Networking Group - JCs General
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zac's mum\" post_id=\"2117026\" time=\"1692662485\" user_id=\"53606:[quote=\"zac's mum\" post_id=2117026 time=1692662485 user_id=53606]
depends on the type of learners bah.
The traditional lecture system is such that it is held in a huge lecture theatre, with the lecturer droning on about his/her slides. No q&a session, no interaction with the audience. Hence i can see why almost all tertiary institutions (except maybe SMU??) have chosen to use pre-recorded lectures instead. I think many students welcome being able to watch in their own free time, and at 1.5-2x speed if they want, to save time. The only fun thing I recall about being physically present for lectures is sitting together as a class, sharing sweets, and whispering about the shuaige in front…the format just creates distractions imo.[/quote] -
zac's mum\" post_id=\"2117020\" time=\"1692657346\" user_id=\"53606:[quote=\"zac's mum\" post_id=2117020 time=1692657346 user_id=53606]
My niece is from TMJC. Art stream there can exclude Geo/Hist. Hybrid combi allowed. Rare subject Theatre studies offered.
Thanks dear…it seems that for RI Arts stream, compulsory to take either History or Geog.
Are there any JCs that permit more flexible combis?[/quote] -
slmkhoo\" post_id=\"2117027\" time=\"1692663094\" user_id=\"28674:
@MIG as well
The lower no. of parents to discuss with is probably because many parents are no longer as closely involved in the decision when kids are this age. Not that there aren't any, but few.
I don't know when the open houses are, but most kids will not want their parents to go with them! Maybe parents can agree to go separately, or go together but tour separately? I think many 16yos would find it quite \"uncool\" to have a parent following them around - I went to all such events with my older girl, but that was because of her special needs. For my other girl, we talked ahead of time about the sort of questions she should ask etc, and I left her to it. She briefed me after she got back.
I would say that most 16yos will not want to feel that parents are trying to make the decisions, so it should be handled carefully to avoid resistance. My tack was to show interest, ask questions like \"Do you think you will like ...?\", \"Will you be able to cope well if...?\", \"Maybe ... would give more time/autonomy etc?\" to indicate what I thought was important and give her some things to think about. We would discuss what she found out, and I would weigh in with opinions, but I left the final decision to her. Parents also should try not to be too fixed on a particular choice, and insist on it. Often, there will be at least a couple of choices that are roughly equal, and I think we should be prepared allow that amount of flex. Think back to when you were that age - most of us would have instinctively resisted being told what to choose and what to do.
In her case, it wasn't the choice of JC, but we did this for all the many other choices (subject choice, CCA, etc) she had to make, and also when she decided which university to go to. Assuming that the teen is fairly sensible, knows his own interests and abilities, isn't the kind who automatically rejects anything the parents say, they are unlikely to choose something totally unsuitable.
Wish to clarify that parents gathering info and finding out what to expect does not equate to making decisions on kids behalf. depends on which type of learners and the type of parenting parents adopt. So no one size fits all method.
For selection, can gauge based on the current results as a start and fine tune up or downwards as it goes along. Others may just set one target to work towards, which may be stressful. -
For me personally, I enjoyed physical lectures and paying attention during lectures. There are things hints or information which cannot be tied down in recording. Certain opinions or views or personal techniques or methods would not be shared thru recordings. Lecturers who are skilful and engaging will stand out. They may crack jokes to get your attention etc. Such techniques are useful life skills to pick up too.
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To me recorded lectures have these benefits over live lectures :
- can rewatch again as many times as needed if don’t understand teaching. Asking too many questions during live lectures may hold back the rest of class
- can pause recording to make notes. During live lectures often it’s the case make notes will then miss out alots of what lecturers are teaching .
- can study with recorded lectures at own convenience times
Even with recorded lectures student still can interact with teachers during tutorials or consultations.
RI has moved all their lectures to recording. That’s the reason every Wednesday can be a gap day for them. There will not be any scheduled learnings on Wednesday, except CCAs. Students are free to learn at their own pace by watching the recordings. I think this is where gap day is different from HBL - where HBL day is still a scheduled learning day where students expected to learn via online. And RI has a back plan for those lagging behind with recorded lectures learning: these students have to attend live lectures specially arranged for them.
Not sure about other JCs on how much of their lectures are recorded now.
But live lectures are more fun. -
:goodpost:
For me personally, I enjoyed physical lectures and paying attention during lectures. There are things hints or information which cannot be tied down in recording. Certain opinions or views or personal techniques or methods would not be shared thru recordings. Lecturers who are skilful and engaging will stand out. They may crack jokes to get your attention etc. Such techniques are useful life skills to pick up too. -
For discussion purpose only. Just sharing personal perferences and rationale.
If you ask the Swift fans, watching her videos will never be the same as watching her live concert, her charm and wits and spontaneity, it is not just her music but the whole package. (no, I am not a fan.)
Why most go after top schools? there are a few professors /experts in that subject. Call me money mindedness, but I think we get more out of our money to attend their physical lectures than some recordings which can be produced by someone else (or not). Recordings are mainly facts and figures plus some form of illustrations. (Yes some recordings could be of higher quality than others.) Also, based on the online courses that I have come across, I know I am not the only one who just press fast forward and skip some parts come to crunch time. Knowing that we can always play back anytime we want but never get enough time.
Also, I dont think all classes of that same subject will get the same lecturer as their tutor, the lecturer may only be tutoring a couple classes, as least that is how it were during my time. That is the merits of having lectures, all students get the same quality in one go (whether good or bad). Then tutors do discussions and clarifications. -
My niece’s JC stop HBL because some students did not do their assignments on SLS. My niece also think she focus better during in person lectures.
But since 2020 all RI lectures are online and according to the principal, there is no change in cohort’s A level performance. -
Some JC/lecturers actually required students to watch recorded/live stream lectures in classrooms.
As for post sec open houses, we show our support by going with them so that we have a common understanding during discussion & can compare notes afterwards while the teenagers might roam around on their own.
We also prefer them to make their choices based on their own strengths, weaknesses & other considerations instead of following their friends. So far, this has paid off quite well repeatedly when our children explore the less obvious choices.
JC open houses are squeezed into 2 days after release of Olevels results, so quite hectic to visit a handful JC in a day for the undecided. There are consultations with lecturers to clarify questions other than talks & we observed many teenagers were too shy to approach them but went for the ancillaries.
Poly open houses are huge & spread out across campus so required some time mgt to attend the talks, workshops, tours etc of different diplomas. There are usually follow up channels/workshops for committed students interested in EAE as far ahead as 6-8mths before application. -
Vevey\" post_id=\"2118662\" time=\"1694144335\" user_id=\"1350:
Thx for your input. This is helpful.
Some JC/lecturers actually required students to watch recorded/live stream lectures in classrooms.
As for post sec open houses, we show our support by going with them so that we have a common understanding during discussion & can compare notes afterwards while the teenagers might roam around on their own.
We also prefer them to make their choices based on their own strengths, weaknesses & other considerations instead of following their friends. So far, this has paid off quite well repeatedly when our children explore the less obvious choices.
JC open houses are squeezed into 2 days after release of Olevels results, so quite hectic to visit a handful JC in a day for the undecided. There are consultations with lecturers to clarify questions other than talks & we observed many teenagers were too shy to approach them but went for the ancillaries.
Poly open houses are huge & spread out across campus so required some time mgt to attend the talks, workshops, tours etc of different diplomas. There are usually follow up channels/workshops for committed students interested in EAE as far ahead as 6-8mths before application.
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