Thursday, November 19, 2009
Wednesday, November 18, 2009
STAFF PERFORMANCE & RECOGNITION
Processes include:
1. Work Review
2. Awards
3. Accolades
4. Succession Planning Framework
1. Work Review
2. Awards
3. Accolades
4. Succession Planning Framework
Tuesday, August 11, 2009
SOCIAL BOOKMARKING
I have just returned from a workshop on "Provoking Thinking Through ICT" conducted by ETD. Here to share with you what I have learned about Social Bookmarking. Do view the video attached below for an illustration of Social Bookmarking.
There are other ICT tools introduced to the participants at this workshop. Please visit the workshop blog for all the other information and resources disseminated in this workshop. The ETD facilitators have given approval to all workshop participants to share these resources with their colleagues in school.
The address of the workshop blog is : http://www.thinkingsecondary2009f.blogspot.com/
The topics covered in the workshop and found in the above-mentioned blog include:
There are other ICT tools introduced to the participants at this workshop. Please visit the workshop blog for all the other information and resources disseminated in this workshop. The ETD facilitators have given approval to all workshop participants to share these resources with their colleagues in school.
The address of the workshop blog is : http://www.thinkingsecondary2009f.blogspot.com/
The topics covered in the workshop and found in the above-mentioned blog include:
- ICT lesson design
- Blog journaling
- Presenting using Google Docs
- Social bookmarking using delicious.com
- Podcasting
- ICT kesson plans from other school
- and much more...
Hope you will enjoy these resources as much as I.
hengyee : )
Monday, July 27, 2009
Mrs Looi Lay Geok has this to share ...
TEACHING OF WRITING SKILLS (CHINESE)
The following are some pointers on the teaching of writing skills (Chinese) given by You Jin, CL teacher from Pioneer JC, Singapore's renowned travellogue writer:
1. Teaching of Idioms
Many idiom-related stories help to shape a person’s core values as well as his character.
How to teach idioms:
•Provide every pupil with a master list of 250 idioms（成语表）.
•Form pupils into small groups for peer-teaching, including finding the meaning and the application of the idioms.
•Each group is to select 20-30 idioms out of the master list and to write a story to incorporate the chosen idioms.
2. Use of Language Games
•Capture a person’s distinctive physical features
•Make use of analogy／concrete objects or examples
Examples:
•(Hair) as torny as a worm-bite durian.
•(Hair) as torny as if he has received an electric shock.
•(Woman) as plum as Yang Guifei, the famous concubine of the Tang Emperor.
•(Skin) as fair as the coffee-sugar/
as dark as the coffee.
•(Height) as tall as a coconut tree/
as short a a bonsai plant.
3. Content Training Activities（内容训练）
•Pupils are told to observe carefully their mothers’ behaviors, likes and dislikes, favourite words used in their daily conversations etc.
•Model essays that describe different personalities and characters are given to pupils so as to widen their exposure to different writing styles and literary works.
•Pupils are to emulate and write essays describing some characters (eg “My mother”.
Example( 1) One pupil wrote in his essay:
“My mother has a bad habit, she likes to dig nose, especially while she is cooking. Sometimes I discover some tiny black things in my food. I am not sure the food is salty and tasty because of these tiny black things….”
Example(2) A pupil wrote,
“Whenever my brother and I take long showers and sing Kara-OK in the bathroom,my mother will “sing 3 letter words”（大唱三字经）(scold vulgarity) and remind us about water-saving...
The following are some pointers on the teaching of writing skills (Chinese) given by You Jin, CL teacher from Pioneer JC, Singapore's renowned travellogue writer:
1. Teaching of Idioms
Many idiom-related stories help to shape a person’s core values as well as his character.
How to teach idioms:
•Provide every pupil with a master list of 250 idioms（成语表）.
•Form pupils into small groups for peer-teaching, including finding the meaning and the application of the idioms.
•Each group is to select 20-30 idioms out of the master list and to write a story to incorporate the chosen idioms.
2. Use of Language Games
•Capture a person’s distinctive physical features
•Make use of analogy／concrete objects or examples
Examples:
•(Hair) as torny as a worm-bite durian.
•(Hair) as torny as if he has received an electric shock.
•(Woman) as plum as Yang Guifei, the famous concubine of the Tang Emperor.
•(Skin) as fair as the coffee-sugar/
as dark as the coffee.
•(Height) as tall as a coconut tree/
as short a a bonsai plant.
3. Content Training Activities（内容训练）
•Pupils are told to observe carefully their mothers’ behaviors, likes and dislikes, favourite words used in their daily conversations etc.
•Model essays that describe different personalities and characters are given to pupils so as to widen their exposure to different writing styles and literary works.
•Pupils are to emulate and write essays describing some characters (eg “My mother”.
Example( 1) One pupil wrote in his essay:
“My mother has a bad habit, she likes to dig nose, especially while she is cooking. Sometimes I discover some tiny black things in my food. I am not sure the food is salty and tasty because of these tiny black things….”
Example(2) A pupil wrote,
“Whenever my brother and I take long showers and sing Kara-OK in the bathroom,my mother will “sing 3 letter words”（大唱三字经）(scold vulgarity) and remind us about water-saving...
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