https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv en-us 2023-02-28 03:06:30 UTC 2026-02-19 06:04:46 UTC hello@padlet.com pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500609886 Concept of how the social contexts that our students live in and the the people in the different systems affect their development
- Microsystem: e.g. how we interact with our students
- Mesosystem: e.g. how families and schools work together
- Exosystem: e.g. expectations on how students in Singapore should behave/perform]]> 2023-03-02 05:49:33 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500609886 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500651982 Concept that a person's personality develops through 8 different stages. At each stage, individuals are faced with a challenge and the stage reflects their motivation. Difficult to progress to next stage if 'Crisis' at previous stage is not resolved.

For Primary school age:
• Stage 3 (early childhood): Initiative vs Guilt
Children learn to take initiative and are eager to take responsibility. If unaffirmed, children may end up feeling a sense of guilt, coming to believe that whatever they do is always wrong.

• Stage 4, (school age): Industry vs Inferiority
Students start feeling the need to be successful, productive and work on their own. They are provided with such opportunities in school as they interact with their peers. on the flipside, difficulties faced in dealing with these opportunities may cause them to have a sense of inferiority instead.

• Stage 5, (adolescence): Identity vs Role Confusion
Adolescence starts establishing their identity through opportunities for expression, choice and acceptance. They go through an identity crisis and get their friends to reflect back to them. Not being able to have a stable identity may lead to them being confused of what their role is e.g. what is my role in this group/situation/world?]]> 2023-03-02 06:40:10 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500651982 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500657278 Phenomenon where high expectations can in fact improve improve performance.

Examples:
- Teachers were told that some of their students were good at writing but in actual fact, the students were picked at random. These students actually showed improved performance over time
- Telling a coach that his students have parents who are national athletes result in them performing better even though it may not be true]]> 2023-03-02 06:46:12 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500657278 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500677887 2023-03-02 07:10:47 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500677887 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500679323 App for augmented reality fitness activities that can be used to supplement PHF lessons when teaching skill-related fitness. Useful for students who may be adverse to fitness by gamifying their experience.]]> 2023-03-02 07:12:33 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500679323 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500686446 Video testing reaction speed created for a PHF lesson on skill-related components, and for Badminton CCA SLS lesson as well (used words indicating actions - left, right, jump, lunge - instead of colours).


]]> 2023-03-02 07:19:24 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2500686446 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506215979 2023-03-07 03:49:12 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506215979 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506216404 2023-03-07 03:49:39 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506216404 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506217063 2023-03-07 03:50:22 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506217063 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506218463 2023-03-07 03:51:46 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2506218463 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517075060 AR app with games that help students keep active at home]]> 2023-03-15 02:57:21 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517075060 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517079145 Interactive app that is useful for OE. Used in contract school for OE (pitching a tent) and PHF]]> 2023-03-15 03:00:36 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517079145 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517087662 Plickers - for getting students' responses quickly (via MCQ)
EdPuzzle - for embedding questions into YouTube videos; can be synced to SLS and Google Classroom
Flip - Video sharing platform (similar to TikTok) where students can record, upload and comment on videos
Nearpod - useful platform for creating interactive lessons as it include many different apps]]> 2023-03-15 03:07:43 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517087662 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517091871 - Psychomotor, Cognitive, Affective
- Differences between test, measurement, evaluation and assessment
-  Formative vs Diagnostic vs Summative
- Validity and Reliability
- Tools for assessment e.g. MCQ, T/F, open ended, matching]]> 2023-03-15 03:11:17 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517091871 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517113578 Assessment of Learning (AoL)
- Formal assessment of what a student has learnt.
- Example in PE: assessing the number of times a student is able to throw a ball towards a target accurately.

