The Sikkim-Singapore Pedagogical Exchange Programme progressed into its second day, with a strong emphasis on subject-based and specialised educational pedagogy. Through lively discussions, all educators gained valuable insights on teaching strategies in the fields of English, Mathematics and Sciences, alongside identification strategies for growth domains in Early Childhood education. Energise with English! To kickstart the day, the discussion centered around English pedagogies elicited two valuable takeaways. Firstly, both Sikkim and Singapore educators share a skills-based approach to teaching English. In light of these similarities, a few Singapore-based frameworks – CLLIPS and ACoLADE – to assist lesson designs and resource creation were shared and discussed. Again, this experience re-emphasised that frameworks merely act as a guide, and it is important to adapt them according to the students’ learning progress. Furthermore, during an in-depth analysis of English assessment questions, one Sikkim educator highlighted the unique feature of empathetic questioning. For example, comprehension questions can be crafted to be dependent on students’ moral compasses and sense of empathy, translating into questions such as “If you were in John’s position, what would you have done differently to avoid missing the test?”. This is heavily aligned with the previous day’s learning point on infusing character-based education into academic settings, ensuring that all aspects of education are geared towards developing a child holistically. Mathematics: Make it Make Sense! Up next, the Singapore educators introduced an exciting e-pedagogical tool known as “Kahoot!” to help the Sikkim partners better understand Singapore’s Mathematics education philosophy. It was truly a heartening sight – Sikkim teachers discussing animatedly, fervently rushing to get the correct answer with a dose of healthy competition to spice things up. Given the warm response, this may have opened up opportunities for Sikkim educators to further explore e-pedagogical tools to engage students in class. Secondly, this exchange highlighted a unique difference in the construction of lesson objectives. Unlike Singapore where lesson objectives are differentiated using the HAMALA framework, Sikkim standardises foundational lesson objectives for all students. Singapore’s approach differentiating lesson objectives to stretch those with higher ability (HA), meet the needs for those with middle ability (MA), and finally ensure foundational knowledge is achieved for the lower ability students (LA). This allows for a more responsive approach to lesson planning, which the Sikkim educators reflected was an important tool to meticulously design lessons which benefits students with different needs and ability levels. Sparking Curiosity through Science Singapore’s presentation on learning science through experiential learning not only emphasized the critical role of science in connecting real-world observations with meaningful understanding, but also ignited an enriching discussion on the pivotal role of teachers in education. It underscored the inspiring realization that educators are united by a shared vision, regardless of subject and nationalities: to unlock and explore opportunities for engaging, innovative, and transformative learning experiences. Given this unifying factor, there is anticipation for more enriching discussions with additional science teachers in future exchanges. Starting it Young After discussions on Singapore's mathematics syllabus, the focus shifted to early childhood pedagogy, highlighting the holistic development of young children. This approach stresses the importance of educators being mindful of children's socio-emotional and cognitive growth. It was emphasized that educators should guide children’s inquiry to foster imagination and innovation, while also nurturing socio-emotional skills for effective play and peer interactions. Overall, the second day of the Sikkim-Singapore Pedagogical Exchange Programme further sparked numerous new perspectives in terms of pedagogical approaches and differentiated instructions. The ultimate takeaway was the shared visions in both Singapore and Sikkim educators: we want the best for every child. These exchanges facilitate treasured discussions and insights towards inculcating joy of learning and purposeful learning, and has great potential in years to come
