The document outlines a Meet-the-Parents Session agenda for Hua Yi Secondary School which includes presentations on school programmes, character education, CCA matters, and building school-family partnerships through programmes like a Bonsai Appreciation Programme and School Family Education activities aimed at parent-child bonding.
HYSS Graduating Students Meet the Parents, 24 May 2012 hyssittrainer
The document provides information about a meet-the-parents session for graduating secondary students and their parents. It introduces the school principal and staff, discusses new school initiatives like weekly tests and target setting, and outlines post-secondary education and career pathways like the GCE N, O, and A levels, polytechnic, and ITE courses. Timelines for exams and coursework deadlines are also provided. The session aims to help parents understand their child's education journey and options after graduation.
HYSS Sec 4/5 Meet The Parents Session 24 May 2012 hyssittrainer
This document provides information for parents about an upcoming meet-the-parents session at Hua Yi Secondary School. It outlines the school leadership and department heads, new initiatives like weekly common tests and target setting. It also discusses post-secondary education pathways like the GCE N, O, and A-levels and details admission criteria and course options at junior colleges, polytechnics, and ITE. Key dates for exams are also included.
Aptitude, performance evaluation of a teacher and 360 degreeAlexander Decker
This document discusses aptitude testing and performance evaluation of teachers. It begins by noting the importance of teachers and how the profession is changing with technological advances. It then discusses the typical parameters for evaluating teachers - educational qualifications, experience, and interviews. However, it argues these are not sufficient to determine teaching ability. Additional factors that should be considered include aptitude for teaching, communication skills, passion for teaching, subject knowledge, technology skills, and innovative teaching methods. The document provides examples of how these could be evaluated, such as teaching demonstrations and getting student/director feedback. It also discusses the need for continuous evaluation of teachers based on availability to students, motivating ability, commitment, teaching materials, project evaluation, and research. In conclusion
This document discusses various aspects of guidance and counselling including:
- Common misconceptions about guidance and counselling
- The meaning and definitions of guidance, educational guidance, and vocational guidance
- The functions, need, and services of guidance at different levels including in schools
- Types of guidance including educational, vocational, and personal guidance
This document provides an introduction to the Australian Curriculum for mathematics. It discusses the structure and intent of the curriculum, including the three content strands of number and algebra, geometry and measurement, and statistics and probability. It also describes the four proficiency strands of understanding, fluency, problem solving, and reasoning. The document outlines key resources for teachers and asks questions to guide future curriculum planning.
EDUCATIONAL TECHNOLGY - THEORIES OF INSTRUCTION - INSTRUCTIONAL MEDIA - (861...EqraBaig
This document discusses various theories and strategies related to instruction and instructional media. It begins by outlining the benefits of developing a theory of instruction, such as helping teachers understand the nature of instruction and facilitating the design of instruction. It then discusses factors to consider when developing a theory of instruction, including that instruction is both an art and science. The document also covers developing learner profiles, including the key areas of basic data, lifestyle, infrastructure, and study habits. It provides examples of how to apply learner profile information when designing distance education materials. Finally, it discusses various instructional strategies like lecture, discussion, group instruction, and simulated instruction; outlining their purpose, advantages, and disadvantages.
2015 Oct 17 – Problems faced by Teachers - Faculty Development Programme - Au...viswanadham vangapally
2015Oct17 - Problems faced by Teachers - Faculty Development Programme - Aurora Degree and PG College, Hyderabad.
A presentation was made on Problems faced by Teachers, and a power point presentation was used. The live audio recording of the session can be easily accessed:
https://archive.org/details/151017001FacultyPart1Aurora
Those who are interested in having a copy of the same are requested to drop a line: viswam.vangapally@gmail.com.
You are most welcome to give your valuable feedback.
HYSS Graduating Students Meet the Parents, 24 May 2012 hyssittrainer
The document provides information about a meet-the-parents session for graduating secondary students and their parents. It introduces the school principal and staff, discusses new school initiatives like weekly tests and target setting, and outlines post-secondary education and career pathways like the GCE N, O, and A levels, polytechnic, and ITE courses. Timelines for exams and coursework deadlines are also provided. The session aims to help parents understand their child's education journey and options after graduation.
HYSS Sec 4/5 Meet The Parents Session 24 May 2012 hyssittrainer
This document provides information for parents about an upcoming meet-the-parents session at Hua Yi Secondary School. It outlines the school leadership and department heads, new initiatives like weekly common tests and target setting. It also discusses post-secondary education pathways like the GCE N, O, and A-levels and details admission criteria and course options at junior colleges, polytechnics, and ITE. Key dates for exams are also included.
Aptitude, performance evaluation of a teacher and 360 degreeAlexander Decker
This document discusses aptitude testing and performance evaluation of teachers. It begins by noting the importance of teachers and how the profession is changing with technological advances. It then discusses the typical parameters for evaluating teachers - educational qualifications, experience, and interviews. However, it argues these are not sufficient to determine teaching ability. Additional factors that should be considered include aptitude for teaching, communication skills, passion for teaching, subject knowledge, technology skills, and innovative teaching methods. The document provides examples of how these could be evaluated, such as teaching demonstrations and getting student/director feedback. It also discusses the need for continuous evaluation of teachers based on availability to students, motivating ability, commitment, teaching materials, project evaluation, and research. In conclusion
This document discusses various aspects of guidance and counselling including:
- Common misconceptions about guidance and counselling
- The meaning and definitions of guidance, educational guidance, and vocational guidance
- The functions, need, and services of guidance at different levels including in schools
- Types of guidance including educational, vocational, and personal guidance
This document provides an introduction to the Australian Curriculum for mathematics. It discusses the structure and intent of the curriculum, including the three content strands of number and algebra, geometry and measurement, and statistics and probability. It also describes the four proficiency strands of understanding, fluency, problem solving, and reasoning. The document outlines key resources for teachers and asks questions to guide future curriculum planning.
EDUCATIONAL TECHNOLGY - THEORIES OF INSTRUCTION - INSTRUCTIONAL MEDIA - (861...EqraBaig
This document discusses various theories and strategies related to instruction and instructional media. It begins by outlining the benefits of developing a theory of instruction, such as helping teachers understand the nature of instruction and facilitating the design of instruction. It then discusses factors to consider when developing a theory of instruction, including that instruction is both an art and science. The document also covers developing learner profiles, including the key areas of basic data, lifestyle, infrastructure, and study habits. It provides examples of how to apply learner profile information when designing distance education materials. Finally, it discusses various instructional strategies like lecture, discussion, group instruction, and simulated instruction; outlining their purpose, advantages, and disadvantages.
2015 Oct 17 – Problems faced by Teachers - Faculty Development Programme - Au...viswanadham vangapally
2015Oct17 - Problems faced by Teachers - Faculty Development Programme - Aurora Degree and PG College, Hyderabad.
