(Newswire.net — January 24, 2014) Singapore, Singapore — Adding a distance-learning element to a project-based course is now common at Singapore American School (SAS). Virginia Sheridan, the High School Yearbook Journalism teacher, is leading her students through a mini lesson on headlines. As they apply the learning to their stories-in-progress, I review layouts with the editors and coach individual students. Then it’s time for a “birthday break.”
Ms. Sheridan shared that one of her student teased her, “Have a brownie, Mrs. Sheridan!” She knew that she couldn’t eat the treat as I am actually 13,600 kilometers away in San Francisco. It’s 9:00 p.m. for me, and I’ve been engaging with the students “live” via the Internet.
An authentic project – such as a 475-page yearbook viewed by the entire school community – intensifies student learning. The distance-education element to the course additionally promotes college-ready skills such as independence and time management. Because the students meet together in the classroom, they also learn to collaborate – a skill essential to the 21st century workplace. The result: a “blended” style, student-centered class that is very much in line with the SAS vision of “cultivating exceptional thinkers prepared for the future.”
“The absence of a physical teacher has increased class cohesiveness,” said Maya Bhat, Managing Editor. “The alternative communication methods have opened up new avenues for problem-solving and teamwork.”
Student Life Editor Emily Rassi lists events at the whiteboard. Sports Editor Zara Bahl reviews a story with a fellow classmate, and Editor-in-Chief Taylor Haas shows InDesign neophytes how to import photos at the Power Macs. In my class of mixed grades and experience levels, the “returnee” student editors help train their “newbie” classmates (and often vice versa), thus adding leadership development, responsibility, and peer-to-peer learning to the mix.
Though not physically in the classroom (apart from six weeks of on-site visits), Ms. Sheridan is constantly connected to her students via the Internet and mobile phone. She synchronously meets with the class or individual students using Google+ Hangouts. She gives direct feedback on their writing via Google Drive. Between classes she texts with editors regarding planning and event coverage.
“Can you check my Student Life layout?” asks Haas, changing our Hangout from face-to-face conferencing to computer screen view to show Ms. Sheridan her latest layout. As she implements the feedback, I pop onto our Google+ Community site to read story ideas, and post the next in-class mini-lesson.
There are, of course, challenges to the distance: the time zone disconnect, tech glitches that render me mute or deaf to my class, the frustration of not being able to jump through the screen to demonstrate something directly. But overcoming such challenges is part of the learning in this class, and excellent practice for the “real world.”
Established in 1956, the school primarily serves the American and international expatriate communities of Singapore. SAS is registered with the Singapore Council for Private Education, affiliated with the Office of Overseas Schools through the U.S. Department of State, and is accredited by the Western Association of Schools and Colleges (WASC).
For more information about Singapore American School visit www.sas.edu.sg.
Thank you to Ms. Virginia Sheridan, SAS high school faculty, and to SAS Crossroads for allowing us to reprint.
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