Eymani Binte Helmi (Yu Neng Primary School) 

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https://vimeo.com/464132031/1d05fc74a2

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Eymani Binte Helmi: Flipping the ukulele classroom to ensure student readiness

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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 6 presentations (Pri or Sec) by Fri, 16/10, 5.15pm.

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, 23 Oct 5pm.

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

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- MeiHui

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Hi everyone, this is the link to Flipgrid, which was the social learning platform used during the blended learning recorder programme.

- Marianne

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Students learning to play on the resonator bells

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Students learning to play on the resonator bells

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- Biao Bin

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A student is being assessed for his playing

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A student is being assessed for his playing

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- Biao Bin

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Video Demonstration on the Mail Merge Process

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Video Demonstration on the Mail Merge Process

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- Biao Bin

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Zoom (Rejoin at 5.15pm):
https://moe-singapore.zoom.us/j/84710629357
Meeting ID: 847 1062 9357
Passcode: cinlc2020

Pri:
https://go.gov.sg/musicci20pri

Sec: https://go.gov.sg/musicci20sec

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Hello Guodong, Thank you for your presentation. I really enjoyed your presentation, especially tapping on the recorder app - Atplay Music for pupils to learn the recorder. :) I was wondering, if everything is back to normal and we are able to continue learning the recorder in school, how would you implement this Atplay Music in your lesson? Thank you!

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Dear Zhane, I am very amazed by the work you have done in MJS! This whole programme is impressive and amazing. I'm not sure where to start asking but I am wondering, do the boys start learning Scratch when they are at a young age? Great job done, Zhane!

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What a great idea to have a list of pre-set feedback for the students! This is good for individual feedback. I wonder how I would tweak the Google Form to capture ensemble playing.  I should be able to offer generic pre-set grades/feedback to the instrument categories, but perhaps not for individual group members...

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Thank you for your sharing your study. In the presentation, you have highlighted the issues of students not having their personal ukulele?I would like to find out if you will be finding a solution of how students may come to own a personal ukulele instrument? If so, can you share this idea please.
Once again, thank you for the clear presentation.
Suyun
Mayflower Sec.

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Thank you. The P2 students must really had fun exploring the blocks and coming up with their music compositions. May I check with you is this programme a level programme or it is progressively introduced to pri 3 and pri 4 as well? Also, how many years have this been introduced to the school? Do you think this is suitable for upper primary students too?

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Thank you Biao Bin for the insightful presentation! This is very useful and I will seriously consider implementing it. I would like to ask if you think such a system is more suitable for formative assessment or summative assessment? Or do you think it would work equally well for either?

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It's really nice to see how orderly your class get ready for the lesson. If you are doing this across all P2 classes, how do you ensure that there are enough ipads shared with other departments and levels? Did you spend some time outside this programme to teach this software? Are the tactile blocks expandible or is there only a fix number of blocks used?

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It was a really interesting sharing! Thanks!

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Thank you for sharing this! This is my first time hearing about the Osmo Coding Jam.

Prior to introducing this to the Primary 2, what are some of the prior knowledge that they should have which you think would be most important to help them be most successful when embarking on their tactile composition?

You mentioned common issues were inharmonious blending of instruments and poor arrangement. I find similar issues too with my P4s when they use Garageband to compose. I also wonder how we can address that better and instill in them a 'good ear' for musicality.

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Dear Zhane, thank you for the presentation. A lot of thoughts have been put in to create this music curriculum to be aligned to the school's overall curriculum, and you won't go wrong for doing that!

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Hi Zhane, I'm impressed with the curriculum that you had shared. It is definitely very inspiring and impressive. Would like to find out how you managed when the students began to work at different pace. Thank you.

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It was great to see that the pupils had shown improvement and are motivated to learn the recorder (as we know recorder is not the most likeable instrument). Apart from Lenggang Kangkung, did they learn to play other songs from similar culture on the recorder? I am also interested to know more about your thematic approach to your SOW.

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Dear Mei Hui, thank you for the presentation. You thoughts on asynchronous learning is something which is really close to our hearts this year! Wow, you have the support of vendors to help to do up demonstration videos. That is awesome! Is it for the purpose of more customised videos rather than using generic videos from YouTube?