A presentation was made on Problems faced by Teachers, and a power point presentation was used. The live audio recording of the session can be easily accessed:
https://archive.org/details/151017001FacultyPart1Aurora
Those who are interested in having a copy of the same are requested to drop a line: viswam.vangapally@gmail.com.
You are most welcome to give your valuable feedback.
This document outlines discussions from session 1 of Discussion Group 7 at the 12th International Congress on Mathematics Education regarding lesson study and teacher professional development. The session addressed two key questions: 1) What are the key elements of lesson study that can help teachers gain mathematical knowledge for teaching? and 2) What are the key elements of lesson study that can help teachers develop expertise in teaching mathematics effectively? Panelists discussed how curriculum study, input from other teachers, and contributions from outside experts can help teachers gain mathematical knowledge. They also emphasized how developing research lessons, observing live lessons, and examining the entire teaching process allows teachers to reflect on and improve their practice. Creating and analyzing cognition tests was presented as another way lesson study supports teachers' mathematical learning
This document outlines an agenda and topics for a course on pedagogical decisions and scripting collaboration taking place on February 14, 2013. The schedule includes lectures and collaborative studying on topics like pedagogical models and scripting. It also discusses considerations for pedagogical scripting like describing the course, learning theory, pedagogical model, and evaluation. Students are asked to write parts of their pedagogical script and share it for feedback.
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
This document provides biographies of three students - Faith Buscano, Amy Rose Samma, and Christian Mark Cinco. It then covers various topics related to educational technology including definitions, whether technology is a boon or bane, conceptual models of learning, Bloom's taxonomy, Dale's Cone of Experiences, and the roles of educational technology in learning. At the end, the students provide personal reflections on learning educational technology and how it will help them as future teachers.
Innovative methods in teaching English HamidGhobadi2
This document discusses innovative methods of teaching compared to traditional methods. It analyzes the limitations of traditional teaching methods like chalk-and-talk which are one-way and do not allow for student feedback. Multimedia teaching methods using tools like text, images, audio and video are presented as more interactive ways to engage students. Specific innovative techniques mentioned include mind maps, using humor, mnemonics, role playing and scenario analysis, e-learning, and tailoring teaching to students' needs. The goal is to move beyond memorization to true understanding through active learning.
The document discusses microteaching and teacher education. It defines microteaching as a scaled-down teaching experience used to practice specific teaching skills. Microteaching allows pre-service teachers to focus on skills like lesson planning, questioning techniques, and classroom management in a low-stakes environment. The document also outlines the four components of teacher education: general education, subject preparation, general professional education, and specialized professional education. Microteaching is presented as a technique within professional education that allows new teachers to develop their instructional skills before full-time teaching.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
The document summarizes the student's portfolio in educational technology. It begins with an introduction of the student and defines educational technology as a field that applies processes to solve problems in human learning. It discusses technology as both a boon and bane, and explains the systematic approach to teaching with a focus on the student. The roles of educational technology in learning are outlined, and concepts from the new Bloom's taxonomy and Dale's Cone of Experiences are explained. Learning models like meaningful learning, generative learning, and constructivism are also defined. The document concludes by stating that studying educational technology enhanced the student's knowledge and skills with technology and provided a deeper understanding of its role in teaching and learning.
This document discusses strategies for developing 21st century skills in students through creative problem solving classes and a flipped classroom model. It outlines steps for renovating a classroom, including pre-class, in-class, and post-class activities to promote active and autonomous learning. Examples of in-class activities that develop creative problem solving skills are provided, such as coached problem solving, collaborative learning, and project-based learning. The goals are to motivate students' thinking skills and help them crystallize their implicit knowledge by exploring knowledge in virtual scenarios in a flipped classroom.
The document discusses the flipped classroom pedagogy. It defines flipped classroom as reversing traditional teaching where students gain first exposure to new material outside of class through videos or readings, and class time is used for hands-on learning like problem solving and discussions. This shifts the focus from passive learning to active learning and higher-order thinking skills. Key aspects of flipped classrooms include providing first exposure materials for students beforehand, assessing understanding, and using class time for activities that develop cognitive skills. Benefits include improved outcomes, efficiency, interactive lectures, data-driven instruction, and mastery-based learning.
International Journal of Pharmaceutical Science Invention (IJPSI) is an international journal intended for professionals and researchers in all fields of Pahrmaceutical Science. IJPSI publishes research articles and reviews within the whole field Pharmacy and Pharmaceutical Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document provides an overview of active learning and teaching methods. It contains two main sections. Section 1 discusses how to effectively use the resource, including considering teacher and pupil motivation, classroom dynamics, preparedness, and the teacher's changing role from transmitter to facilitator. Section 2 contains the toolkit of over 40 specific active learning strategies like back-to-back, CAF, card ranking, and more. Each strategy outlines its purpose and how to implement it in the classroom.
Using PMRI and PISA for Improving Research and Learning on Mathematics Literacy of Indonesian Students
The document discusses Indonesia's poor performance on PISA assessments in mathematics literacy and the development of PMRI (Pendidikan Matematika Realistik Indonesia) to address this issue. PMRI is based on Realistic Mathematics Education and uses contextual problems, models, and interactive instruction to make mathematics more meaningful for students. The author outlines the implementation of PMRI through workshops, research, and international collaborations. Design research is used to develop new teaching materials and improve the PMRI process based on analysis of classroom experiences.
A Retention Initiative: Refining Your Learning Skills for Academically Dismis...SueHalifax
This document describes a 10-day summer program called "Refining Your Learning Skills for Academically Dismissed Students" at Dalhousie University aimed at helping first-year students who have been academically dismissed. The program focuses on developing study skills, time management, and building student confidence and commitment. Approximately 77% of students who complete the program pass and are allowed to return to classes in the fall rather than having to sit out a year. Critical success factors of the program include a caring instructional team, a holistic curriculum, high expectations, feedback on assignments, academic supports, and involvement of advisors and faculty. Student feedback indicates the program has helped improve motivation, time management, and outlook
The document summarizes feedback from teachers and students on a multimedia courseware for teaching integration in additional mathematics. Teachers generally found the courseware beneficial for conceptual understanding, though some noted it could be time-consuming to set up. Students enjoyed the explanations, examples, and animations in the courseware, finding it helped them understand and remember content. Overall, the courseware was seen as effectively transforming difficult integration concepts into engaging lessons that help students visualize and problem solve.
Microteaching involves teaching short lessons (5-7 minutes) to small groups of students (6-10) to practice and improve teaching skills. The microteaching cycle includes planning a micro lesson, teaching it, receiving peer feedback, revising the lesson, reteaching to another group, and getting additional feedback. This allows pre-service and in-service teachers to develop skills like introducing topics, questioning techniques, explanations, and engaging students. Microteaching helps teachers identify strengths and weaknesses to continuously improve their teaching abilities.
This document provides an overview of lesson study, a process for teacher professional development. It discusses how lesson study aligns with the three big ideas of professional learning communities: focusing on learning rather than teaching, collaborative work, and focusing on results. The stages of lesson study are outlined, including identifying a professional learning goal, lesson planning, conducting a research lesson, and post-lesson discussion. Tools and data used in lesson study are also described. Overall, the document introduces lesson study and its role in teacher development through collaborative lesson planning, observation, and reflection.
