I was honoured that I received a round of applause again!

 

I was surprised that I had good attendance today for an 8am class. It was a lecture on Water Sensitive Urban Design, a topic which is relevant to their design project. I tried to use as much diagrams and photos as much as possible. For their in-class exercise, I decided to set an online quiz on the Blackboard interface. It was fun setting it and students seem keen in trying the quiz out. I think that they learn better having to keep referring to the powerpoint slides in oder to answer the quiz questions as it reinforces learning and retention.

Taught some students about functional analysis. A very good class. I did an exercise on citations and reading using Active Learning and Kagan Structures:

 

Active Learning Method: Syndicates and Springboard Seminar

 

Why did you choose this active learning method?

It was brought up by the Course Module Team that in order for students to do proper citations for their paper, they would need to be taught what a proper citation is. I was left with this unenviable task.

 

I decided to use Syndicates as it is an efficient way to cover more worked examples within an allocated time. Different groups of students will work on different texts in parallel, each group working out the correct sequence of referencing. Syndicates can also be incorporated within a Springboard Seminar. The choice of Springboard Seminar was an opportunity to divide the students into discussion groups and the present their discussion to the class or on a worksheet. Having many groups would encourage full participation of the whole class.  

 

How did you incorporate this into your teaching session and what were the results?

I decided to kill two birds with one stone by having a lesson on citations combined with the required in-class reading of a paper. Both would involve dividing the class into groups and presenting their discussions.

 

I decided to have a short lecture on the importance of citations and how to write proper citations using the Harvard System. I conducted this lecture as an adjunct to the usual lecture series. This provides the stimulus for the Springboard Seminar. I then handed out a worksheet for the Syndicate. I divided the class into 5 groups of 8. I then handed out 5 different texts for which the students have to write out a full reference list. I handed one to each group. I gave then 5 minutes and then I would switch the texts and so on until all 5 groups have finished all 5 texts.

 

I then handed out a photocopy of the reading for the day on Colonial Streets of Singapore. I divided the text into 5 parts and let each group read each part. I then allowed 15 minutes of reading time and discussion within group. After that, I began the Seminar by having the relevant groups summarize and discuss the text from start to finish. Finally, they are required to answer a question online in response to the text. I posted the question onto the discussion board of the module blackboard.

 

What would you do differently if you had a chance to do it again?

I would perhaps have the students move around a bit and do a jigsaw instead of sticking to the same groups for the two discussions. The difficulty with this is, being a Year 3 class, the cliques formed are very strong and they would not be happy with me if I were to mix them up!

 

Will you ever use this active learning method again? Do provide reasons or your reflective thoughts here.

I certainly would use this active learning method again as it gives a guided method of doing an unfamiliar task ie. Writing out references and critically reading an academic text.

 

Some of my students clapped after today’s lecture. They must have enjoyed my lecture even for such a dry topic as rivers and hydrology.

 

 I decided to start the lesson series on documentation and detailing with an exercise to see how good the students are in drawing a construction detail using a simple element which is paving or planting bed. These are third year students and they would have a basic grounding on detailing. I have not taught them before so I need to see what the level of understanding and skill is.

 

I found that my last year’s students mentioned that they benefitted from it and they are now doing well in their second year because of their understanding of construction detailing. One student wrote in their lecturer’s evaluation last year in that he/she like the comments written in red from me for their detailing exercises as they got constructive feedback as to how they could improve upon their details. It is a form of teach less learn more I think and I use formative assessments as a guide to my students’ level of skills and competency.

I implemented a basic surveying class this year because I would like the students to have a feel for what spot levels really mean on the ground rather than just a theoretical approach to spot levels on a plan. Some of them were embarassed being associated with the theodolite as the instrument is widely used by foreign workers in Singapore, especially when they have to wear a loud yellow vest.

My students had problems coming up with a concept so I tried to implement an Active Learning method to help them:

Active Learning Method: Brainstorm and round robin

 

Why did you choose this active learning method?

I chose this learning method as a means to help a group of students of about 20 to come up with a concept for their masterplan for Rochor Canal and adjoining open spaces. I think brainstorm creates freedom of thought and enables students to think outside the box freely. Too much restriction is not helpful to creativity whilst freedom of thought in the form of brainstorming would unleash the right brain the search for creative concepts.

 

How did you incorporate this into your teaching session and what were the results?

For the first term, the class of 40 are divided into two teams. Each team would have to undertake a site analysis and survey of Rochor Canal from Little India right up to Jalan Besar. They also were required to delve into the history, culture and social, ecological and functional issues pertaining to the site. Finally they would have to come up with an overriding concept which would harmonise the masterplan proposed by the groups.

 

I was in charge of one group. They found it difficult to come up with a concept. I then suggested then they form a semi-circle facing me. I have a small whiteboard with me. I then asked each student to just say something which relates to what they have found out so far about the Rochor Canal or their site survey. I then write down a word or a phrase mentioned by one student. This word or phrase becomes a trigger for further words and phrases. I did at least 2 round robins because towards the second round, the words and phrases took on a different and creative tangent. I then did an elimination by vote, retaining 2 phrases which piqued their imagination. I then went one another round robin using the 2 phrases as mental triggers. I then did a final elimination and retained the most popular phrase “The River of Time”.

 

What would you do differently if you had a chance to do it again?

I would include the use of images or songs as triggers. Perhaps I would split the 20 into 10 and do 2 separate brainstorms then combine the results.

 

Will you ever use this active learning method again? Do provide reasons or your reflective thoughts here.

I would definitely use this active learning method again as it is fun, creates a vibrant discussion, each student is able to participate without judgement, creates a creative mood and finally produce interesting results.

Small Group Teaching Session AY 07-08 Year 1

 

Active Learning Method 2: Drawing a planting plan and calculating plant quantities – one on one coaching and feedback (Problem Solving)

 

Why did you choose this active learning method?

As a design studio, there is a lot of emphasis on drawing, design, sketching whether as individuals or small groups. By giving the students a task of drawing an actual planting plan which is part of their Design Studio project, the students would be able to gain a lot of on-hands experience in what is involved in drawing a planting plan and coming up with a planting schedule for contactors to build upon. The learning curve would be steeper than if it were just a theoretical lecture.

 

How did you incorporate this into your teaching session and what were the results?

I gave a lecture on planting plan and planting details and schedule. I then gave them the task of drawing up a planting plan which involves drafting, calculating areas of planting beds and plant quantities and finally drawing up planting details. As this was a requirement for their project work for another module, the students were killing two birds with one stone. I was fortunate to have a class of 40 students thus I was able to have a one-on-one session with each student as they work out the planting plan. The students were appreciative. At the end of the Semester, they all did well for their Design Studio project, there were no failures and the normal curve tended towards a B.

 

What would you do differently if you had a chance to do it again?

I probably would incorporate more examples from actual projects. I did give one or two but I think more would have helped.

 

Will you ever use this active learning method again? Do provide reasons or your reflective thoughts here.

I would definitely use this active learning method again. Moreover, this is a standard method for the Diploma in Landscape Architecture course. It has an integrated module system whereby all modules are geared towards the Design Project for all years. Thus, all studio work for all modules is catered towards a definite outcome as a portfolio of drawings for design projects. These studio works are the active learning components of the various lessons given to the students.

I began the new lectures on Urban Design today. I tried to bring the level down to the level of a late teenager rather than a university level. I covered basic principles of good urban design using lots of pictures.