For 1 1/2 weeks, I have been able to wake up on time, get to workplace and start running. It was a refreshing change from my usual route, ECP. Went through the familiar streets, quaint houses and today, the shopping malls. Had no time to shop but window shopping while running IS great! Next week will run through the stretch of shopping malls! Must keep myself abreast of trends. heheheheheh.

Pace has been improving which I am thankful about. And after that meeting, went to audit the course – Inquiry Based Learning. I came out, DESIRING to teach again. I missed teaching the kids, my joy and my pain ;p…but mostly joy. The trainer made teaching seem so much like an art (indeed it IS an art). I was captivated by all those literature findings, pictures and anecdotes. OK. 11 more months. Bear with it.

Could have gone for swim class if not for the misinterpretation of some deadlines. ARGHHHHHH….wanna cry! boss ah…I love working for you. But you made me miss my class today! Hump! So in the end, I went on my own to swim. Was happy with my swim.

Today was hectic…crazy…but was happy.

Day well spent. But pls don’t injure yourself, Lynn. Don’t be blur and fall into the drain again. This is not the season to be injured.

AM: Run 5.4km
PM: Swim 1.5km



Planning a model IB lesson
– Begin by activating prior knowledge.
– Make use of positive emotions (novelty, digression, curiosity, humour, etc) & as many senses as feasible.
– Relate learning to big idea.
– Make it relevant to students’ experience of the real world.
– Ensure high level of interactivity.
– Provide some choice & support for students of different strengths.
– Minimise or chunk teacher talk.
– Debrief –> students need to be made aware of what they have learnt.

Me=right brain. Random, intuitive, holistic synthesizing, subjective (eh, I thought I’m more objective?), look at wholes

How Right-Brain vs. Left-Brain Thinking Impacts Learning

Curriculum–In order to be more “whole-brained” in their orientation, schools need to give equal weight to the arts, creativity, and the skills of imagination and synthesis.

Instruction–To foster a more whole-brained scholastic experience, teachers should use instruction techniques that connect with both sides of the brain. They can increase their classroom’s right-brain learning activities by incorporating more patterning, metaphors, analogies, role playing, visuals, and movement into their reading, calculation, and analytical activities.

Assessment–For a more accurate whole-brained evaluation of student learning, educators must develop new forms of assessment that honor right-brained talents and skills.


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