The essence of teaching is to bring about some desirable changes in the behaviour of the person who is being taught. In other words, we teach in order to guide somebody, the learner, to learn. Learning must be seen to have taken place for us to say that teaching has been done. In a word, if there is no learning, then there has been no effective teaching.
Teaching is a communication process in which the teacher shares and exchanges information, ideas, opinion, values etc with his pupils or students. In this process, it is usually the teacher that initiates the interaction necessary for the effective reception and internalization of his message by the learner. This is often most efficient through the use of instructional materials obtained from the library or made locally by the teacher and his pupils.
The document provides an overview of a parent session meeting at Damai Secondary School. It discusses the school's vision and mission, initiatives to develop student leadership and character, and alignment with the Singapore education system changes announced in 2010 including more pathways for secondary students, expansion of the Integrated Programme, and new pathways and peaks of excellence in higher education. It also summarizes the school's discipline status, initiatives in student leadership development, aesthetics and physical fitness programs.
Presentation for Sec 1 FT Interaction (Sec 1 Camp) 2012damaisec
This document summarizes the objectives and agenda of a parent-teacher meeting at Damai Secondary School. The objectives are to introduce parents to form and subject teachers, discuss school policies and programs, and share information on promotion criteria to foster collaboration between parents and the school. Key events and test dates for 2012 are provided. School policies on discipline, attendance, and communication are outlined. Parents are invited to clarify any issues and work with teachers and the school to support students.
This document outlines discussions from session 1 of Discussion Group 7 at the 12th International Congress on Mathematics Education regarding lesson study and teacher professional development. The session addressed two key questions: 1) What are the key elements of lesson study that can help teachers gain mathematical knowledge for teaching? and 2) What are the key elements of lesson study that can help teachers develop expertise in teaching mathematics effectively? Panelists discussed how curriculum study, input from other teachers, and contributions from outside experts can help teachers gain mathematical knowledge. They also emphasized how developing research lessons, observing live lessons, and examining the entire teaching process allows teachers to reflect on and improve their practice. Creating and analyzing cognition tests was presented as another way lesson study supports teachers' mathematical learning
This document outlines an agenda and topics for a course on pedagogical decisions and scripting collaboration taking place on February 14, 2013. The schedule includes lectures and collaborative studying on topics like pedagogical models and scripting. It also discusses considerations for pedagogical scripting like describing the course, learning theory, pedagogical model, and evaluation. Students are asked to write parts of their pedagogical script and share it for feedback.
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
This document provides biographies of three students - Faith Buscano, Amy Rose Samma, and Christian Mark Cinco. It then covers various topics related to educational technology including definitions, whether technology is a boon or bane, conceptual models of learning, Bloom's taxonomy, Dale's Cone of Experiences, and the roles of educational technology in learning. At the end, the students provide personal reflections on learning educational technology and how it will help them as future teachers.
Innovative methods in teaching English HamidGhobadi2
This document discusses innovative methods of teaching compared to traditional methods. It analyzes the limitations of traditional teaching methods like chalk-and-talk which are one-way and do not allow for student feedback. Multimedia teaching methods using tools like text, images, audio and video are presented as more interactive ways to engage students. Specific innovative techniques mentioned include mind maps, using humor, mnemonics, role playing and scenario analysis, e-learning, and tailoring teaching to students' needs. The goal is to move beyond memorization to true understanding through active learning.
The document discusses microteaching and teacher education. It defines microteaching as a scaled-down teaching experience used to practice specific teaching skills. Microteaching allows pre-service teachers to focus on skills like lesson planning, questioning techniques, and classroom management in a low-stakes environment. The document also outlines the four components of teacher education: general education, subject preparation, general professional education, and specialized professional education. Microteaching is presented as a technique within professional education that allows new teachers to develop their instructional skills before full-time teaching.
"The effects of flipped classroom on learning effectiveness: using learning ...eraser Juan José Calderón
"The effects of flipped classroom on learning effectiveness: using learning satisfaction as the mediator" de Pao-Ching Lin & Hai-Ming Chen. Tamkang University. New Taipei City, Taiwan. Revista World Transactions on Engineering and Technology Education 2016 WIETE, Vol.14, No.2, 2016.
The document summarizes the student's portfolio in educational technology. It begins with an introduction of the student and defines educational technology as a field that applies processes to solve problems in human learning. It discusses technology as both a boon and bane, and explains the systematic approach to teaching with a focus on the student. The roles of educational technology in learning are outlined, and concepts from the new Bloom's taxonomy and Dale's Cone of Experiences are explained. Learning models like meaningful learning, generative learning, and constructivism are also defined. The document concludes by stating that studying educational technology enhanced the student's knowledge and skills with technology and provided a deeper understanding of its role in teaching and learning.
This document discusses strategies for developing 21st century skills in students through creative problem solving classes and a flipped classroom model. It outlines steps for renovating a classroom, including pre-class, in-class, and post-class activities to promote active and autonomous learning. Examples of in-class activities that develop creative problem solving skills are provided, such as coached problem solving, collaborative learning, and project-based learning. The goals are to motivate students' thinking skills and help them crystallize their implicit knowledge by exploring knowledge in virtual scenarios in a flipped classroom.
The document discusses the flipped classroom pedagogy. It defines flipped classroom as reversing traditional teaching where students gain first exposure to new material outside of class through videos or readings, and class time is used for hands-on learning like problem solving and discussions. This shifts the focus from passive learning to active learning and higher-order thinking skills. Key aspects of flipped classrooms include providing first exposure materials for students beforehand, assessing understanding, and using class time for activities that develop cognitive skills. Benefits include improved outcomes, efficiency, interactive lectures, data-driven instruction, and mastery-based learning.
International Journal of Pharmaceutical Science Invention (IJPSI) is an international journal intended for professionals and researchers in all fields of Pahrmaceutical Science. IJPSI publishes research articles and reviews within the whole field Pharmacy and Pharmaceutical Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document provides an overview of active learning and teaching methods. It contains two main sections. Section 1 discusses how to effectively use the resource, including considering teacher and pupil motivation, classroom dynamics, preparedness, and the teacher's changing role from transmitter to facilitator. Section 2 contains the toolkit of over 40 specific active learning strategies like back-to-back, CAF, card ranking, and more. Each strategy outlines its purpose and how to implement it in the classroom.
Using PMRI and PISA for Improving Research and Learning on Mathematics Literacy of Indonesian Students
The document discusses Indonesia's poor performance on PISA assessments in mathematics literacy and the development of PMRI (Pendidikan Matematika Realistik Indonesia) to address this issue. PMRI is based on Realistic Mathematics Education and uses contextual problems, models, and interactive instruction to make mathematics more meaningful for students. The author outlines the implementation of PMRI through workshops, research, and international collaborations. Design research is used to develop new teaching materials and improve the PMRI process based on analysis of classroom experiences.
