This week was extremely exciting. Apart from completing my Specialist Diploma in Learning Sciences programme with NIE, this week also saw my elder son Josiah completing his GCE 'O' Level examinations, and my younger son Jordan collecting his award for being the best performer in his Primary 5 class.
I thank God for all His blessing upon my family.
Friday, November 14, 2008
New Media in Teaching Pedagogy
Finally its over, after I have clicked the "send" button to send out my final assignment to the lecturer. I have completed the module on New Media in Teaching Pedagogy, which is also my last module in the Specialist Diploma in Learning Sciences programme with NIE.
In the last few days, I have learnt several new media platforms used for teaching/ training. These include WEBlog, Concept Map, PBwiki, Facebook and Second Life. Although they offer different features, these new media which are highly interactive and engaging in nature, allow training professionals to design fun, exciting, enriching and collaborative programme to stimulate participants' learning experience.
I will certainly attempt to use some of these new media platforms to design training programme in my School in the near future.
In the last few days, I have learnt several new media platforms used for teaching/ training. These include WEBlog, Concept Map, PBwiki, Facebook and Second Life. Although they offer different features, these new media which are highly interactive and engaging in nature, allow training professionals to design fun, exciting, enriching and collaborative programme to stimulate participants' learning experience.
I will certainly attempt to use some of these new media platforms to design training programme in my School in the near future.
Friday, September 26, 2008
Problem-Based Learning
It was a great experience to learn about Problem-Based Learning (PBL) during a-week long course at National Institute of Education (NIE) from 22nd to 26th September 2008, under the professional guidance of Associate Professor Jessie Ee.
As the name implies, PBL uses problems as stimulus for learning. Unlike the traditional model of instruction where teacher directs content learning and students function as knowledge recipients, PBL obliges students to take ownership of their learning by functioning as problem-solver, with teachers taking on a role as a coach/facilitator to guide students' learning processes. In PBL, learning takes place through self-directed discovery and questioning. Students learn content knowledge and other multidisciplinary learning in a social context through collaboration and integration with other group members. In the process, students also learn problem-solving skills (problem analysis, reasoning, conceptual thinking, decision-making, synthesis of information etc) and other life-wide skills (effective presentation, effective communications, group dynamic, reflection and evaluation etc).
During the course, we were taught the PBL Processes and the key features and practical tools in each stage, stretching from Group Dynamics and Meeting the Problem à Problem Analysis and Learning Issues à Discovery and Reporting à Solution Presentation and Reflection à Overview, Integration and Evaluation à Reflection and Feedback. In between each stage, students are expected to conduct self-directed learning to discover new knowledge and ways to overcome problems. We were guided through group discussions and classroom activities to internalize the PBL processes. I personally felt that it was effective to learn these new knowledge in a fun and non-threatening environment. The enthusiasm, words of encouragement (and at times, words of wisdom) and warmth laughter from Dr Jessie had made our learning journey so much more pleasurable!
One of a very important tool in PBL processes is the Know-Need-Do (KND) Model. The model allows students to first list down what they know (identify facts from the problem statement). Through group discussion, students will then be able to identify what they need to know or investigate, and hence learning issues are generated. The next step, students will decide what they need to do to acquire the necessary information and knowledge, which will help them generate possible solutions to solve the problem presented to them. Dr Jessie was kind enough to give us many examples, and we had so many interesting case studies and activities that in just a few days, we were able to confidently use the KND model without much difficulty.
Cognitive Coaching was another interesting and useful topic where we were taught how to make good decisions and sound judgments by identifying and analyzing the facts, and systematically examining the pros, cons and consequences of a set of criteria or possible choices. This is very useful as a matter of fact that we are so frequently made to make decision about choices in our daily life.
The final project presentation based on a ‘real world’ problem was a challenging task, where we were expected to put all that we have learnt into practice. It was tedious trying to develop and ‘clamp’ everything into the presentation slides, especially under the pressure of time. More so, we were still at the ‘novice’ level. Fortunately, we were able to overcome the obstacles through teamwork. We called for short discussions, agreed on what we have to do, and assigned tasks to each of the group members. Dr Jessie was there to help and prevent us from failure in our project presentation, because that could discourage us from using PBL as an instructional tool in our workplace.
