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Papers by Ng Kee Chuan

Ng Kee Chuan, 2023

Presented at iCOSM International 2.0 Forum (International Colloqium) regarding Coaching and Ment... more Presented at iCOSM International 2.0 Forum (International Colloqium) regarding Coaching and Mentoring. I touch on the three domains of C&M, the affective (emotions), cognitive (intellectual) and psychomotor (skills) in the context of education.

Ng Kee Chuan

The Gospel of Luke chapter two is the exciting account of the coming of the Saviour of the world.... more The Gospel of Luke chapter two is the exciting account of the coming of the Saviour of the world. But it is surprisingly low key except for some private celestial celebration with limited invitation. Very little is known about the developing years of Jesus but the one account about his visit to Jerusalem at the age of twelve reveals a deep secret that confounded all those who heard it at that time. Your study of the gospel of Luke chapter two will cause you to deeply wonder at the profound mystery of this coming of the Saviour of the world.

Tinjauan awal terhadap program SISC+, khususnya kumpulan rintis di Sabah dan Kedah yang telah dit... more Tinjauan awal terhadap program SISC+, khususnya kumpulan rintis di Sabah dan Kedah yang telah ditugaskan untuk membimbing guru-guru di sekolah untuk menambah baik proses pengajaran dan pembelajaran.

Tulisan ringkas untuk kertas ucap utama di seminar penyelidikan tindakan berkaitan dengan kajian ... more Tulisan ringkas untuk kertas ucap utama di seminar penyelidikan tindakan berkaitan dengan kajian tindakan sebagai usaha mencari makna.

This paper is written in Bahasa Melayu.

Kertas ucap utama disediakan untuk Seminar Penyelidikan Tindakan PISMP dan PGSR tahun 2012 pada 2 Oktober 2012 di Hotel Oriental Kota Kinabalu. Dicetak dalam Prosiding Seminar.

A short write up to defend the validity and legitimacy of Action Research as compared to traditio... more A short write up to defend the validity and legitimacy of Action Research as compared to traditional research. We who espouse Action Research must stop apologising or feel inferior to our traditional researchers...both have their place. This paper was written after undergoing a seminar with Prof. Jean McNiff. Thanks Jean, you have succeeded in shifting my paradigm.

This proactive action research seeks to investigate the processes and vehicles that could be empl... more This proactive action research seeks to investigate the processes and vehicles that could be employed to induct student teachers into cloud-based pedagogy through an experiential model. Three classes of different options were involved in this research carried out in a teacher education institute. Schoology was the platform for a Learning Management System while other free on-line tools like Google Apps, Blendspace, Jing, Thinglink, Powtoons, GoAnimate and Windows Maker augmented the hands-on exploration of the student teachers. The Flipped Classroom approach needed a period to induct the participants into the new paradigm of studying before coming to class. The lecturer-researcher experienced the uncomfortable feeling of conducting a lesson that was more messy and unpredictable because of its open-ended nature. Cooperative Learning structures used together with Blended Learning worked well as more freedom was given to participants to explore on their own. On-line tools that were used for the first time by the participants received good reviews as the tasks demanded higher thinking skills according to Bloom’s Taxonomy. The participants enjoyed the novelty of such learning although they also expressed the need to balance independent learning with social interaction with the lecturer in charge.

Jurnal Ilmiah 2008 Institut Pendidikan Guru Kampus Gaya Vol. 1 Year 2008. pgs. 1-18, 2008

This action research focused on the inaugural use of on-line connectivity and interactions in the... more This action research focused on the inaugural use of on-line connectivity and interactions in the training of beginning science teachers. This endeavour was facilitated through the use of the CLAROLINE system, a free webpage template provider for teachers. The first cycle of this action research revolved around the use of the website and e-mail facilities to keep track of an on-going e-investigation in science carried out by the trainee teachers themselves. Resources by the lecturer were also posted on the site. One discovery was that the trainee teachers had a tendency to report only successes and not “failures”. Another finding was my initial misconception that these trainee teachers who grew up in this era of ICT would find using the website easy. Nevertheless, e-reports received an enthusiastic thumbs-up from them because of its ease and economical nature. They also found the postings of lecture files and resources useful and desirable. The second cycle of the action research revealed that the uptake of the website was better when felt-needs in real and authentic context were met.