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Hi Marianne, Thank you for your presentation. I really enjoyed how you presented your challenges during flipped learning and how you overcame each of your challenge. I particularly liked the part where you used color coding with simple lines to bridge students' learning of notation. I was wondering if they were able to connect this notation with the actual recorder fingering itself? I would love to have access to your color coding resources if you could share them with me. Thank you so very much! - Joyce Teo (HPPS)

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Thank you for sharing the use of flipgrid. I agreed with you that the instructional videos required alot of time and effort from the teachers so that the students can follow through. Can I check if you allowed students to provide feedback to one another? Are there instances where the feedback were not addressed appropriately?

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Interesting thematic approach to SOW by term (notes, culture, instruments and ICT)! Thank you for sharing about Burke's 6 steps of FA (student engagement, FA, teacher analysis, student analysis, corrective instruction and re-assessment) with the authentic lesson idea. I'm curious if the 3 classes selected were all mixed ability? Class C seems to be quite engaged with zoom/Google meetings.  :)

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Thanks for sharing. I like the thematic approach. I wonder about your considerations when using Flipgrid, Did you Moderate students' videos before releasing them to the rest of the class?

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Hi Marianne! Thank you for the insightful and interesting presentation! I agree that the opportunity for students to learn at their own pace is an appealing feature of blended learning. I am curious to learn about the graphic that you created for the students. I think you referred to it as "iconic score". It is very clearly presented and scaffolded for the students. Is there a tool that you used to help you create it? I would also like to ask, when you mentioned that time in the classroom could be used for other creative activities, were you referring to maybe group performances, or perhaps the use of other classroom instruments for improvisation activities? Thank you very much!

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Thanks Athena. Is there an option that a pupil can only share with the teacher, say... that pupil is shy to share his video with the class? Jemaima_FUHUA

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Thanks Athena. Is there an option that a pupil can only share with the teacher, say... that pupil is shy to share his video with the class? Jemaima_FUHUA

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Hi Athena, Thank you for your presentation. I really enjoyed that you shared your school's thematic approach to the music curriculum. I also liked the choice of the song "Lenggang Kangkung" where the students could play the G & E notes and it is in line with your cultural theme. I was wondering if Google classroom was the same as Google Meet, as I'd like to find out how to use Google Classroom. I personally find singing then transitioning to playing challenging for recorder beginners but I understand that recording with backing track needs 2 separate IT devices. I was wondering also if it is better to teach them the skills more rigorously first so that they could have a better headstart. I've tried FlipGrid myself and I usually give specific comments as to their fingering, posture etc so that they know where and what they can improve. I've learnt alot from your sharing. Thank you for sharing the 6-steps of formative feedback. - Joyce Teo (Henry Park Primary)

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Hi Marianne! Thanks for sharing.
Many of the students even provided them videos/tutorials to learn, but in the end they still failed to play or not uploading the video. How should we help them?

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Thank you for your sharing what you are doing for each lesson. It really help me to think through how I can structure the ukulele lessons in my school. Celia(WPS)

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Thank you for your sharing what you are doing for each lesson. It really help me to think through how I can structure the ukulele lessons in my school. Celia(WPS)

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Hi, interesting sharing, was also wondering for pupils without ukulele, how do they go about it? Understand that some will be able to buy and explore it at home.. how about those without ukulele, how did the school/dept manage it? Sharon - Canberra Pri

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Thanks for sharing. Regards, Guodong

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Been looking into this especially since Covid-19. Really needed a way to give pupils quick feedback. LOVED the use of Google Form with teacher's comments preset and Mail Merge. Thanks for sharing. I'd definitely be trying this out!
A side note: perhaps can consider posting your reports in Google Classroom. Saves paper!

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Thank you for your presentation, Marianne! I liked how you made recorder learning so fun and engaging for the pupils even though it was CB period (: You mentioned that you gave each student personalised feedback and I was wondering if you allowed the students to comment on each other's video? Also, did you use a software to create the colour coded score?

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Thank you for the presentation. Did you have any issues with students not uploading their video recordings on Flipgrid? If so, how did you manage to get all of them to upload their videos?

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Hi Eymani, thanks for sharing! I like how you relate the learning dispositions to instrumental playing/learning. I also think that one of the benefits of blended learning is that students can independently view and reflect on how they performed in the classroom. Good thinking to record them during your lesson!

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Really interesting to hear this. Osmo Coding Jam has so much potential in music education at the fundamental level. Thank you for sharing!