PBL offers great learning opportunities to the learners and has proven to be an effective instructional tool in the recent years. It allows interdisciplinary learning, and provides students with a mindset and methods to look for their own solutions so that they become independent, resourceful and flexible learners. Sadly, the resistance against PBL is usually not due to the mindset of students, but the mindset of teachers. The fear of losing ‘control’ that the teachers had enjoyed in traditional mode of instructions, and the amount of time and energy needed to prepare a good PBL package could be some of the causes.
I guess the best way to overcome such a negative mindset in teachers is to train them to be effective facilitators (or tutors) and equip them with the essential skills in facilitating learning and handling group dynamics.
As the name implies, PBL uses problems as stimulus for learning. Unlike the traditional model of instruction where teacher directs content learning and students function as knowledge recipients, PBL obliges students to take ownership of their learning by functioning as problem-solver, with teachers taking on a role as a coach/facilitator to guide students' learning processes. In PBL, learning takes place through self-directed discovery and questioning. Students learn content knowledge and other multidisciplinary learning in a social context through collaboration and integration with other group members. In the process, students also learn problem-solving skills (problem analysis, reasoning, conceptual thinking, decision-making, synthesis of information etc) and other life-wide skills (effective presentation, effective communications, group dynamic, reflection and evaluation etc).
During the course, we were taught the PBL Processes and the key features and practical tools in each stage, stretching from Group Dynamics and Meeting the Problem à Problem Analysis and Learning Issues à Discovery and Reporting à Solution Presentation and Reflection à Overview, Integration and Evaluation à Reflection and Feedback. In between each stage, students are expected to conduct self-directed learning to discover new knowledge and ways to overcome problems. We were guided through group discussions and classroom activities to internalize the PBL processes. I personally felt that it was effective to learn these new knowledge in a fun and non-threatening environment. The enthusiasm, words of encouragement (and at times, words of wisdom) and warmth laughter from Dr Jessie had made our learning journey so much more pleasurable!
One of a very important tool in PBL processes is the Know-Need-Do (KND) Model. The model allows students to first list down what they know (identify facts from the problem statement). Through group discussion, students will then be able to identify what they need to know or investigate, and hence learning issues are generated. The next step, students will decide what they need to do to acquire the necessary information and knowledge, which will help them generate possible solutions to solve the problem presented to them. Dr Jessie was kind enough to give us many examples, and we had so many interesting case studies and activities that in just a few days, we were able to confidently use the KND model without much difficulty.
Cognitive Coaching was another interesting and useful topic where we were taught how to make good decisions and sound judgments by identifying and analyzing the facts, and systematically examining the pros, cons and consequences of a set of criteria or possible choices. This is very useful as a matter of fact that we are so frequently made to make decision about choices in our daily life.
The final project presentation based on a ‘real world’ problem was a challenging task, where we were expected to put all that we have learnt into practice. It was tedious trying to develop and ‘clamp’ everything into the presentation slides, especially under the pressure of time. More so, we were still at the ‘novice’ level. Fortunately, we were able to overcome the obstacles through teamwork. We called for short discussions, agreed on what we have to do, and assigned tasks to each of the group members. Dr Jessie was there to help and prevent us from failure in our project presentation, because that could discourage us from using PBL as an instructional tool in our workplace.
PBL offers great learning opportunities to the learners and has proven to be an effective instructional tool in the recent years. It allows interdisciplinary learning, and provides students with a mindset and methods to look for their own solutions so that they become independent, resourceful and flexible learners. Sadly, the resistance against PBL is usually not due to the mindset of students, but the mindset of teachers. The fear of losing ‘control’ that the teachers had enjoyed in traditional mode of instructions, and the amount of time and energy needed to prepare a good PBL package could be some of the causes.
I guess the best way to overcome such a negative mindset in teachers is to train them to be effective facilitators (or tutors) and equip them with the essential skills in facilitating learning and handling group dynamics.
Flexible Learning
Reflection on Asynchronous Online Discussion (AOD)
Abstract
Asynchronous Online Discussion (AOD) has become one of the preferred teaching strategies by many educators worldwide in the last few years. The nature of AOD offers great learning opportunity, as it may help enhance the participation of students who might be less willing to participate in traditional face-to-face classroom settings due to shyness; and it has the potential to encourage more thoughtful responses since participants can take their own time in composing their thoughts (Cheung & Hew, 2006). While AOD allows students to exchange ideas at any place at any time, it also posts many challenges to educators, particularly on content analysis and students’ participation.
