TEACH

Designed as SIM’s signature pedagogy, EE-GAR aims to reshape classroom practice by placing students at the centre of the learning process and encouraging deeper engagement with course content. 

Why EE-GAR? 

Fig.1 SIM's EE-GAR framework
 

The framework was developed in response to evolving student needs and the growing demand for learning experiences that are engaging, authentic, and relevant to real-world contexts. At its core, EE-GAR shifts learning away from passive knowledge acquisition towards active participation and meaningful application. 

Specifically, the framework seeks to: 
 

• Empower students to take ownership of their learning, fostering responsibility, agency, and motivation. 

• Reframe the lecturer’s role from content deliverer to facilitator and guide. 

• Encourage the application of knowledge in real-world contexts, bridging theory and practice. 

• Promote peer learning, allowing students to learn from different perspectives and experiences. 

• Cultivate reflective practice, helping students build confidence and self-awareness in their learning journey. 

From Framework to Classroom Practice 

Following its development, EE-GAR was gradually implemented across SIM programmes. Initial pilots in selected courses demonstrated encouraging outcomes, particularly in student engagement and the overall quality of classroom learning. Building on these positive results, the framework was subsequently rolled out more broadly, beginning with the MFS, DMS, and ITFS programmes. 

Reflecting on the changes observed since implementing the framework, Head of Programme Mr Gary Chan noted that the shift towards a more student-centred approach has influenced how students participate in the learning process. 

“As we adopted the EE-GAR approach, I observed a noticeable shift in how students engage with their learning. More students demonstrated stronger personal responsibility and ownership of their learning. As EE-GAR encourages them to explore ideas independently and make sense of concepts through exploration and experimentation, students tend to exercise deeper critical thinking and participate more actively with the educator’s guidance in class,” said Mr Chan. 

He added that while these changes may not always translate immediately into higher grades —especially for students adjusting to more self-directed learning frameworks — the quality of student participation and problem-solving attempts has generally improved. 

Supporting Lecturers Through Transition 

Introducing a new teaching approach also required lecturers to pivot from long-established classroom practices. Reflecting on this transition, Mr Chan explained that educators initially had to adjust to a different classroom dynamic. 

“Moving away from traditional lecture-based instruction meant managing more open-ended student questions and diverse learning pathways. Instead of responding immediately with solutions, instructors had to step back, pose guiding questions, and create space for students to explore, experiment, and co-create understanding,” Mr Chan shared. 

To support lecturers through this shift, ACAD implemented a structured and multi-modal approach that included: 

• Asynchronous online courses to familiarise new lecturers with the EE-GAR framework 

• Workshops focused on practical lesson design and classroom strategies 

• Peer-sharing sessions and collaborative reflection among educators 

• Classroom observations and small-group consultations for ongoing feedback and support 

A Changing Classroom Dynamic 

From the classroom perspective, the framework has also influenced how lessons are designed and conducted. Mr Law Yew Seng, a full-time member of the academic staff, shared that EE-GAR provides a clear structure that helps lecturers organise learning activities more intentionally. 

“The EE-GAR framework provides me with a concrete structure to organise my classes. When students begin by exploring ideas related to the lesson content, they develop a foundation that allows lecturers to connect new concepts more effectively. During lessons, we can address knowledge gaps and guide students to apply what they have learnt through discussions and activities before encouraging them to reflect on their understanding,” said Mr Law. 

He also observed a noticeable shift in how students participate in class. “Students have shown greater willingness to engage in activities. They recognise that teaching and learning are shared responsibilities between lecturers and students, rather than the lecturer simply acting as the ‘sage on the stage’,” Mr Law added. 

 
Fig.2 Lecturers learning how to implement the EE-GAR framework into their lessons

Moving Forward Together 

Through the EE-GAR framework, SIM continues to strengthen a learning environment where curiosity, participation, and reflection are central to the educational experience. By encouraging active engagement and meaningful application of knowledge, the framework supports the development of learners who are better prepared to navigate and contribute to an increasingly complex and dynamic world.