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Dear Mei Hui, thank you for all the findings which I feel really useful as pointers as we plan for future digital music lessons. Highlighting the gaps which pupils would like e.g. timely feedback, human interaction and peer learning opportunities allow us to reflect and plan ahead.
I really love the quote: "After all, music is an active process in which all participants regardless of music literacy and background can make meaning as they are involved in the musical experience."  Some of my pupils mentioned they felt happy just by listening to their friends' creations during FHBL period though they themselves were struggling a little with the creation task.    :)

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Thanks, Limin! This was really interesting.

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Hi Limin. Love your sharing on Osmo Coding Jam. I particularly liked your clear classroom routines. The Jam App seems so fun and pupils look like they are enjoying themselves. I really like the reflective component where you got students to comment on each other's composition & why or how they can improve on their own. I noticed that this is pitched at P2 students and the timeline is only 7 weeks, covering quite a lot of content which includes even harmony (something which I teach at a higher level only). I was wondering if the students could digest all of this in such a short time? Perhaps this programme could span a longer time and certain components could be taken out to pitch it to their level? What do you think? Thank you so much for the wonderful sharing. I've learnt a lot! =)

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Hi Marianne! Thank you so much for sharing the use of Flipgrid and the challenges as well as the way you resolve the issues. They were really useful. I can see how the use of Flipgrid can help to captivate and motivate pupils better as compared to similar platform like Padlet. The video thumbnails are bigger, making the interface look more interesting. Currently for my school, video submissions are done through Padlet, however most of the time, videos need to be compressed by an additional app before pupils can upload onto padlet. Does Flipgrid have a similar issue too?

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Thank you for sharing. This is my first time learning about Osmo. How many years has this programe been rolled out in your school? Did the teachers receive training from a vendor? Thanks.

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I agreed that flipped learning approach help students to close their gaps on learning recorders at home. Students can learn the recorders at the own pace and time. I think this suits the visual learners. Some students however, learns better when face to face as the teacher can correct them if he/she plays the recorder wrongly. Was there any special needs students in the study? Were they able to learn through the flipped learning approach?

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Hi, Li Min! I like that you have taken videos to show how you implement good classroom routines. We have tried to contact Osmo earlier in the year asking them if they provide support but unfortunately they do not have that service. Did you receive any training or support from Osmo prior to conducting the lessons? Do share with me if you have any ideas on how this can be incorporated in other levels as well. It would be a good investment if we can use it in other levels. Thanks!

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Thank you for sharing. May I find out how your pupils practice their fingering at home? Thanks.

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Hi Mei Hui, your presentation is awesome! I am able to relate to the issues discussed and reflections you shared. (: Just wondering - moving forward, would you all be exploring to reuse the vendor-created resources? or creating new customised resources to engage your learners?

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Hi Joyce! I love your approach of blending learning and how you explained the rationale of your project. My school teaches about western instruments using this song too and your SLS package will greatly benefit many primary school pupils and teachers.

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Hi Limin, loved your sharing on Osmo. Very exciting. I wonder how much each set cost? How many sets did you buy? Are they hardy enough to handle pupils' rough handling? With pupils composing only 2 bars of music, how did you scaffold them in the use of Osmo? I notice several musical elements were taught during composing, did you find if the pupils were able to incorporate that into their compositions or was it too much for them to consider? I also wondered if they could hear their own compositions in class - was it too noisy or did they bring personal headsets/earphones? Do share if you expand its uses to other levels.
Thank you for sharing such an innovative way to compose music!

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Thank you very much for sharing. The idea of a digital music recital on SLS is very good.

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Hi Limin! Thank you very much for your very interesting sharing. I was surprised to see that this was pitched at Stage 1. Nevertheless, the pupils looked like they enjoyed themselves, and I may try implementing this in future. Thank you!

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Hi Biao Bin,
Thanks for sharing & providing a video to show us how u use Mail Merge. Appreciate it. Worth trying next year.

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Priscilla (Northland Primary School) I like the idea of the blending learning for Ukulele. This approach helps to engage students as they can learn at their own pace at home and play and sing along to a song.  I believe that students will want to learn Ukulele more and even purchase one for their own learning! :)

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Priscilla (Northland Primary School) I like the idea of the blending learning for Ukulele. This approach helps to engage students as they can learn at their own pace at home and play and sing along to a song.  I believe that students will want to learn Ukulele more and even purchase one for their own learning! :)

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Hi Eymani, thank you for your sharing! You give me ideas on how I should structure my ukulele lessons next year too, as blended learning becomes a norm and the use of SLS to prepare my students before F2F. I love the idea of getting my students to watch themselves on SLS. Just thinking perhaps adding reflection questions to help them self-critique and consider how to improve will be useful alongside the videos.