Methodology
I have the opportunity to be among 25 students from MINDEF to have engaged in AOD while we were attending the “Planning & Designing Flexible Learning” course at NIE from August 25 to August 29, 2008. Two discussion topics, “What place does foreign talents have in Singapore?” and “How would you view them in your pursuit of a second career?” were posted by our lecturer and we were encouraged to participate in open discussions. To facilitate active participation, all postings were kept anonymous.
Benefits
AOD allows students to stay in touch with their community, without being limited by geographical boundaries. It encourages students to exchange views on selected topics and in the process, learn from each other’s sharing. AOD also allows students to clarify doubts and answer immediate questions rather than waiting to meet face-to-face. In my opinion, the most significant benefit of AOD is that it promotes active interaction that is limited and constrained in face-to-face instruction, especially for students who are shy and don't normally speak up in class.
During AOD, everyone has an equal opportunity to express his/her views. Keeping postings anonymous is a practical approach to encourage students to actively participate in discussion and freely express their views.
One’s thinking and opinions are visible to the rest in the same community during AOD. Generally, most of the inputs are of better quality because contributors can take their time to think and draft their inputs. Some students even attach URL links to relevant articles to support their claims. Through these healthy exchanges, students can improve their writing and thinking skills, and there would be substantial learning by virtue of reading the quality work that others produced.
From these few days of participation in AOD, it is evident that AOD could also be a platform for brainstorming of ideas. It promotes thinking about ideas in a more connected and continuous fashion, and allows students to build on others’ ideas.
Challenges
The most challenging task in using AOD as an instructional tool is to ensure every student is comfortable and know how to participate in AOD. Ground rules must be clearly articulated and enforced so that students do not engage in “personal attacks” or discussing something which are drifted from the discussion topic. From the viewpoint of a lecturer, I think it would be a challenge to balance providing direction without stifling students’ creativity.
Next, substantive extends of preparation time is needed before fruitful AOD could take place. Besides teaching the students how to use the discussion board, the lecturer also requires to spend time creating individual accounts and to ensure that the identities of the students are kept anonymous. Time is also invested to guide the students through warm-up activities before they proceed to the actual AOD topics.
Crafting of an interesting thread/topic is crucial to stir students’ interest to participate in discussion. It would be good to have very clear and specific discussion topic, with the end state or desired outcomes in mind, so that students would stay focused during discussions.
As witnessed during the few days of AOD exercise, it would be difficult for the lecturer to ensure full active participation from all the students despite setting the ground rules. There were some students who were extremely active and dominating, while some were just inactive judging from the number of postings and replies. It is therefore essential in an instructional setting to impose grading for AOD to oblige active participation from all students.
After all, I think the most challenging task of the lecturer is how to assess the students’ participation and contributions. Should it be based on quantity or quality? Moreover, it is really time-consuming to read through all the students’ postings. In this aspect, the lecturer could impose strict rules that all postings should be kept simple and straightforward, and there should be only one salient point in each posting. These rules would also discourage long-winded postings, which other students would require longer time to read, digest and understand. In most cases, students would choose to ignore those long-winded postings.
Conclusion
While there are many challenges when employing AOD in instruction, this teaching strategy has proven its worth in getting students to engage in open discussion on selected topics, thus widen their knowledge base and enhance their ability in conceptual thinking, which covers critical thinking, creative thinking and ethical reasoning. More importantly, AOD provides the flexibility for students to learn from each other at any place at any time. In planning and designing flexible learning, educators should never forget to include AOD in their instruction package.
Abstract
Asynchronous Online Discussion (AOD) has become one of the preferred teaching strategies by many educators worldwide in the last few years. The nature of AOD offers great learning opportunity, as it may help enhance the participation of students who might be less willing to participate in traditional face-to-face classroom settings due to shyness; and it has the potential to encourage more thoughtful responses since participants can take their own time in composing their thoughts (Cheung & Hew, 2006). While AOD allows students to exchange ideas at any place at any time, it also posts many challenges to educators, particularly on content analysis and students’ participation.
Methodology
I have the opportunity to be among 25 students from MINDEF to have engaged in AOD while we were attending the “Planning & Designing Flexible Learning” course at NIE from August 25 to August 29, 2008. Two discussion topics, “What place does foreign talents have in Singapore?” and “How would you view them in your pursuit of a second career?” were posted by our lecturer and we were encouraged to participate in open discussions. To facilitate active participation, all postings were kept anonymous.