A Retention Initiative: Refining Your Learning Skills for Academically Dismis...SueHalifax
This document describes a 10-day summer program called "Refining Your Learning Skills for Academically Dismissed Students" at Dalhousie University aimed at helping first-year students who have been academically dismissed. The program focuses on developing study skills, time management, and building student confidence and commitment. Approximately 77% of students who complete the program pass and are allowed to return to classes in the fall rather than having to sit out a year. Critical success factors of the program include a caring instructional team, a holistic curriculum, high expectations, feedback on assignments, academic supports, and involvement of advisors and faculty. Student feedback indicates the program has helped improve motivation, time management, and outlook
The document summarizes feedback from teachers and students on a multimedia courseware for teaching integration in additional mathematics. Teachers generally found the courseware beneficial for conceptual understanding, though some noted it could be time-consuming to set up. Students enjoyed the explanations, examples, and animations in the courseware, finding it helped them understand and remember content. Overall, the courseware was seen as effectively transforming difficult integration concepts into engaging lessons that help students visualize and problem solve.
Microteaching involves teaching short lessons (5-7 minutes) to small groups of students (6-10) to practice and improve teaching skills. The microteaching cycle includes planning a micro lesson, teaching it, receiving peer feedback, revising the lesson, reteaching to another group, and getting additional feedback. This allows pre-service and in-service teachers to develop skills like introducing topics, questioning techniques, explanations, and engaging students. Microteaching helps teachers identify strengths and weaknesses to continuously improve their teaching abilities.
This document provides an overview of lesson study, a process for teacher professional development. It discusses how lesson study aligns with the three big ideas of professional learning communities: focusing on learning rather than teaching, collaborative work, and focusing on results. The stages of lesson study are outlined, including identifying a professional learning goal, lesson planning, conducting a research lesson, and post-lesson discussion. Tools and data used in lesson study are also described. Overall, the document introduces lesson study and its role in teacher development through collaborative lesson planning, observation, and reflection.
The essence of teaching is to bring about some desirable changes in the behaviour of the person who is being taught. In other words, we teach in order to guide somebody, the learner, to learn. Learning must be seen to have taken place for us to say that teaching has been done. In a word, if there is no learning, then there has been no effective teaching.
Teaching is a communication process in which the teacher shares and exchanges information, ideas, opinion, values etc with his pupils or students. In this process, it is usually the teacher that initiates the interaction necessary for the effective reception and internalization of his message by the learner. This is often most efficient through the use of instructional materials obtained from the library or made locally by the teacher and his pupils.
The document provides an overview of a parent session meeting at Damai Secondary School. It discusses the school's vision and mission, initiatives to develop student leadership and character, and alignment with the Singapore education system changes announced in 2010 including more pathways for secondary students, expansion of the Integrated Programme, and new pathways and peaks of excellence in higher education. It also summarizes the school's discipline status, initiatives in student leadership development, aesthetics and physical fitness programs.
Presentation for Sec 1 FT Interaction (Sec 1 Camp) 2012damaisec
This document summarizes the objectives and agenda of a parent-teacher meeting at Damai Secondary School. The objectives are to introduce parents to form and subject teachers, discuss school policies and programs, and share information on promotion criteria to foster collaboration between parents and the school. Key events and test dates for 2012 are provided. School policies on discipline, attendance, and communication are outlined. Parents are invited to clarify any issues and work with teachers and the school to support students.
This document summarizes key information that will be shared with parents during a meet-the-parents session at Anchor Green Primary School in 2014. It outlines the school's assessment structure, which includes performance and semestral assessments covering a range of skills. It also describes the school's key pedagogical approaches and programs for various subjects like English, mathematics, and science. Additionally, it discusses the school's focus on character and citizenship education, safety procedures, expectations of students, and communication channels with parents.
This information was presented on September 8, 2011, during parent orientation. If you have any questions or concerns, please contact your child's teacher.
Parent Teacher Conferences: What's new, fresh ideas and best practices from education thought leaders and technology specialists. Sponsored by McGraw-Hill Education and VolunteerSpot, the leading FREE, easy online parent-teacher conference scheduling tool.
Multiplication and division are opposites. Multiplication means grouping numbers, while division means sharing a number into groups. The document provides rules and examples for multiplying and dividing small whole numbers. Key rules include: multiplying by 0 equals 0; multiplying by 1 equals the original number; doubling a number is the same as multiplying by 2; and multiplying by 10 moves the digits left and adds a 0.
Schools and teachers want to develop partnership with parents. Strong communication is fundamental to this partnership. So, teachers must continue to develop and expand skills required to build a strong partnership.
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
The document introduces multiplication as a way to efficiently calculate the total number of objects when grouped into equal sets. It provides examples of multiplying the number of sets by the number of objects in each set to find the total number of legs for multiple cats, number of crayons in multiple boxes, number of books for multiple teachers, and number of apples on multiple desks. The document encourages representing multiplication problems using sets and solving related problems.
The document describes making various numbers of items (e.g. sausages, buttons) and sharing them equally across plates, cakes, leaves, etc. It asks how many items there are altogether and how many are on each plate/cake/leaf. The numbers are then divided to show the equal distribution.
This document provides 16 teaching ideas for teaching multiplication and division to students. The teaching ideas include revising number patterns online, investigating multiples, using visual representations and words to teach concepts, creating instructional videos and songs with QR codes, using apps and games to practice, exploring arrays with blocks and in the environment, playing games like the array game to practice, creating a multiplication pyramid together, and using strategies like Study Ladder for rapid recall practice. Bloom's Taxonomy and Multiple Intelligences are also incorporated into activity ideas.
This document contains 14 word problems involving multiplication and division. The problems involve sharing items equally between groups of characters from cartoons and movies. They ask how many items each character or group would receive, or how many items there were total.
This document discusses classroom management strategies for urban middle schools. It defines classroom management as creating a safe, inclusive learning environment through building relationships, understanding students, and promoting engagement. Key strategies discussed include establishing clear routines and expectations, using positive reinforcement, and consistency. The document notes challenges urban students and teachers face include violence, lack of support systems, and low motivation. It emphasizes that strong classroom managers can help close learning gaps through training in research-backed management techniques.
HYSS Sec 2 Meet The Parents, 25 May 2012hyssittrainer
This document outlines the agenda and key details for a Secondary 2 Meet-the-Parents session at Hua Yi Secondary School on 25 May 2012. The programme includes welcome remarks from the principal, presentations on new school initiatives and the Secondary 2 streaming exercise. There will also be an opportunity for parents to meet with their child's form and subject teachers. The document provides contact information for various school personnel and form teachers. It also shares details about the new initiatives like weekly common tests and the school newsletter. The streaming exercise segment explains the different post-secondary pathways and subject combination options for Secondary 3.
1) Sec 1 students start to get accustomed to secondary school life, cultivate good study habits, and identify their strengths and interests.
