We share our Mother Tongue Fortnight (MTF) activity designed for our graduating classes. This activity is designed to first, mantain the same or almost similar level of engagement despite time is a premium; our graduating students need enough time to prepare well for their coming GCE O Level Examinations. And second, to engage them at a level higher – a meta-level engagement – instead of introducing them to yet another aspect of the Malay culture. You can know more about our MTF activity here.
We had ordered 50 sets of Kami Pelajar A1 collectibles from The Game Crafter and they had arrived last month. These collectibles are achievement cards meant to invoke in our graduating students superhuman effort so that they work hard to get distinctions for their coming Malay O Level Examinations this June.
Why we do this and how did we get here? We record our journey in our blog here. Do check it out. We will be updating our blog from time to time. We hope that our journey inspires many Malay teachers to try out our approach with their graduating students in the coming years.
We have not published our collectibles in The Game Crafter for public purchase, but we will do that soon. Now we are just excited experimenting them with our graduating students.
We started the year with several teaching clinics where we nurse our graduating students back to competency in the various learning strategies that we taught them last year. We have learnt sadly that the long November and December holidays last year have taken the bite out from what they used to know.
We ran the clinics throughout the whole of Term 1 and our graduating students were required to submit various assignments as part of their rehabilitation. We are pleased to share that many of them did well for these assignments and we are confident that they will continue to do well as we gear them up for more assignments in the coming Term 2.
We look forward to having many among them earning their first collectibles in Term 2. Who would that be and what collectibles will be first up for grab? We’ll see and we will be reporting that to you. Stay tune!
This week we engage our graduating students with the expository writing strategy that we had taught them last year. To help them recall and apply the strategy we discuss as a writing content the impact of fake news in our society as we ride the challenges brought about by the current COVID-19 virus. This topic is timely as we had just commemorated the Total Defence Day two weeks ago and the need for digital defence is made profound with the onslaught of fake news amid the virus outbreak that our students need to be alert about and know how to distinguish them.
As so se use the expository writing question below:
Berita palsu mengancam kesejahteraan masyarakat Singapura. Bincangkan
We start discussing the writing content by showing the video above.
We invite students to share various fake news that they have heard of amid the COVID-19 virus outbreak. From the MOH website, we learnt of the following fake news:
There were reports of a suspect case at Eastpoint Mall.
A message on COVID-19 has been circulating on WhatsApp asking the public not to visit certain public hospitals.
There were rumours circulating online that more than 100 arriving travellers from Wuhan were denied entry into Singapore.
There were rumours circulating online that an individual has died of the COVID-19 infection at a shopping mall in Singapore.
A Hardware Zone Forum post claimed that a 66 year old man died in Singapore from a newly identified virus that caused him to develop severe pneumonia. However at that time there had been no deaths among confirmed cases of the COVID-19 infection.
There were posts by several Facebook users claiming that Woodlands MRT was closed for disinfection due to a suspected case of the COVID-19 infection. The posts also urged members of the public not to go to Woodlands MRT.
A website called ‘City News’ published an article titled “BREAKING NEWS: Singapore records six more coronavirus case, total of 16 now” claiming that five Singaporeans have contracted COVID-19 without going to China. This is not true. At that time, there was no local transmission of COVID-19 in Singapore. All confirmed cases in Singapore by then were Chinese nationals who travelled from Wuhan.
There was a false statement on The States Times Review Facebook page on the supply of surgical masks.
There was a WhatsApp message circulating with a list of alleged places where suspected or confirmed cases of COVID-19 have been when this was not true.
A fake screengrab of a CNA tweet was circulated widely on social media saying that all schools including polytechnics and universities are to close next Monday (10 Feb) due to the ongoing COVID-19 outbreak.
A graphic that was aired on CNA’s Asia Tonight TV bulletin at 8pm on Thursday (13 Feb) mistakenly listed a coronavirus death to Singapore.
We invite students to share how have these fake news impact our community. We encourage them to recount what they have seen, read and heard. From our experiences, we have seen how fake news cause:
Rakyat Singapura menjadi takut akan keselamatan diri sendiri
Rakyat Singapura mula meminggirkan sesetengah golongan orang
Rakyat Singapura bimbang akan kekurangan bekalan makanan
Rakyat Singapura memilih untuk tidak keluar rumah
We invite students to share what they have learnt to distinguis fake news. At this juncture, we encourage them to share what they understood by the S.U.R.E (Source, Understand, Reseacrh & Evaluate).
The above discussion will help us to engage our students in revisiting the expository writing strategy that they have learnt and apply it in writing an expository essay based on the question on the topic above.
To know more about our expository writing strategy, do consider buying our Contoh Karangan Untuk Persiapan Peringkat O & N books.
We share below one of the exemplary essays students wrote during the above lesson. Take note of the last paragrapgh of this essay (Bahagian Penutup). What a brilliant closure to an amazing essay! The writer employed our teachnique for the last paragrapgh well.
We ordered 5 additional Mini Monsters Oral Guides from the Game Crafter for our teachers and they had arrived last week. We are excited to try them out with our students. In the past weeks, we have received a number of queries regarding the Mini Monsters Oral Guides. We do not keep them in stock. You can order them directly from the Game Crafter here.
We are in the midst of completing the manuscript of our new book Panduan Bacaan & LIsan Untuk Persiapan Peringkat N & O. We hope to send the manuscript for publication by the end of April and have the books delivered before the June holidays.
This will allow our students to use the books and its complimentary online resources to prepare for the N and O Level Oral Examinations during the June holidays.
If you are keen to pre-order the book for your personal use or for your students, please indicate so here. We will be contacting you once we have received the books.
The book is another MUST-HAVE book for students preparing for the N and O Level Examinations.
The book includes strategy how to read aloud well supported with 20 samples of reading passage each for candidates preparing for the N and O Level Oral Examinations. In addition, you can find strategy how to organise oral content into a coherent and convincing presentation supported with content that covers a variety of topics or themes featured in the Jauhari textbook for Secondary 1 to 4.
We are inviting teachers into our flipped classroom again this year.
We start teaching our Secondary 3 Express and Normal Academic (Out of Stream) classess our descriptive writing strategy from day two of school this term and have now move on to the second cycle of our teaching approach. In the second cycle we utilise flipped classroom pedagogy.
If you remember we shared in a post last year how we teach descriptive writing. We adopts a back and forth approach between (a) explicitly focused on illustrating the different elements in the technique as well as (b) monitor and provide feedback of student’s demonstration of learning. This we carry out over three cycles. To know what the cycles are about, please read our post here.
If you are an educator and would like to observe our flipped classroom for descriptive writing, do drop us an email or sms and we will provide you the padlet link.
Finally our Mini Monsters has arrived all the way from the US!
We were waiting for this throughout the school holidays. The wait is now over and it is worth waiting. The final product just looks amazing! We can’t wait to try this teaching and learning aid with our lower secondary classes.
Oh btw, the Mini Monsters is an oral guides we designed to help warm our lower secondary students to our oral strategies. We’ll discuss more about what it can do in the Mini Monsters Oral Guides page in due time.
We have not made our Mini Monsters Oral Guides public by publishing it in The Game Crafter for anyone who would like to buy it but we hope to do that soon and announce it in the Mini Monster Oral Guides page.
If you have any query about about this amazing teaching and learning aid, do drop us an email.