Benefits
AOD allows students to stay in touch with their community, without being limited by geographical boundaries. It encourages students to exchange views on selected topics and in the process, learn from each other’s sharing. AOD also allows students to clarify doubts and answer immediate questions rather than waiting to meet face-to-face. In my opinion, the most significant benefit of AOD is that it promotes active interaction that is limited and constrained in face-to-face instruction, especially for students who are shy and don't normally speak up in class.
During AOD, everyone has an equal opportunity to express his/her views. Keeping postings anonymous is a practical approach to encourage students to actively participate in discussion and freely express their views.
One’s thinking and opinions are visible to the rest in the same community during AOD. Generally, most of the inputs are of better quality because contributors can take their time to think and draft their inputs. Some students even attach URL links to relevant articles to support their claims. Through these healthy exchanges, students can improve their writing and thinking skills, and there would be substantial learning by virtue of reading the quality work that others produced.
From these few days of participation in AOD, it is evident that AOD could also be a platform for brainstorming of ideas. It promotes thinking about ideas in a more connected and continuous fashion, and allows students to build on others’ ideas.
Challenges
The most challenging task in using AOD as an instructional tool is to ensure every student is comfortable and know how to participate in AOD. Ground rules must be clearly articulated and enforced so that students do not engage in “personal attacks” or discussing something which are drifted from the discussion topic. From the viewpoint of a lecturer, I think it would be a challenge to balance providing direction without stifling students’ creativity.
Next, substantive extends of preparation time is needed before fruitful AOD could take place. Besides teaching the students how to use the discussion board, the lecturer also requires to spend time creating individual accounts and to ensure that the identities of the students are kept anonymous. Time is also invested to guide the students through warm-up activities before they proceed to the actual AOD topics.
Crafting of an interesting thread/topic is crucial to stir students’ interest to participate in discussion. It would be good to have very clear and specific discussion topic, with the end state or desired outcomes in mind, so that students would stay focused during discussions.
As witnessed during the few days of AOD exercise, it would be difficult for the lecturer to ensure full active participation from all the students despite setting the ground rules. There were some students who were extremely active and dominating, while some were just inactive judging from the number of postings and replies. It is therefore essential in an instructional setting to impose grading for AOD to oblige active participation from all students.
After all, I think the most challenging task of the lecturer is how to assess the students’ participation and contributions. Should it be based on quantity or quality? Moreover, it is really time-consuming to read through all the students’ postings. In this aspect, the lecturer could impose strict rules that all postings should be kept simple and straightforward, and there should be only one salient point in each posting. These rules would also discourage long-winded postings, which other students would require longer time to read, digest and understand. In most cases, students would choose to ignore those long-winded postings.
Conclusion
While there are many challenges when employing AOD in instruction, this teaching strategy has proven its worth in getting students to engage in open discussion on selected topics, thus widen their knowledge base and enhance their ability in conceptual thinking, which covers critical thinking, creative thinking and ethical reasoning. More importantly, AOD provides the flexibility for students to learn from each other at any place at any time. In planning and designing flexible learning, educators should never forget to include AOD in their instruction package.
Friday, June 20, 2008
Learning Environment (Finale)
This slide aptly summarised what we have learnt in this 5-day course on "Assessing and Improving Learning Environment". The two main factors in the entire learning environment, the People and the Physical Environment, interact and influence one another. In addition, external factors would also exert influences directly or indirectly on the people and the environment. Above all, careful handling of the personal needs (both hygiene and motivational) of the students is essential to help them demonstrate the desired human behavior in the learning environment.
Thursday, June 19, 2008
Learning Environment (Day 4)
Research instrument, WIHIC (What Is Happening In This Class?), was the highlight of today's learning journey. WIHIC questionnaire is widely used by School Climate researchers to collect information which will be used to assess the "health" of the learning environment.Besides being taught how to use the WIHIC questionnaire, we were also led through a passage on how to administer the questionnaire as a researcher. As a principle rule, the researcher must administer the survey personally. This is to allow respondents to seek clarification if they have doubts about the questionnaire. A researcher must be punctual for the survey; read the instructions to the respondents; read out the items one by one; pause to answer questions; and count the number of questionnaires collected.
We have also learnt how to administer the data entry into the Excel Spreadsheet, and subsequently used these data to generate statistics on the reliability of data, item mean, scale mean, standard deviation and comparison of the preferred results vs actual results via the SPSS software.
The most challenging task of the day was to generate a research report with reference to these analysed information. We were lucky to have Dr Quek sharing with us in great details on how to draft a research report. She even showed us some samples to help ease our pain. Personally, I was quite amazed by the vast amount of works a research has to perform to genearte a good research report. And I strongly believed teamwork is the key to meet the submission dateline of our group project - the Research Report!