Assessment for Learning (AfL)
- Focus is more on the process of a student's learning, and helping students to understand their strengths/weaknesses and how to succeed. Not necessarily formal, can be just in the form of feedback, or a quiz where students are given comments on why their answer is correct or wrong.
- Example in PE: hit/heat map helping students to identify where they are doing well in terms of covering and attacking space

Assessment as Learning (AaL)
- Also focused on the process of a student's learning but main difference from AfL is student ownership. For AaL, students not only assess themselves in terms of what their learning gaps are but also HOW they learn. Instructions by teachers and tools provided may need to be more specific to individual students to help them identify their ideal way to learn. Teachers guide students in setting goals, and monitoring their own progress toward these goals
- Example in PE: questioning e.g. "what can hit/heat maps be used for and are they useful to me?" "what is the best way I can improve my performance - observing my peers, asking the teacher or more practice?" ]]> 2023-03-15 03:32:53 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517113578 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517121255 1. Lesson Preparation
Consider students' profile and lesson objectives to determine what strategies, resources and questions to used to ensure students learn at an appropriate pace
2. Lesson Enactment
Starting and concluding lessons well by linking to prior knowledge and future lessons; exercise flexibility, ensure high engagement and facilitate collaborative learning during lessons
3. Assessment and Feedback
Check for understanding and provide feedback to help students make meaning of the lesson and support self-directed learning
4. Positive Classroom Culture
Create a safe and positive learning environment where there is good TSR, and students are empowered to learn with the aid of positive discipline and setting of routines]]> 2023-03-15 03:40:42 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517121255 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517152094 - People are mainly motivated by the need to either (1) achieve success or (2) avoid failure
- Five components involved:
   1. personality factors
   2. situational factors
   3. resultant tendencies
   4. emotional reactions
   5. achievement-related behaviours
- example: high achievers (personality) would be more motivated to try out a smaller target (behavioural tendency) if it is within their competence (probability of success) and there is a reward system (incentive value of success)]]> 2023-03-15 04:20:20 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517152094 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517160916 - Focuses on how individuals explain their successes and failures which in turn affect their future expectations, emotional reactions and achievement motivation
- Three causal dimensions:
   1. Stability: stable vs unstable
   2. Locus of causality: internal vs external
   3. Controllability: controllable vs uncontrollable

Examples:
- Ability: student attributes good performance to his/her competent (internal) and good work ethics (stable)
- Effort: student attributes good performance to effort as he/she was unwell (unstable)
- Task difficulty: student attributes bad performance to task difficulty (external) as it is something outside of his/her control
- Luck: student attributes good/bad performance to luck when they are allocated size of target based on random selection (unstable, external)

]]> 2023-03-15 04:31:43 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517160916 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517164922 - Focused on an individual's interpretation of what it takes to 
achieve success
- Two components:
   1. Goal orientation: Self referenced (task oriented) vs other referenced (ego oriented)
   2. Perceived ability/competence: high or low

Predicted behaviours:
> task oriented + high or low ability = mastery
> ego oriented + high ability = mastery
> ego oriented + low ability = helplessness

]]> 2023-03-15 04:36:45 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517164922 pang_yen_ping_angelyn https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517167314 Students need to fulfil these three needs in order to be motivated

Examples:
- Autonomy: getting to choose equipment, partners, target/goals
- Competence: being equipped with the skills or perceived as being able/given the opportunities to equip themselves with the required skills
- Relatedness: enjoying the companionship of their classmates/team mates

Results in behaviours across a continuum from amotivation>extrinsic motivation>intrinsic motivation]]> 2023-03-15 04:39:33 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517167314 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517750292 2023-03-15 13:19:53 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517750292 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517758036 - Mosston's spectrum of teaching styles
- newell's theory of constraint
- kolb's experiential learning cycle]]> 2023-03-15 13:25:13 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517758036 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517761870 Maslow's hierarchy of needs vis a vis Bloom's taxonomy]]> 2023-03-15 13:27:43 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517761870 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517766590 2023-03-15 13:29:12 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517766590 mohd_yusoff https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517768401 2023-03-15 13:30:16 UTC https://padlet.com/mohd_yusoff/ntlne6cfh3ld1lv/wish/2517768401