2) Parents can encourage their child to participate actively in CCAs and enrichment programs which help develop values and talents.
3) Good CCA performance leads to bonus points for polytechnic admission, so parents should support their child's regular CCA attendance and participation.
4) By the end of Sec 1, students should consider their post-secondary education goals so they can work towards the subject prerequisites and exam requirements. Parents can help by providing a conducive study environment
This document provides information about Teck Whye Secondary School, including its curriculum, staff, mission, vision, values, and learning achievements. It outlines the school's N-level and O-level examination results which were better than or equal to national averages. It also introduces several signature programmes at the school focused on developing students' literacy skills and use of technology in learning.
This document discusses various aspects of the art of teaching including teaching methods, the role of the teacher, classroom management, and skills development. Some key points:
1) Effective teaching requires integrating cognitive, affective, and psychomotor domains through various methods like lectures, discussions, and role playing.
2) Inspiring teachers transmit enthusiasm, build positive student relationships, make learning purposeful, are flexible, and promote a safe classroom environment.
3) Both teachers and students value lessons with variety, group work, clarity, and student interest to support learning.
4) Developing skills in students requires decomposing tasks, strategic self-regulation, and applying skills through an experiential learning cycle.
Allied Educators work with teachers to nurture students' holistic development by raising the quality of interactions. They support innovative teaching practices and help students improve self-confidence, self-esteem, and independence. Allied Educators are categorized into counseling, learning and behavior support, and teaching and learning. They assist teachers in and out of the classroom, conduct learning programs, and build relationships to support students' academic and social development.
we-Learning: Nanyang Technological University - Digital Education Show Asia 2013ilithyia
(1) The document discusses trends in education including changing demographics and the rise of digital technologies. (2) It proposes a model of "we-learning" where learning is participative, collaborative, and occurs everywhere with everyone through connected learning experiences. (3) An example is described where a professor created video lectures and interactive activities about aerodynamics to better engage students and allow peer-to-peer learning beyond the classroom.
Hong Kong should invest in professional education rather than general education. The document discusses Hong Kong's educational context, including its banding system and medium of instruction in schools. It defines general education as presenting knowledge and skills for intellectual growth, while professional education helps develop practical skills. Hong Kong has undertaken educational reforms in four areas to meet 21st century challenges. However, the big challenge is that Chinese learners are relatively weaker in some math areas like data analysis and probability.
PiXL National Conference - 2nd December 2013 - Inspirational Leadership by @T...Ross Morrison McGill
Title: Inspirational Leadership of Teaching and Learning:
Link: http://wp.me/p2HFBD-1Te
The context of my presentation, was to share our school journey and elaborate on the fusion between blogging and social media. My particular pitch, looked at promoting the benefits and impact of online collaborations and how they can shift leadership and impact on whole-school teaching and learning methodology.
This document outlines 10 essential elements for maximizing student achievement in schools. It discusses providing dynamic skills training for all students, implementing school-wide systems for increasing academic learning time, incorporating a rich academic curriculum, applying appropriate pedagogical techniques, collecting and reviewing student performance data, training student focus and brain function, engaging parents as partners, promoting independent student reading and knowledge acquisition, developing student character, and ensuring administrative support clears obstacles from teachers' paths.
Component 1 observation of regular classroom teachingAasthaChopra4
This document contains observations from a student teacher's preliminary school engagement (PSE) at Kamal Institute of Higher Education And Advanced Technology.
The PSE had two main objectives - to expose student teachers to an actual classroom setting before their teaching practice, and to enable them to critically observe different aspects of classroom teaching.
The student teacher observed two classes - an English class focusing on the importance of English in the curriculum and the teacher's pedagogy and classroom management. They also observed a social studies class, noting the teacher's personality, classroom organization skills, and teaching methodology.
Overall, the document reflects on the student teacher's experience critically observing classroom teaching and different teachers' approaches as part of their early training
Gifted:Surviving and Thriving in the Primary Years Programmetalentwhisperer
Presentation given at the Asia Pacific Conference on Giftedness in Sydney July 2010 by Suzanne Plume Gifted Education Coordinator, Sydney, Australia. Making a gifted programme work in a PYP school - adaptations and research underpinning.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
The National Curriculum Framework 2005 (NCF 2005) was developed over 10 months by 21 national focus groups supervised by a national steering committee chaired by scientist Yash Pal. It aimed to make education more child-centered, flexible, connected to life outside school, and empower all children to learn. It recommended major reforms including focusing on understanding rather than rote learning, integrating local knowledge, assessing students in a more flexible way, and shifting teacher training to support more facilitative teaching.
This document discusses student culture and designing the learning environment. It begins by outlining some key statistics about the makeup of students at the University of Tennessee, including that most are in-state, have high GPAs and test scores, and are millennials. It then discusses learning styles and preferences according to the Index of Learning Styles, including preferences for sensing vs intuitive, visual vs verbal, active vs reflective, and sequential vs global learning. The document emphasizes that understanding student culture and learning styles can help teachers design effective learning environments that meet student needs.
21st Century Innovative Teacher’s Development - PETE&C2014Beth Sockman
A small minority become 21st century teachers with learner-centered classrooms. This study examines 7 of those teachers and their perceptions of development, coming from 4 ubiquitous computing schools with SES differences. Using findings, participants better understand innovative teacher needs and envisage further work on teacher development.
The document provides information about Teck Whye Secondary School's (TWSS) mission, vision, values and strategic thrusts. It summarizes the school's academic achievements and performance in the 2011 GCE N and O-Level examinations. Top students are highlighted and analysis is given on the Sec 3 subject strengths and weaknesses of different classes. Post-secondary education pathways including junior colleges, polytechnics, ITE and work are also outlined.
This document discusses language teaching and learning in the 21st century. It addresses the need for a national language strategy to improve language skills. 21st century skills like digital literacy, inventive thinking, and effective communication are emphasized. Factors driving changes in language teaching include broadening goals to include cultural understanding, shifting focus to learners, and opportunities created by technology. The document also discusses different theories of teaching, including science/research, theory/philosophy, and art/craft conceptions. It advocates for a post-method era with learner-focused strategies and content-based instruction.
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
The document summarizes a presentation given to St John's College staff on research comparing educational strategies between the east and west coasts of the United States. It discusses the positives and negatives of No Child Left Behind, different learning styles, motivation strategies used in San Diego, the Puente program in California, reading strategies used in Bermuda, the role of technology in communication and learning, collaborative learning tools, developing critical thinking and writing skills, and the need for meaningful professional development for teachers.
Similar to HYSS Sec 1 Meet The Parent 13 Jan 2012 (20)
This document provides guidance for students to backup their Student iCON data by December 31, 2021. It outlines two options - transferring content to a personal Gmail account, which is applicable to Gmail and Drive apps, or downloading data, applicable to all Google apps. For those without a Gmail account, it also provides instructions to download data without an account. The document is divided into two parts with steps for each backup option.