Wednesday, June 18, 2008
Learning Environment (Day 3)
Today, we dwelled more in depth on how to assess the learning environment. We were given case reports of School Climate surveys conducted on three neighbourhood secondary schools in Singapore. We critically examined the factors contributing to a conducive or non-conducive learning environments by making reference to the Moos' key dimensions of school environments (i.e. Relationship, Personal Growth, and Systems Maintenance and System Change), as follows:Relationship
- Student Support. There is good rapport between teachers and students; and students behave in a responsible, self-disciplined manner.
- Affiliation. Teachers can obtain assistance, advice and encouragement; and are made to feel accepted by colleagues.
Personal Growth
- Professional Interest. Teachers discuss professional matters, show interest in their work and seek further professional development.
- Achievement Orientation. Teachers value and expect high student achievement; and competition among students is encouraged.
System Maintenance and System Change
- Staff Freedom. Teachers are free of set rules, guidelines and procedures; and free of supervision to ensure rule compliance.
- Participatory Decision Making. Teachers have the opportunity to participate in decision making.
- Innovation. The school is in favour of planned change and experimentation; and fosters individualisation.
- Resource Adequacy. Support personnel, facilities, finance, equipment and resources are suitable and adequate.
- Work Pressure. The extent to which work pressure dominates the school environment.
Lessons learnt from these case studies were:
- School Leadership (i.e. Principal). There are varying styles of management such as the Very Strict/Authoritarian, Commanding/Authoritative, Laissez Faire, or Indifferent. On one extreme, an authoritarian principal will decide on what he/she thinks is good for the school without allowing participatory decision-making by the teachers and staff. Although in most cases the teachers will deliver the results that the principal has set, they will not enjoy much satisfaction since their views are not heard and valued. On the other end, an indifferent principal allows teachers and staff total freedom to do what they want, but the school is unlikely to excel due to lack of vision and directions. A good leader should set clear directions and guidelines, and at the same time empower the teachers to make decision within the defined boundaries.
- Holistic Survey. In most School Climate surveys, the attention is usually focused on the Leadership (i.e. the principal), the students and the physical environment. This is incomplete. The teachers are directly involved in engaging the students and are responsible to "add value" to the students in term of knowledge, skills and values. Therefore, the quality of teachers should be an important aspect in the learning environment. In School Climate survey, researcher should purposefully design appropriate questionnaire to collect data on the teachers.Tuesday, June 17, 2008
Learning Environment (Day 2)
Its another day of exciting journey on Learning Environment (LE). To trace the development of LE, my friends and I were introduced to the leading Gurus in this field, as follows:Kurt Z. Lewin (http://www.infed.org/thinkers/et-lewin.htm)
Kurt Lewin's (1890-1947) work had a profound impact on social psychology, experiential learning, group dynamics and action research. His Field Theory is summarised as follows: (1) Behaviour is a function of the field that exists at the time the behaviour occurs, (2) Analysis begins with the situation as a whole from which are differentiated the component parts, and (3) The concrete person in a concrete situation can be represented mathematically.
This is reflected in his formula, B=f(P, E), which identifies that behavior (B) is considered to be a function (f) of the person (P) and the environment (E).
Henry A. Murray (http://en.wikipedia.org/wiki/Henry_A._Murray http://allpsych.com/personalitysynopsis/murray.html)
Henry A. Murray (1893-1988) was an American psychologist who taught for over 30 years at Harvard University. He was founder of the Boston Psychoanalytic Society and developed a theory of personality based on "need" and "press". He was focused on basic needs in personality which he called psychogenic needs. He believed these needs were largely at the unconscious level.
Murray contended that environmental forces played a significant role in the exhibition of the psychogenic needs. He called the forces "press," referring to the pressure they put on us that forces us to act. He further argued for a difference between the real environmental forces, alpha press, and those that are merely perceived, beta press.
Herbert J. Walberg (http://www.hoover.org/bios/walberg.html, http://www.jstor.org/sici?sici=0002-8312(196911)6%3A4%3C529%3APCLAAT%3E2.0.CO%3B2-J)
Herbert J. Walberg, a distinguished visiting fellow at the Hoover Institution and a member of the Koret Task Force on K–12 Education, is a University Scholar at the University of Illinois at Chicago. His research focuses on psychology, education policy and education productivity.
