Abstract
This chapter describes the lessons learnt during the initial 10 years of scaling and translating a suite of learning interventions under the collective umbrella of the Disciplinary Intuitions/Six Learnings programme. The Six Learnings curricular design framework has been used in the design and development of lesson units in several schools in a variety of subjects. The programme leverages primarily open-source tools and platforms to help teachers design canvases within which their students can express their emerging conceptual understandings. In this way, students’ thinking and intuitions—which would otherwise be largely tacit—are made visible and can be developed through dialogue with peers. Learning is, thus, more enduring as first-principle understanding is built. The chapter analyses the scaling and translation through the SCAEL frame. Through two case studies, principles for wider application to other subsequent interventions are suggested.
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Lim, K.Y.T., Yuen, MD., Hilmy, A.H., Chua, S.Y., Lee, J., Ng, J. (2021). Use of Immersive Environments for Learning in Singapore Schools, 2009–2019: Lessons from a Decade of Scaling and Translation of the Disciplinary Intuitions/Six Learnings Programme. In: Koh, E.R., Hung, D.W.L. (eds) Scaling up ICT-based Innovations in Schools. Studies in Singapore Education: Research, Innovation & Practice, vol 3. Springer, Singapore. https://doi.org/10.1007/978-981-16-4469-6_13
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DOI: https://doi.org/10.1007/978-981-16-4469-6_13
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