This document provides instructions for using an online learning management system called LMS for Hua Yi Sec School, explaining how to log in, navigate the main interface and tabs, view and complete assignments, communicate with teachers and classmates through announcements and messages, access course content and tools, and get technical support. Key features covered include profiles, tasks, iSpace for sharing posts and adding friends, notifications, blogs, and links to additional school resources. Users are also shown how to change their password, profile photo and security questions upon initial login.
This document provides information about a Secondary 2 Meet-the-Parents session at the school. It includes details about the seating plan, content to be covered in the briefing, the school's vision and values. It also outlines the subject combination options and streaming criteria for the different subject streams in Secondary 3 - Express, Normal Academic, Normal Technical. Important dates for the Secondary 2 streaming exercise are also listed.
1. The document outlines the schedule of events and activities for a racial harmony day celebration from July 18th to August 20th. It includes photo taking, sales of food and donated items, workshops, and sports games.
2. Ice cream will be sold on July 29th and 30th and only 80 red velvet cupcakes will be available on August 2nd.
3. On August 20th, workshops on ribbon making and cupcake decorating will take place, as well as a teachers vs. students soccer match.
The document summarizes a meeting between school staff and parents of secondary 3 students. It includes:
1) Welcome and introductions by the principal and vice principal who discuss the school's focus on holistic education and partnerships with parents.
2) A presentation by the year head of key areas of student development in secondary 3 including academics, CCAs, character development and time management. Strategies are suggested to help students.
3) Information about upcoming exams, programs and communication channels between the school and parents. Parents are encouraged to provide feedback to strengthen partnerships.
Hyss 2013 15_mar_sec 2 mtp_for school website[3]hyssittrainer
The document provides information about the school programs and activities for Secondary Two students, including form teacher-student interaction time, structured remedial classes, weekly common tests, and the EL and signature programs. It also discusses the streaming exercise for subjects and education pathways after secondary school. Key dates for the Sec 2 streaming exercise are provided.
Hyss 2013 15_mar_sec 2 mtp_for school website[2]hyssittrainer
The document provides information about the school programs and subjects offered at Secondary Two level. It discusses the form teacher-student interaction time, structured remedial classes, weekly common tests, and the Sec 2 signature programme. It also outlines the criteria for different post-secondary education paths including junior colleges, Millenia Institute, polytechnics, and subject combination options for the Sec 3 Express, Normal Academic, and Normal Technical streams.
Hyss 2013 15_mar_sec 2 mtp_for school websitehyssittrainer
This document provides information about the academic programs and pathways for students in Secondary 2. It outlines:
1) The school's academic support programs including form teacher meetings, remedial classes, common tests, and co-curricular activities.
2) The streaming process and criteria for Express, Normal Academic, and Normal Technical streams.
3) The post-secondary education pathways and admission requirements for Junior College, Millennia Institute, Polytechnic, and Institute of Technical Education.
Hyss sec 45 mtp briefing 2013 school website (final)hyssittrainer
This document provides information about a meet-the-parents session at Huayi Secondary School on March 1st 2013. The event agenda includes registration, welcome remarks, updates on graduating student programs, post-secondary education options briefings in different rooms, and form teacher-parent interaction time. The document also provides details about the school's academic support programs for graduating students and strategies for parents to help their children prepare for exams.
The document discusses reciprocal teaching, a reading technique where teachers and students engage in a dialogue to understand a passage. It involves four steps: predicting what will come next in the text, clarifying unfamiliar words or ideas, generating questions about the passage, and summarizing the main points. For each paragraph, students predict, clarify, question, and summarize to bring meaning to the text through group collaboration led by the teacher or among students.
The principal gave an assembly talk to students at Hua Yi Secondary School. He discussed the school's vision of developing students to be creative, independent, confident, gracious, humble, responsible lifelong learners prepared for future challenges. He outlined the school's values of benevolence, justice, wisdom and togetherness. The principal also presented the school's expectations for 2012, which included fostering a culture of care, setting academic targets, requiring participation in cocurricular activities, and collaborating with parents. Students were invited to provide suggestions for recognizing staff and students.
This document provides instructions for logging into the HYSS LMS student portal and an overview of the interface and key features. It outlines how to log in using a student's IC number and password, contacting support if there are login issues. It describes the main navigation panel and active window interface that students see after logging in, including sections for current, completed, and upcoming tasks. It also provides guidance on how students can message teachers within the portal if they have any questions.
Windows Movie Maker allows users to edit videos by adding photos, videos, music, titles, captions, subtitles, credits, transitions and visual effects. It provides tools to trim clips, set start and end points, split videos, and add text with customizable fonts, sizes, colors and durations. The finished video can be saved to the computer or shared online by publishing to websites.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
1. Hua Yi Secondary School
Meet-The-Parents Session
13 January 2012
Secondary One
Where learning is vibrant and teaching is dynamic
2. Programme
1. Welcome and Introduction Principal
2. School Programmes and Vice Principal
General Information
3. Character Education in HOD Character
Hua Yi Development
4. CCA Matters HOD PE/CCA
5. School Family Partnership Subject Head / Citizenship
Education
7. School Health Advisor Student Health Adviser
Programme
8. Form Teacher – Parent Respective Form Teachers
Interaction Time
Where learning is vibrant and teaching is dynamic
3. A
VERY WARM WELCOME TO
OUR
SECONDARY ONE PARENTS
Where learning is vibrant and teaching is dynamic
4. Introduction
Where learning is vibrant and teaching is dynamic
5. Hua Yi Secondary School
School Management
Committee
Where learning is vibrant and teaching is dynamic
6. Names Designation
Mdm Tay Siok Hwa Principal
Mr Ng Aik Boon Vice-Principal
Mr A. Razak B Patwi HOD Pupil Management
Mr Cheong Kit Kee HOD PE & CCA
Mr Justin Tan Kum Kit HOD Science
Mr Ong Ka Ming HOD Mathematics
Mdm Tan Geok Hoon HOD Mother Tongue
Mr Lee Han Hwa HOD Character Development
Mrs Pan-Ong Fei Eng HOD English Language
Where learning is vibrant and teaching is dynamic
7. Names Designation
Mr Jeromy Ngian Kun Chuan School Staff Developer
Mr Amran B Sukri SH Citizenship
Education/Coordinator (ML)
Mr Shaheful B Mansor SH Information and Communications
Technology
Mr Suah Yee Leng SH Higher Chinese Language
Mrs Selina Wong SH History
Mdm Yeo Siew Lan LH Science/Coordinator Mentor
Mdm Lye Yoke Pheng SH Mathematics
Mdm Koh Kiat Peng Admin Manager
Mr Lau Cheong Kee Operations Manager 1
Mr Thillagan Operations Manager 2
Where learning is vibrant and teaching is dynamic
8. Secondary One 2012 Cohort
• Express Stream
• Total Number of Classes : 4
• Normal (Academic)
• Total Number of Classes : 2
• Normal (Technical)
• Total Number of Classes : 1
Where learning is vibrant and teaching is dynamic
9. Sec One Form Teachers
Class Form Teacher
S1-E1 Mr Jeremiah Lim
S1-E2 Mdm Siti Ismalina B Ismail
S1-E3 Ms Narinderjit Kaur Dhillon
S1-E4 Mr Goh Cheong Kiat
S1-N1 Mrs Ismail-Aneesah
Mrs Thamo-Khasturi
S1-N2 Ms Liau Yanya
Mr Khairul Amri B Juma’at
S1-T1 Ms Aishah B A Rahman
Mr Tan Chong Soo
Where learning is vibrant and teaching is dynamic
10. SCHOOL VISION
W h e r e le a r n in g is
v ib r a n t
a n d t e a c h in g is
d y n a m ic
Where learning is vibrant and teaching is dynamic
11. SCHOOL MISSION
To n u r t u r e o u r s t u d e n t s t o
be
c r e a t iv e , in d e p e n d e n t ,
c o n f id e n t l e a r n e r s
wh o a r e g r a c io u s , h u mb l e a n d
r e s p o n s ib l e c it iz e n s ,
pr e par e d f or t he
c hal l enges ahead.