In 1960s, Walberg was involved in an experimentally based physics course for secondary school students in the United States to determine if the new approach to the teaching and learning of physics in American classrooms made a difference to classroom climate. His contribution was significant because he discovered that students are capable of making valid summary judgments about their classrooms and that could help in learning environment research.
From the 1970s, research on the learning environments were centered on the conceptualization and assessment of classroom environments.
Rudolf H. Moos (http://med.stanford.edu/profiles/viewBiosketch?facultyId=4510&name=Rudolf_Moos, http://www.aare.edu.au/02pap/ken02087.htm)
Rudolf Moos is a Professor at the Department of Psychiatry and Behavioral Sciences, Stanford University since 1972. His expertise is in the dimensions of social climates. He researched the perceptions of the environment of the members of the environment as well as the well being of the participants.
In 1986, Moos designed the instrument, the Work Environment Scale (WES), which contained scales that are appropriate for examining the dimensions of school environments. The instrument was designed to gather data on the key dimensions of Relationship, Personal Growth, and Systems Maintenance and System Change. Data gathered through the use of the instrument was able to shed light on staff involvement, peer cohesion, supervisor support, autonomy, work pressure, clarity, control, innovation and physical comfort.
Barry J. Fraser
(http://www.smec.curtin.edu.au/staff/fraser.cfm)
Professor Barry Fraser is the Director of SMEC and the Key Centre for School Science and Mathematics and the Dean of Graduate Studies within the Faculty of Science & Engineering at the Curtin University of Technology, Australia.
His contribution to Learning Environment included the use of a variety of quantitative and qualitative techniques in the development, refinement and validation of questionnaires to assess students' or teachers’ perceptions of classroom or school environments; investigations of the effects of classroom environments on student outcomes; and evaluation of educational programmes.
My Reflection
Knowing the Gurus and their contributions in Learning Environment is an important step to grasp a good understanding of the important aspects in the learning environment, and how these aspects interact and influence each other to determine the success or failure in teaching.
There are much to learn about Learning Environment.
Monday, June 16, 2008
Learning Environment (Day 1)
Today, we embarked on the exciting journey to discover more about Learning Environment with Dr Gwendoline Quek, an Assistant Professor with NIE, as our tour guide. Through a podcast created by Dr Quek (http://www.drquek.blogspot.com/), we learnt that the three key components in learning environment are the person, personal needs, and human behavior. An effective trainer or facilitator is responsible to provide a conducive learning environment so that learners can learn effectively in a non-threatening situation. Whichever learning strategies a trainer may apply, he is to ensure that learning is fun, exciting, engaging and enriching (LIFE3).
Experts in the field of Learning Environment have shared that factors constituting to a Learning Environment include: Organisation/Community (goals, mission, vision and quality standards), Task (duties and responsibilities), Performance (both individual and group) and People (personal needs, attributes, motivation and roles). Of all these factors, its undisputed that the most challenging task of a trainer or facilitator is to deal with the People (i.e. students). While resources can be invested to provide the best physical learning environment with state-of-the-art instructional equipment, its the process of assessing, profiling and engaging the learners that will ensure ultimate success in teaching.
There are so much to learn .......... to be effective trainer.
Experts in the field of Learning Environment have shared that factors constituting to a Learning Environment include: Organisation/Community (goals, mission, vision and quality standards), Task (duties and responsibilities), Performance (both individual and group) and People (personal needs, attributes, motivation and roles). Of all these factors, its undisputed that the most challenging task of a trainer or facilitator is to deal with the People (i.e. students). While resources can be invested to provide the best physical learning environment with state-of-the-art instructional equipment, its the process of assessing, profiling and engaging the learners that will ensure ultimate success in teaching.
There are so much to learn .......... to be effective trainer.
Finally, I am a Blogger!
Wow! After many years... I am finally a blogger.I used to admire how people enjoy blogging - sharing their excitements about their life, reflecting on their experiences and setbacks, jokes, stories, pictures, movies, and much much more. I was particularly amazed when I discovered that my youngest son, Jordan (see picture), who is currently in Primary 5, was also blogging! Amidst his busy school works, he would without fail add a post to his blog at least once a week. And until this day, he still refused to let me access his blog. He said, "this is where I do reflections on the lessons learnt from my teachers, and where I let go frustrations on the little little bad experiences and hiccups I had in school."
I think Jordan will be amazed too...... if he knows that Daddy also has a blog.
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