This proactive action research details the journey of learning by both the lecturer and trainee t... more This proactive action research details the journey of learning by both the lecturer and trainee teachers in using concept mapping and the IHMC Concept Mapping Software in enhancing learning skills. They discovered the joys of inquiry-discovery, independent learning, paperless processing of information and cooperative learning and working with different people at different times. In the process some new cooperative structures were devised: Carousel Tour and Mutual Visits.

This collaborative action research was a combined effort of a lecturer/teacher educator and a pri... more This collaborative action research was a combined effort of a lecturer/teacher educator and a primary school science teacher to produce thinking students in a science class. 30 students from a year 4 class underwent a combination of strategies for social learning (cooperative learning), independent learning (project-based learning) and acquisition of technological literacy and competency in three action research cycles. Triangulation of data was carried out from multi-sources including reflections, simple questionnaires, observations, student’s work, lesson plans and video recordings. Qualitative methods of data analysis was undertaken to ascertain signs and proofs of progress in thinking abilities among the sample students. The shift from passive acquiesce to thoughtful learning happened through a slow process of empowering the students to carry out project-based learning in cooperative learning teams with opportunities for them to use ICT to acquire, process, apply and present solutions to real-life problems. Students grew in independence as teachers intentionally coached them to think and make their own decisions. They also grew in confidence as they completed their tasks in groups and presented their findings before a critical audience.

Printed in Jurnal Ilmiah 2010 Institut Pendidikan Guru Kampus Gaya Vol. 3 Year 2010. pgs 55-76.

Asian Education Action Research Journal Volume 2 Year 2013. pgs. 1-26, 2013

This collaborative research by eleven lecturers from a teacher education institute in Sabah is an... more This collaborative research by eleven lecturers from a teacher education institute in Sabah is an attempt to implement Professional Learning Community in a whole school. While there have been previous smaller scale lesson studies in Malaysia documented, we believe that a whole school approach for sustainability is unique. It turned out that the PLC was as valuable to the lecturers as it was for the teachers. Through weekly reflections, the lecturers realised that they were running their own PLC, where weaknesses could be rectified during the following week. Administrative support was very crucial to involve all teachers in the school. The introduction of PLC, Lesson Study, HOTS and rubrics for formative assessment was difficult for the teachers to grasp at one go. Nevertheless, smaller progressive steps with lots of hands-on, experiential learning helped teachers in understanding and implementing it. Teachers needed to learn that lesson study was to enable group learning and not a means of assessment of an individual teacher. Lecturers made the mistake of being too controlling and perfectionistic about the lessons planned which retarded the process of lesson study. It was learnt that smaller PLC groups functioned better than bigger ones. With guidance from lecturers, task-based lessons were successfully planned by the teachers but implementation of the lessons revealed that old habits of teacher control persisted. Teachers, however, showed that they were able to self-evaluate the lessons implemented and offer constructive and pertinent suggestions for improvement.

Printed in Asian Education Action Research Journal Volume 2 Year 2013. pgs. 1-26.

This article is a reflective paper on my own experiences in using and innovating cooperative stru... more This article is a reflective paper on my own experiences in using and innovating cooperative structures like Jigsaw II, One-stay-three-stray, RallyRobin Reading, and Inside-Outside Circle. I will relate the difficulties I encountered that forced me to make modifications to the structures, thus producing variations such as Different Share, Sequential-Straying, Regulated RallyRobin Reading and Inside-Outside Carousel. I also share about classroom management signals that I have modified, like the Silent Signal to Silent-Clap Signal, and new signals like Home-Clap Signal and Up-and-Going Signal.

This is an action research on how to teach reflection among trainee teachers. It tells how I trie... more This is an action research on how to teach reflection among trainee teachers. It tells how I tried various ways to help increase the reflective abilities of my trainees. Among the methods I used were to teach the different types of reflections explicitly especially the higher order type of reflections, getting the trainees to consistently write reflections on their learning experiences and categorize their own reflections and giving specific feedback to the trainees on their reflections. From their own reflections and response to my probing questions, the trainees seem to gain confidence and clarity on the task of reflection after having gone through the practice with me during the semester.

