Author: admin
Yay, my H1 Economics tutee got a ‘B’.
My ex-tutee for H1 Econs, Jong Fei, was the first to give me good news today. Usually failing his econs tests, he just smsed me: “Thank you very much for guiding me through econs when I thot all hope is lost. I got a ‘B’ for my econs. Thank u : )”
It’s not easy to teach econs, and it’s even harder for 18 yr olds to understand economic principles and apply them to essays and case studies. I always tell my students that for microeconomics, you’d have to think like a business owner and for macroeconomics, you’d have to think like a minister. Unfortunately, most Singaporean students have neither the maturity nor experience to analyse economic issues.
It can be quite hard for JC or Poly students to master Economics because most Sporean students have not done Econs in secondary school before. However, Economics done in Spore is more a science than a humanities subject, thus it can actually be mastered, in almost the same way as you master Physics. In fact, there are only around 6 to 8 important concepts in A-Level Economics that you need to understand deeply, one of which is the concept of “margin” or being “marginal” (eg. marginal cost, marginal revenue etc).
Then you’d also need the general writing skills and the specific writing skills for Economics essays. You cannot get an ‘A’ just because you understand all the concepts in Economics. You’d need to be able to write fast and coherently, and write ‘economics’ statements that examiners want to see, just as in Physics or Chemistry.
Then you’d also need the economics acumen to answer Case Studies questions. It’s difficult at first, but after doing many case studies, you’ll begin to see the ‘pattern’ of answering.
Anyway, I wish all current Economics students all the best in your economic studies.
Rgds,
Ilyasa, M.Ed., B.Sc., PGDE, full-time tutor (h/p: 97860411)
JC Tuition:
A-Level: Math, Economics, General Paper.
(1) Economics Revision Package
(2) General Paper Resource & Practice Package
Related Links:
(1) Which subject combination to choose in JC?
(2) JC rankings by A-Level results 2012?
A former MOE school teacher, Mr Ilyasa has been coaching students in ‘A’ Level (H2/H1) Physics, Mathematics and Economics for more than 7 years, as well as ‘O’ Level Physics, Additional Math, Math and PSLE Math for more than 10 years. An alumnus of RI and RJC, Mr Ilyasa holds a Bachelor of Science degree with Merit from the National University of Singapore, a Postgraduate Diploma in Education with Credit from the National Institute of Education, Singapore, and a Master of Education (Curriculum & Teaching) degree also from the NIE, Singapore.
Improvement in a student’s math result …
Daniel, one of A. Math tutees, showed me his class test result yesterday: 34/40. The test was on Indices and Surds, Wow, excellent, I said to him. Daniel is from the N(A) stream, and usually fails his Math tests. That he could obtain 34/40 and top his class in just a few weeks of tuition was phenomenal. So I started reflecting on what went right, because there are many students, even those from top schools, who do not make such a giant leap in such a short amount of time.
So what was the major factor contributing to Daniel’s significant improvement? Well, it’s not some secret special technique. In fact, it’s a well-known technique that some students just don’t want to use – ask many, many questions, even “silly” ones, about the same topic until one is satisfied that understanding has been achieved. Daniel even questions me when he doesn’t understand the steps I show him, whereas many students simply copy or write down my solution. Daniel sometimes takes a while to process the information I give to him; he will pause and ponder, and then sheepishly asks a basic question. He will even ask questions periodically to affirm that his steps are correct.
Students need to make meaning out of what they hear or see; it’s not enough to just listen to teachers or observe what they do in class. And you make meaning when you have a dissonance in your mind; some pieces of the jigsaw puzzle don’t fit and you have the courage to ask and then ponder again.
Regarding asking questions, I have one advice though: you must attempt to answer your own questions first, for the struggle to answer your own questions will make it easier for you to understand another person’s explanation. : )
Good luck!
Rgds,
Ilyasa
Tutoring Opportunities at Singapore Learner (Bukit Batok)
Singapore Learner (Bukit Batok Central) is expanding and looking for dedicated tutors who are passionate about teaching and their students’ learning. If you meet the following requirements, we invite you to join our team.
- Able to teach Pri 4 to 6 Math/Science, Sec 1 to JC2 Math, A Math or Physics on weekdays (any time between 4pm-9.30pm) , or weekends (any time between 9am -7pm).
- Preferably NIE qualified teacher with min. 3 years teaching experience, or a graduate tutor with at least 3 yrs tutoring experience.
For expressions of interest, do get in touch directly with our founder and Principal Tutor, Mr. Ilyasa at 97860411 . Alternatively, you can send your CV or resume to ilyasa@conceptlearning.sg. Thank you.
Announcement of Release (2013) of A-Level (2012) Results
I think it should be out next week (probably Friday 1 Mar) (It is now confirmed to be on Fri 1 Mar).
For those who receive bad news, you may want to click on the following link for some consolation and advice:
What to do if your A Level results are bad.
Wish you all the best!
RETAKING A-LEVELS
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It will give you more time to focus on your theory revision near the exam dates.You can identify shortcomings in your practical knowledge and skills early so that you will have enough time to rectify them.You will be able to complete more practical lessons and cover more topics to build up your confidence in doing your science practicals fast and correctly.You will be able to spread out your science practical training and revision at a more comfortable pace (like just once a month) to facilitate timely reinforcement.Higher availability of science practical lessons to suit your scheduleFor enquiries, contact 88765498 (Admin).
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Good Economics article to read, for those doing H2 or H1 Econs
If you are a H2 or H1 Econs student, please take time to think through the following economics article:
http://sg.news.yahoo.com/blogs/singaporescene/land-people-fit-singapore-economy-025020996.html
It’s important that you keep abreast of the economic challenges facing Singapore, our unique situation, and hence our micro and macro economic policies.