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Thanks Guodong. I can see the willingness and confidence in your pupils.

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Hi Zhanke, firstly what a wonderful sharing. I love your maker-centric curriculum and how deeply engaging it was with such creative products. I loved the inclusivity of how you got your students to interact with the non-teaching staff by interviewing them for their project ideas. So much thought and effort has been put into this programme. I was wondering if there is any possibility in doing cross-collaborations with the other subjects such as Science, CCE etc? It would be super impactful. I'd love to have assess to your works and plans if possible. Could you email me @ teo_gek_teng_joyce@moe.edu.sg?

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Thank you for sharing. Very interesting to use Band Lab.

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Thank you for the sharing. The students mentioned about waiting for the teacher's reply. I'm curious to know how the teachers monitored student learning and responded to student queries through the five weeks of asyncronous learning. Thank you!

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Thank you for sharing that your school did bandlab. Based on your experiences, what are some features in Bandlab that is more useful as compared to Garageband and vice versa?

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Thank you Joyce. Indeed, Peter and the Wolf is a classic! Very good lesson planning there and the teaching approach, resources are great! Thank you for your sharing.

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Hi, Marianne! Thank you for the clear and engaging presentation! I agree with you the issues with learning recorder in school. This flipped approach does allow students to have their own space and time to figure the recorder. Yet, the classroom learning also needs to be in place for real-time teacher guidance and students' interaction with one another. Would you consider having another module whereby students play together as an ensemble?

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Dear Mei Hui, thank you for sharing! May I know if there were any technical or logistical issues when you carried out the BandLab programme? My school tried using  BandLab (without vendor) for one of our modules and we think that the task assigning, feedback, and grading function of BandLab Edu are great. However, we faced quite a bit of technical and logistical issues. For example, the website would crash when a class of 40 students log in at the same time in school. Also, BandLab Edu requires users to create an account with an email address and it only works on laptop, which some of the students do not have.
Just wondering if you have experienced the same issues during your programme
, and how did you manage them? Thank you =)

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Hi Eymani, Thanks for your presentation, many  great ideas. I have the same question with some colleagues posted above on how to help students without instruments at home. And for those who don't have the instrument at home, they can't practice and improve their playing, that's where I find it difficult to encourage them when they are back to school finding out that their friends have had the chance to practice and have improved much more than them.  moreover, I totally agree with you that it's more difficult to customize the subsequence lessons to facilitate different learning needs.

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Thank you for highlighting the elements that influence student engagement. Use of SLS thinking routines gave opportunity for pupils for student expression and peer learning -- definitely a catalyst for pupils to feel the affiliation and sense of worth with other students!

Qn: Do you provide any guidance to pupils on how they should provide peer feedback during HBL?

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Thank you for sharing, Limin! This is really interesting to see Stage 1 pupils doing creating using Osmo Coding Jam!

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Hi Sandra, thank you for sharing the results with us. It helps that teachers know what features in SLS that can engage students so that we can then develop content and resources that can cater to them. Regarding the use of videos and audios in the study, does the duration and content  of the video affect the engagement level of the students? As in does the video/audio needs to be less than 5 mins? If the video is longer than 5 mins, does it lose its efficacy in engaging the students?

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Hi Guodong, thanks for the sharing. I really liked how you allowed your pupils to perform songs that they have learnt on their own for their peers to watch. It really encourages self-directed learning which is great. Can I find out how was the viewership rate? And do they receive feedback from their peers on their performance? Do you activate all the videos or there are certain videos that are hidden? Do the pupils have to perform at a particular standard before their videos are made active to the rest of the cohort? Thanks.

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Thanks for the sharing! I like the idea of including the common feedback/ teacher's comments on the google form. It is also a great idea to provide the individual progress report as a form of feedback to the students.

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Hi, really great idea of using mail merge and google form to make asesssment easier! I think it is indeed useful for students to receive personalised feedback (the fact that they stated they are happy/upset shows they care!) on their playing. I think in the long run they will be able to see that practice and efficient practice is required if they want to be good. Just wondering - when assessing, do you only do the assessment within the class? (Were there moments for you that the moments of what students could play/could not play were missed out?)