This is an action research with my trainee teachers as they carried out an open-ended science inv... more This is an action research with my trainee teachers as they carried out an open-ended science investigation. Using an innovative method of growing seeds (the self-watering bottle planter), they investigated what factors affected its germination and growth. In the process, it revealed that prior ideas can impede the whole investigative process, the usually untapped treasure of learning from failures, the importance of the design of the investigation especially in ensuring the conditions for a fair test is adhered to, the need for the teachers to proactively create a positive atmosphere of learning, the joys of learning in new ways, the thrills of serendipitious discoveries and the importance of giving freedom to students to pursue their enquiries.

The nature of Physics is such that there is the quest to find the all embracing fundamental conce... more The nature of Physics is such that there is the quest to find the all embracing fundamental concepts. Historically the discovery of such fundamental concepts have resulted in major breakthroughs both theoretically and practically. This paper seeks to posit the possibility of using these “Big Ideas of Physics” as the basic framework to teach Physics with the intention to facilitate the understanding of Physics more efficiently to young learners. It also suggests that concept mapping could be a graphic tool that could be utilised for this end.

Asian Education Action Research Journal (AEARJ) Volume 1 December 2012 pg. 102-117., 2012

Writing action research reports that people will want to read is a fine art. This paper contends ... more Writing action research reports that people will want to read is a fine art. This paper contends that writing reports should be approached as one would in making a movie that people will want to watch and keep on watching. Even though reports are factual, yet creativity can be employed to transform a dry, academic action research report into an interesting and engaging one. The techniques suggested are catchy titles, thriller-like abstracts that stir curiosity and interest, captivating opening points, metaphorical writing of narratives that colours a story with pictures and emotions like special effects and a true story that has many “stars” in it. The way we package the report like the fine-art of “movie-making” caters to the consumerism tendencies that all readers are already well-tutored to function in. I share candidly from my own still-unfolding story in writing such reports including examples from my own writings. My challenge to all of us who are action research writers is whether we will take the extra mile of squeezing the creative juice in us and shaping our reports into works of fine art that our readers can savour.

Published in Asian Education Action Research Journal (AEARJ) Volume 1 December 2012 pg. 102-117.

Jurnal Ilmiah 2009 Institut Pendidikan Guru Kampus Gaya Vol.2 Year 2009. pgs. 94-109, 2009

This action research studies the implementation of Project Based Learning as a new mode of assess... more This action research studies the implementation of Project Based Learning as a new mode of assessment which enables trainees to be more independent and self directed. The aim of this study is to create a new mode of assessment using the “problem based” assignment which requires continuous guidance by lecturers and independent learning by trainees should make them bloom into a teacher ready to teach science in any situation. The study also enlightened the lecturers on the mode of supervision for PBL which require lecturers to play the role of motivator, checker and in some sense director or supervisor of the process. Introduction of PBL in KKBI did achieve the goal of science department of producing trainees who were able to process information and enable to see the connection between knowledge and real life situation. Trainees and lecturers had a difficult time adapting into this mode of assignment in the begining. However finally agreed that Project Based Learning; though is, time consuming requiring deeper and wider understanding of the topic but makes the individual become aware of time management, continuous improvement and responsibility in parallel with the nation’s goal of producing thinking individuals . Even though at adult learners are able to be more independent and self-directed, yet there is a measure in which educators still have to play the role of motivator, checker, and is some sense director or supervisor of the process. Nevertheless, lecturers have to moderate how much of hold they have on the process depending on the person the relate to. Different strokes for different folks.

Co-authors:
Nallaie Palaniandy, Dr. Shahrir Affandi Daud, Dr. Sopiah Abdullah, Carole Anne Justin, Aminah Puyong. Siti Dora Md Zin.

Printed under the "Program Pemantuan Khas Bahagian Pendidikan Guru Malaysia" Year 2009.

