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to be able to work on small experiments to test a myth using household items

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meaningful learning journeys e.g. watch a concert/play that broadens perspectives

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To be able to experience n work out our problems in the world we live in

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Goal-based learning that are scaffolded at "mile-stone" junctures. Students can choose the goals they want to achieve and in the order they feel suitable for them.

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Learning journeys, talk to professionals in the working field. Seeing the actual work done and how school concepts are being applied.

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working on things like grammar/vocab worksheets where students with different levels of foundation will take different amounts of time to complete a given worksheet. this kind of DI can be done outside the classroom where students tackle what they are ready to tackle or are allowed to be stretched to explore further.

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Own pace more for consolidation of learning. Together more for discussion and brainstorming.

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The task teachers create for students are important for learning to take place effectively

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Guess no fixed amount of syllabus.

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Learning journeys
Virtual tours
Intimate discussions with experts (so need to keep the number of participants small)
Hands on sessions . Instructions can be given over video conference

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for example pumping of volleyball

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欣赏本土经典母语电影、电视剧和歌曲，从中

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欣赏本土经典母语电影、电视剧和歌曲，从中学习刻画人物形象的方法，构思故事情节曲折发展的技巧，修辞方法等等，课本中记叙文的教学目标大都可以在这里学习

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more conducive environment for students to learn something more quickly or to think without interruption. e.g. sometimes classroom management gets in the way of an activity that can take a shorter amount of time than what actually transpired.

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Ability to go beyond classroom

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How about blending among subjects EL with MTL , social studies with language teaching. EL may teach the skills , say essay writing. MTL focus language skills... social studies teaches contend for essay and so on .....

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Own pace - when students go on exploration. Students may go beyond focus of research problems, investigate the perimeters to look at other marginally related issues that may give insights to the topic in question. Eg  topic : development of reproductive system, fringe topics : hormones influence sexual identity and orientation?

Together - when practicing exam answering techniques

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i think this is more about what part of the syllabus is 'more amenable' to HBL as what DGE mentioned, rather than quantifying the amount of syllabus.

e.g. for english it's hard to say like 'compre' or 'compo' but certain aspects of skill acquisition instead

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Certain topics lend themselves better in blended approach than others.
Topics that are core foundations, abstract or tend to require more scaffolding and structure should still be done face-to-face.

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Wonder where we can park “social learning”/ cooperative learning

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need to give clear instructions as to the learning outcomes so that students are aware of why they are doing the work

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在学校层面有一个“战略性”的指导架构，在

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在学校层面有一个“战略性”的指导架构，在此基础上，各学科拟定符合本学科特点的更细致的指导架构

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通盘考虑，选择全年课程目标中适合学生HBL的内容，按循序渐进的原则编排HBL的进度

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通盘考虑，选择全年课程目标中适合学生HBL的内容，按循序渐进的原则编排HBL的进度

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I think HBL should provide an avenue for students to pursue their passions or what hooks them at the point of time.

It could be totally not related to curriculum eg jamming for music or coding (like what Thomas suggested)

It may be related to the curriculum but the scope can be beyond the curriculum. Students can go deep into the subject matter and even delve into other disciplines . (Interdisciplinary - like what Mr Perumal suggested)

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while clear learning objectives are important, it should break away from the standard (aka rigid) time table. It could be elective-based, signed up by students based on what they really want to achieve.
Make Blended Learning feels like post-exam activity day.

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HBL - can be weekly if we can take away the stress of paper and pen tests , and take on more of alternate assessment