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Dear Sandra, thank you for sharing your thoughts on SLS. It is definitely what we need. We have always wondered if SLS is useful and your results, observations speak for itself. It is still worrying to see that pupils are not keen to do reflection. Moving forward, how can we ensure pupils become more reflective?

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Thank you Athena. I like your six steps of formative assessment process which gives a very structured approach to guide in the teaching and learning of the recorder. Like your videos which you created personally to engage the students. Most of my questions were answered above. :-)

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Hello, Biao Bin! I was just using the same videos the other way while teaching resonator bells in class! The students were very happy that they could choose some of the songs to play.

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Hi Biao Bin, thanks for sharing such an effective way of collating the students' results and feedback. I'm sure your students appreciate your feedback and this would in turn help them to become more reflective in their learning. I'll definitely consider using this for my music assessment next year!

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Thanks Eymani. Same question as above. So thanks also for responding.

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Thank you for sharing! Love that the comments part was there for teachers to select. This helps to save time and we can track their progress.

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Thank you Eymani for sharing your wonderful flipped learning experience for ukulele lessons. I like how your lessons were structured and scaffolded for 5 sessions. I particularly like the use of Apple TV where u recorded them and most importantly got them to reflect on their performances. I was wondering how you catered for students who do not own the ukulele at home? I'm very interested in your resources and SLS packages for ukulele. Could you email them to me @ teo_gek_teng_joyce@moe.edu.sg? Thank you so much once again.

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What an innovative idea to use Google Forms to assess students. Thank you so much for sharing this.

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Thank you Sandra for the sharing and it just further affirms how the SLS platform is useful not just as an option for FHBL, but also as a suitable supplementary teaching and learning resource for the students, as they are able to view the lessons at their own pace and raise questions or give their comments through carefully designed thinking routines that are made available. I like the way that the presentation is portray that even an international audience would be able to understand.

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Hi! Your presentation is really clear and impressive. You have showed how makers space can infuse with music. Do you think it is possible that the coding part be done by another dept and be infused together in the music lessons together? I'm just worried about the comfortable level of teachers for doing things that they have not done before.

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I didn't know about the useful function of Mail Merge till today xD Thanks Biao Bin for your insightful sharing (: Appreciate lots!

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Thank you for sharing about the Osmo Coding Jam! Do you think this can be used to teach P1 students as well? Do you have any special needs students? Do they have problem using the app on their own? Is there a vendor that guides the teachers on the usage of this app and the blocks? Or it a module that is conducted by the vendor?

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Thank you for sharing! I love the idea of introducing the story of Peter and the Wolf without music first, so as to not impede their creative and critical thinking process of matching timbre with the animal characters. I thought getting them to go through this thinking process is valuable and something I hope to do too when introduce Orchestral timbre.

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Hello, Mdm Eymani! I like you idea of using Apple TV. It is such an ingenious way of showing the fingerings to students. Previously I had to walk around to show students the fingerings. Another cheaper way (not the best way) that I can think of is to use the visualiser to show the fingerings in class. ;D And I agree that the best scenario is if students have the instruments at home. That would have way more impact in their learning of the instrument.

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Hi Zhane! Thank you for the extremely insightful and inspiring sharing! It has provided me inspiration to really think out of the box to come up with curriculum that fits the context of my school. As someone who enjoys interdisciplinary endeavours and has previously worked with code, I'm inspired to think about how to develop something of a similar nature for my school. I'm sure there was a lot of behind-the-scenes work that was not in covered in your presentation. I am curious about how you handled the differences in learning abilities, as I would think that the HA pupils are going to be working at a much faster rate than the LA pupils especially in the coding aspect. Did you have to implement any differentiated instruction techniques? Thanks!

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Hi, Sandra! I want to thank you for coming up with the jingles SLS package! I have used and edited it for our P6 advertisement module. The students could relate to the advertisements chosen. Do you have any plans to expand the jingles module?

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Amazing project - building from the ground up! Thanks for sharing. Getting Art and Music dept together is a great idea. What is Art's role in this?

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Thanks Biao Bin. So agree with instant written feedback for students.

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Impressive presentation! Love the way you presented! It was very interesting and i bet the students must have enjoyed learning music lessons in this manner! This type of learning also helps to develop their creativity and music making.  May i know if there are some students who have difficulties and how do they overcome them? I am concerned about the special needs student, how do we help them?

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I have learnt a new skill about Mail Merge. Very useful.

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I have learnt a new skill about Mail Merge. Very useful.