Where learning is vibrant and teaching is dynamic
12. SCHOOL MOTTO
仁 义 智 群
Together we care and grow.
Where learning is vibrant and teaching is dynamic
14. School Programmes and
General Information
Sharing by
Mr Ng Aik Boon
Vice Principal
Where learning is vibrant and teaching is dynamic
15. In Hua Yi, we stress much on
academic excellence which is the
passport to future endeavours and
character development through
physical fitness, full participation in
Co-Curricular Activities and service
learning.
Where learning is vibrant and teaching is dynamic
26. In Hua Yi, we advocate self-
discipline in the acquisition of
knowledge and wisdom.
Where learning is vibrant and teaching is dynamic
27. Secondary 1 Examinable and
Non-Examinable Subjects
27
Where learning is vibrant and teaching is dynamic
28. Sec 1 Express & Normal (Academic)
• Examinable Subjects
English Mathematics History
Language
Chinese/Malay/ Science Geography
Tamil Language
Art Home Literature
Economics /
Design and
Technology
28
Where learning is vibrant and teaching is dynamic
29. Sec 1 Express & Normal (Academic)
• Non-Examinable Subjects
o Character Education Programme
o Physical Education
o Music
29
Where learning is vibrant and teaching is dynamic
30. Sec 1 Normal (Technical)
• Examinable Subjects
English Mathematics Art
Language
Chinese/Malay/ Science Computer
Tamil Applications
Language
Home
Economics /
Design &
Technology
30
Where learning is vibrant and teaching is dynamic
31. Sec 1 Normal (Technical)
• Non-Examinable Subjects
o Character Education Programme
o Physical Education
o Music
31
Where learning is vibrant and teaching is dynamic
32. Assessment Structure
Components Express/Normal Normal
(Academic) (Technical)
Continuous 30% 40%
Assessments
Mid-Year & 70% 60%
End-of-Year
Examinations
Total 100% 100%
32
Where learning is vibrant and teaching is dynamic
33. Promotion Criteria
Course Promotion Criteria
Sec 1 Exp Pass in EL and 50% average of
the total for all subjects
Sec 1 N(A) Grade D or better in:
[a] EL and 2 other subjects or
[b] 4 subjects
Sec 1 N(T) Grade D or better in 2 subjects,
one of which should be EL or
Mathematics
Where learning is vibrant and teaching is dynamic
34. 2012 Timetable
• Introduction of Common Test: Every
Wednesday morning
• Intent:
– To streamline the tests implemented by
different departments
– To promote a culture of learning and
excellence
34 HYSS-2012-Jan-
Where learning is vibrant and teaching is dynamic
Assembly
35. 2012 Timetable
• Introduction of Common Test:
– Students with valid MCs will be allowed to sit
for a re-test.
– Results to be printed in Progress reports.
35 HYSS-2012-Jan-
Where learning is vibrant and teaching is dynamic
Assembly
39. Character Education
in Hua Yi
Sharing by
Mr Lee Han Hwa
HOD Character Development
Where learning is vibrant and teaching is dynamic
40. MOE Workplan Seminar
A good school needs to know who their
students are at the point of entry, studies
their needs and strengths….
-Speech by Minister of Education,
Mr Heng Swee Keat, 22 Sep 2011
Where learning is vibrant and teaching is dynamic
41. Character Development
Pupil Profiling
Target setting
Personality Keys (DISC tool)
Infusing of School Values into the school’s
Character Education programme
Student Development Week (Term 1 Week 10)
1-to-1 Form Teacher–Student Interaction Time
Where learning is vibrant and teaching is dynamic
42. Character Education (CE)
Programme
Implemented as a whole school programme
in 2011
Incorporated Civics and Moral Education
(CME), Sexuality Education, Career
Guidance, Community Involvement
Programme (CIP) into the CE programme
focused on real life application
School Values infused into the CE
programme
Where learning is vibrant and teaching is dynamic
43. Student Development Week
Developing our students beyond the formal
curriculum
To be held on Term 1 Week 10
Some of the programmes for Sec 1 include
the following:
Poetry Slam Coaching Clinic
Environmental Trail
Mother Tongue Language & Cultural Day
Maths Trail
Personality Keys Workshop
Where learning is vibrant and teaching is dynamic
45. 1-to-1 Form Teacher-Student
Interaction Time
Why 1-to-1 Form Teacher-Student
Interaction Time?
Build Quality relationships
- Takes time and effort
A safe environment for sharing
Where learning is vibrant and teaching is dynamic
46. CCA Matters
Sharing by
Mr Cheong Kit Kee
HOD CCA & PE
Where learning is vibrant and teaching is dynamic
47. MOE CCA Framework
Guiding Principles
•Build Character, Team Spirit and Responsibility
•Be broad-based with Opportunities to Specialize
•Be Responsive to inculcating National Values & Skills
•Promote Social Integration
Where learning is vibrant and teaching is dynamic
48. LEAPS
MOE’s CCA Grading Scheme
Leadership
Enrichment
Achievement
Participation
Service
Where learning is vibrant and teaching is dynamic
49. LEAPS
Part of the school’s:
- Character Development programme
- to build students’ character and
leadership qualities
- Holistic Health Framework
– encourage personal’s health and
fitness improvement
Where learning is vibrant and teaching is dynamic
51. CCAs in Hua Yi
SPORTS & GAMES
CORE SPORTS SPORTS MODULES
•BADMINTON •FLOORBALL
•BASKETBALL •FOOTBALL
•TRACK & FIELD •NETBALL
•VOLLEYBALL
UNIFORMED GROUPS
NATIONAL CADET CORPS (NCC) GIRL GUIDES
NATIONAL POLICE CADET CORPS (NPCC) RED CROSS YOUTH
PERFORMING ARTS
CHOIR HIP HOP DANCE
CONCERT BAND GUITAR ENSEMBLE
DANCE SOCIETY GUZHENG ENSEMBLE
CLUBS & SOCIETIES
ART CLUB INFO-COMM CLUB
CHINESE CULTURAL SOCIETY INNOVATION CLUB
ELDDS MEDIA RESOURCE LIBRARY
ENTREPRENEUR CLUB SINGAPORE YOUTH FLYING CLUB
HOME ECONOMICS CLUB
Where learning is vibrant and teaching is dynamic
52. School’s CCA Policy
Guiding Principles
•All students have a CCA
•All students are actively involved in CCA
•Our students can become leaders
•Students are responsible for their own
development
Where learning is vibrant and teaching is dynamic
53. OBJECTIVES
Encourage student’s participation in
CCA.