Also printed in Jurnal Ilmiah 2009 Institut Pendidikan Guru Kampus Gaya Vol.2 Year 2009. pgs. 94-109

Kajian ini bertujuan menguji gabungan kaedah Pengajaran Berfokuskan Pembezaan (DI – Differentiate... more Kajian ini bertujuan menguji gabungan kaedah Pengajaran Berfokuskan Pembezaan (DI – Differentiated Instruction), Kecerdasan Pelbagai (MI – Multiple Intelligence) dan Pembelajaran Koperatif (COL – Cooperative Learning) sebagai Model DIMICOL untuk menangani keperluan murid pemulihan yang pelbagai. Kajian Tindakan Kolaboratif ini adalah usaha sama antara pensyarah dengan tiga orang guru pelajarnya, dilaksanakan dalam dua fasa dalam kelas pemulihan dan sekolah yang berlainan. Keperluan murid dikenal pasti melalui ujian diagnostik dan pelajaran direkabentuk sesuai dengan keperluan dan gaya pembelajaran MI mereka. Kontrak pembelajaran dan penilaian kendiri serta penilaian rakan sebaya mengupayakan murid-murid untuk memiliki sendiri tanggungjawab untuk belajar. Pembelajaran koperatif dan pembelajaran berseorangan membolehkan pengajaran berfokuskan pembezaan dilaksanakan demi mengupayakan murid-murid dalam proses pembelajaran. Penstrukturan dan pengamalan DI berdasarkan Pelajaran Berperingkat (Tiered Lesson) diperincikan untuk memberi gambaran bagaimana Model DIMICOL ini boleh dipraktikkan.

Published in Jurnal Ilmiah Institut Pendidikan Guru Kampus Gaya Volume 5 Year 2012. pgs 92-116

This paper seeks to make a case that teaching practice (practicum) for student teachers is not be... more This paper seeks to make a case that teaching practice (practicum) for student teachers is not being utilized maximally in their formation as educators. Student educators spend a heavily lop-sided amount of time and energy on theoretical and simulated classroom instruction but give a disproportionate amount of time and energy to guiding and teaching their student teachers in actual classroom situations during teaching practice. Based on action research findings, a model called the Apprentice-Mentor Partnership (AMP) Model, a paradigm shift in the approach to teaching practice is promulgated to challenge existing practices. This model seeks to elevate the status of teaching practice in the overall training of student teachers to a more meaningful and significant level by introducing apprenticeship, modeling and a revolutionized relationship between the teacher educator and the student teacher. The findings from work done among five student teachers who were remedial teachers during their teaching practice revealed the detrimental effect of early grading during teaching practice. As a result a purely qualitative feedback form was formed and is proposed. The richness of mutual observations among student teachers and group reflections was also reported. The delicate art of intervention was narrated to show the value of direct hands-on support when the situation called for it.

Jurnal Ilmiah Institut Pendidikan Guru Kampus Gaya Volume 4 Year 201. pgs 74-92, 2009

This research seeks to move from the supervision paradigm to the apprentice-mentor paradigm in st... more This research seeks to move from the supervision paradigm to the apprentice-mentor paradigm in student teacher practicum by forging a smart partnership between a teacher educator (lecturer) and two student teachers who were English majors but taught science as a minor subject. Mostly qualitative methods and analysis were employed as all the research participants were together actively engaged in the dynamic process of teaching. The role of the teacher educator was transformed from a passive supervisor and evaluator to an active mentor who when necessary got involved in the teaching and learning process through modeling and intervention. The teacher educator was also involved in the planning process by checking the lesson plans sent by email and giving suggestions for improvement before the day of teaching. This brought about a very different relationship between the student teacher and the teacher educator who became an accepted active partner and companion in the class. A dynamic collaborative method of reflection was employed by recording the teaching and learning process using an I-Pad2 followed by all research participants watching the playback together immediately after the class with ensuing discussions for future planning and improvement. This resulted in a cross pollination of teaching methods as the two student teachers learnt from each other and tried out similar methods and strategies with increasing refinement of their teaching skills. Based on the research findings, a game-plan is proposed on how to approach the student teachers’ experience in their practicum according to the apprentice-mentor partnership.

Co-authors:
Gomathi A/P Celliah. Lua Zu Yeng.

Printed in Jurnal Ilmiah Institut Pendidikan Guru Kampus Gaya Volume 4 Year 201. pgs 74-92