Author: eduKate Asia
-
PSLE Science Reality Lab Vol No.164 | “Category 4 Hurricane” — Does the Category Tell You the Storm’s Size, Rainfall and Surge?
A Primary 5/6 evidence guide to hurricane categories: what the Saffir-Simpson Hurricane Wind Scale actually classifies, and why category is not a shortcut for storm size, rainfall or storm surge.
-
PSLE Science Reality Lab Vol No.163 | “Sea-Surface Temperature = 30°C” — Is the Ocean 30°C All the Way Down?
A Primary 5/6 evidence guide to sea-surface temperature maps: what the sensor represents near the surface, what it does not tell us about deeper water, and how to keep a claim inside the measured layer.
-
PSLE Science Reality Lab Vol No.162 | “Significant Wave Height = 2 m” — Is Every Wave 2 m High?
A Primary 5/6 evidence guide to reading significant wave height correctly: a summary of a changing wave field, not the height of every individual wave.
-
The Tutor Handbook Vol No.0194 | The Implementation-Acceptability Gate — How a Tuition Programme Uses Tutor, Learner and Family Reactions to a New Practice Without Treating Popularity as Evidence or Dismissing Resistance as Mere Attitude
THB-0194 — How tuition programmes interpret tutor, learner and family reactions to an adopted practice as evidence about fit, burden and experience without confusing popularity with effectiveness or resistance with proof the practice is wrong.
-
The Tutor Handbook Vol No.0193 | The Response-Modality Equivalence Gate — How a Tutor Offers Different Ways to Answer Without Changing the Target Skill or Pretending Oral, Typed, Handwritten and Visual Responses Always Mean the Same Thing
THB-0193 — How tutors decide when oral, typed, handwritten, selected or visual responses are legitimate access routes to the same target capability and when changing the response mode changes what is being assessed.
-
The Tutor Handbook Vol No.0192 | The Progress-Review Window Gate — How a Tutor Chooses How Much Recent Evidence to Read Together Before Changing the Learning Route Without Letting One Bad Lesson or an Old Average Dominate
THB-0192 — How tutors choose a decision-relevant time window of recent evidence so route changes are not driven by one noisy lesson, a stale long-term average or incomparable conditions.