Reward student’s contribution and
achievement to CCA.
Develop and recognise student’s
leadership qualities.
Where learning is vibrant and teaching is dynamic
54. Conclusion:
3. Provide a holistic education for all.
4. Support of parents to ensure that the
child attends CCA regularly.
3. Develop the potentials of the child to
the fullest.
Where learning is vibrant and teaching is dynamic
55. School Family
Partnership
Sharing by
Mr Amran Bin Sukri
Subject Head / Citizenship Education
Where learning is vibrant and teaching is dynamic
56. School-Family Partnership
To build school-home partnership that
supports the drive to provide our
students a holistic education
Where learning is vibrant and teaching is dynamic
57. School-Family Partnership
• Programmes to note:
– Bonsai Appreciation Programme
(Parent-Child Bonding)
– School-Family Education (SFE)
Programmes (a programme supported
by the Ministry of Community
Development, Youth and Sports MCYS)
– Parent Support Group (PSG)
Where learning is vibrant and teaching is dynamic
58. Bonsai Appreciation Programme
It takes ten years to nurture a plant,
a hundred years to nurture an individual
Where learning is vibrant and teaching is dynamic
59. School-Family Partnership
Bonsai Appreciation Programme
– Bonsai Culture – the school’s legacy and icon
– Introduces the students to the history and
values of the school
– Promotes parent-child bonding
– Parents are encouraged to attend this
programme together with their children
– Collaboration with various Community Clubs,
Community Centres and the Singapore
Penjing and Stone Appreciation Society
Where learning is vibrant and teaching is dynamic
60. School-Family Partnership
Bonsai Appreciation Programme
– This is a compulsory programme for all
Secondary One students as part of the
Character Education (CE) programme
– All students will bring the plants home
after the programme
Where learning is vibrant and teaching is dynamic
61. School-Family Partnership
Bonsai Appreciation Programme
– They will be empowered to nurture and
care for the plants
– They are encouraged to bring the plants
to school and consult our resident
Bonsai expert for consultations
Where learning is vibrant and teaching is dynamic
62. School-Family Partnership
Bonsai
Appreciation
Programme
– 24 Mar 2012
• for students and
parents from
1E2, 1E4 and
1T1
Where learning is vibrant and teaching is dynamic
63. School-Family Partnership
Bonsai
Appreciation
Programme
– 31 Mar 2012
• for students and
parents from
1E1, 1E3, 1N1
and 1N2
Where learning is vibrant and teaching is dynamic
64. School-Family Partnership
Parenting Skills
Talk
– 24 Mar 2012
• for parents
from 1E1,
1E3, 1N1
and 1N2
Where learning is vibrant and teaching is dynamic
65. School-Family Partnership
Parenting Skills
Talk
– 31 Mar 2012
• for parents
from 1E2,
1E4 and 1T1
Where learning is vibrant and teaching is dynamic
66. School-Family Partnership
School Family
Education (SFE)
Programme
In-Line Skating
(Parent-Child
Bonding)
25 February 2012
9 am to 12 noon
Basketball Court
(below ISH)
Where learning is vibrant and teaching is dynamic
67. School-Family Partnership
School Family Education (SFE)
Programme
Helping your child transit to Secondary
One
14 January 2012
9 am to 12 noon
AVA 3rd Level
Where learning is vibrant and teaching is dynamic
68. School-Family Partnership
Parent Support Group
(PSG)
Support School
Programmes
Youth Carnival
Sports Extravaganza
Bonsai Appreciation
Programme
Where learning is vibrant and teaching is dynamic
69. School-Family Partnership
Parent Support Group (PSG)
Please proceed to the PSG counter at
the back of the hall for more
information
Where learning is vibrant and teaching is dynamic
70. School Health Advisor
Programme
Sharing by
Mdm Haslinda Bte Abdullah
Student Health Advisor (SHA)
Where learning is vibrant and teaching is dynamic
71. Overview of Programme
Will benefit students who:
have general queries about their health
are under/overweight and needing advice on
healthy lifestyle
have existing medical conditions (asthma,
diabetes) & require health advice
want to kick bad habits (e.g. smoking,
substance abuse) Where learning is vibrant and teaching is dynamic
72. Role of Student Health Advisor
• Provide health advice for individuals or small
groups of at-risk students referred by
authorized school personnel
• Advise/Counsel students with existing
chronic medical conditions who are non-
compliant with treatment and refer to
adolescent health services where needed
• Monitor attendances for referrals made by
SHS teams to ensure students receive
appropriate follow-up
Where learning is vibrant and teaching is dynamic
73. Counselling Sessions
• Health counselling may be conducted
individually or in groups in school
• Frequency and duration of counselling
sessions may vary according to individually
needs
• May arrange for follow-up session(s) or
updates on student’s health issues
• Counselling sessions will be conducted either
during or after school hours
Where learning is vibrant and teaching is dynamic
74. Confidentiality
• All information relating to the students and
shared during the counseling sessions will
be kept strictly confidential
Where learning is vibrant and teaching is dynamic
75. How to make an appointment?
For students:
•Inform your Form Teacher that you would
like to meet up with the SHA
•Approach the SHA directly for an
appointment (Walk-in)
Location: Level 4, Wellness Centre
Where learning is vibrant and teaching is dynamic
76. Keep in touch with us
• Tel : 65634568
• Email : hyss@moe.edu.sg
• School website :
www.hyss.moe.edu.sg
Where learning is vibrant and teaching is dynamic
77. Thank you
Where learning is vibrant and teaching is dynamic
Editor's Notes
The Chinese version of the school motto embodies four school values: Value-based education and character development.
我校积极落实教育部提倡的少教多学的教育理念,并具体体现在华义学生的学习中,华义营造的是一个激发学生具有创意思维及批判性思维技能的学习校园。 oralcy Give various opportunities within the school for students to showcase their talents – one opportunity to allow our students to improve their oral skills. 发掘学生的闪点光 激发学生树立自信 我们特别重视口语的表达能力,在语文课、在英语课中,我们也都积极培养他们的自信,让他们成为能说、并且说得好的华义人。
Teachers are your mentors who will guide you to grow and development into a responsible person by the time you graduate at the end of Secondary education. Sending students overseas is a way for us to expose our students and broaden their horizons. Here are some photos on some of the trips made in the past few years.