As an ex-Econs teacher and currently tutor, I dare say that our H2 and H1 Economics exams are the hardest in the world for 18 year olds. For microeconomics, you are expected to think like a business owner or CEO, and for macroeconomics, you are expected to think like a minister. Our Economics exam papers assume that you know and understand every basic economic concept, and you are straightaway expected to apply your Econs knowledge to analyse and answer case studies and essay questions.
Good luck.
Rgds,
Ilyasa
For our latest timetable, click here => 
“Models (drawing of) destroyed my life.” – Sec 3 Math student
I laughed when he said it. But it’s a significant statement by my Sec 3 Math student made two days ago. It’s something I’ve been warning parents and students about, in my earlier article Beware the Critical Years in Math.
This Sec 3 Math tutee is from a top government secondary school in the west. Being mathematically intelligent, he had found it easy to use models-drawing to solve PSLE Math problems. But he had a hard time coping with Algebra in Sec 1 and Sec 2, and it’s affecting both his Math and A. Math performance now. This situation is not unique to him.
The best years of learning by your brain is probably from the time you were born to just before your teenagehood. Singaporeans around my age or older were taught to use algebraic equations to solve math problems at the PSLE back then. I remember using simultaneous equations in 1984 to solve today’s “guess & check” problems in the PSLE. Thus our algebraic skills were good and it helped us, even those who didn’t do well at the PSLE, in doing O-Level and A-Level Math.
Algebra is SO important for Math at O-level and A-level, yet our dear MOE chooses not to introduce it for problem-solving in today’s PSLE. I still don’t understand why.
It is true that some young students may not be able to understand Algebra, due to it being very abstract. But it is also true that some young students are not visually or spatially intelligent enough to draw, cut and move rectangles to solve problems. For eg, what has rectangles got to do with mass or age? (you know, those problems involving age relationships between persons or mass relationships between objects). Using rectangles or boxes to represent age or mass is just as ridiculous or abstract as using letters such as ‘x’ and ‘y’ as in algebra.
The least the MOE should do is to allow the teaching of BOTH methods to solve problems. Since those boxes start appearing in P2 or P3, algebraic expressions should also be introduced at P2 or P3, algebraic expansion in P4, algebraic factorisation in P5, and algebraic equations in P6. Sec 1 students can straightaway start on algebraic fractions etc. Do we lose anything by introducing algebra earlier in our math curriculum?
I’m glad I started my Sec 1 Algebra course for post-PSLE students in Nov and Dec last year (see Sec 1 Algebra Headstart Holiday Enrichment Programme for post-PSLE students). I think students still don’t realise how ill-prepared they are for math in sec school and JC. I dare say that if you are weak in your S1 and S2 algebra, you don’t have to take Math anymore.
Good Luck.
Rgds,
Ilyasa
(M.Ed., PGDE, B.Sc, ex-teacher, full-time tutor: 97860411)
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Effective learning occurs when …..
Constructivist views of learning stress the active role of the learner in building understanding. Many learning theories based on cognitive psychology propose that “effective learning occurs when individuals construct their own understandings.” (p.3)
There are three kinds of constructivism: personal, social and information processing.
Personal constructivism refers to the learner’s internal mental state and transformations of understanding that arise within the individual.
Social constructivism refers to the learner’s building of knowledge in a social context, the making of meaning through shared experiences or interactions with others.
Information processing constructivism refers to the learner’s selecting, organising and integrating of new experiences with existing knowledge to build understanding.
Central to the constructivist view of learning is that there is an active participation of the learner, and a shift in focus from what the teacher may do to facilitate learning to “what the learner does as an active agent in the learning process.” (p.4)
Reference:
McInerny, D. M. & McInerny, V. (2006) Educational Psychology, Constructing Learning. NSW: Pearson Education.
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EDUCATIONAL SERVICES:
______________________________________________________________
By EX-MOE TEACHERS & EXPERIENCED TUTORS
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CALL 65694897 OR SMS 98530744 OR 97860411.
Sec 4 Physics Reflections 03/02/13 – Current Electricity
Today, I asked them a few questions to improve their conceptual understanding of electricity:
(1) What is the difference between e.m.f and potential difference?
(2) What is the difference between resistance and resistivity?
(3) How do you derive the unit for resistivity?
(4) Why does the resistance of a metallic conductor increase when its temperature increases?
(5) Why is the ammeter connected in series to a resistor but the voltmeter is connected in parallel?
Some points to note:
(1) Resistance is NOT the gradient of the V-I graph.
(2) The I-V and V-I graphs of a conductor may be different and you’ll need to understand why and explain the difference.
Rgds,
Ilyasa, M.Ed, PGDE, ex-MOE Math and Physics teacher (hp: 97860411)
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For our latest timetable, click here => 
Sec 4 A. Math Reflections 02/02/13 – Higher Derivative
Today I taught them the Higher Derivatives, using displacement, velocity and acceleration as real-life examples. I chose not to introduce the 2nd derivative as a means to test whether a turning point is a maximum or minimum, as I preferred to do that when teaching the application of differentiation in tangents and normals at a point in a curve.
Points to note:
(1) students must not write the 2nd derivative as dy^2/dx^2;
(2) d^2y/dx^2 is not the same as (dy/dx)^2;
(3) d^2y/dx^2 is the same as f”(x) or f^2(x);
(4) there may be product rule, quotient rule or chain rule involved when finding the higher derivatives.
Rgds,
Ilyasa, M.Ed, PGDE, ex-MOE Math and Physics teacher (hp: 97860411)
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