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I Do, We Do, You Do

At One Step Journey, we adopt the “I DO, WE DO, YOU DO” model as part of our teaching strategy. We gradually impart the duty of learning from teacher to student by embracing individual students’ identity and interests, taking the education journey one step at a time together.

I Do

Children learn by watching, and we teach by showing every step of a question, absorbing knowledge without distraction.
Teacher explains the appropriate steps in identifying the keywords in a question and using the significant keywords to solve it question step by step. This involves showing explicitly how keywords are identified and explaining each step. At this point, students do not have to worry about writing anything down ensuring that there is full attention on the process to listen and watch the steps being taught to them.

We Do

Together with the student, we guide them step by step through initial hardship in learning to boost confidence.
After teaching the correct way to understand and apply the new concept, they would partner with the students and work through some exercise of similar nature together. This stage allows teachers to develop an understanding of a students’ ability and develop them to do more. Most importantly, it helps to build confidence in a students’ independence and understanding of the concept taught.

You Do

Handing over the reigns, the students are then ready to explore a concept on their own, allowing them to feel personal accomplishment with their progress.
Students are given the opportunity to demonstrate their new level of understanding of the new concepts. Often math involve a number of specific steps and skills that need to be integrated all at the same time. This stage would enable students and the teacher to identify any area that requires further guidance.

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I Do

Children learn by watching, and we teach by showing every step of a question, absorbing knowledge without distraction.
We explain the appropriate steps in identifying the keywords in a question and using the significant keywords to solve it step by step. This involves showing explicitly how keywords are identified and explaining each step. At this point, students do not have to worry about writing anything down, full attention on listening and watching the steps being taught to them.

We Do

Together with the student, we guide them step by step through initial hardship in learning to boost confidence.
After teaching the correct way to understand and apply the new concept, they would partner with the students and work through some exercise of similar nature together. This stage allows teachers to develop an understanding of a students’ ability and develop them to do more. Most importantly, it helps to build confidence in a students’ independence and understanding of the concept taught.

You Do

Handing over the reigns, the students are then ready to explore a concept on their own, allowing them to feel personal accomplishment with their progress.
Students are given the opportunity to demonstrate their new level of understanding of the new concepts. Often math  involve a number of specific steps and skills that need to be integrated all at the same time. This stage would enable students and the teacher to identify any area that requires further guidance.

OSJ Common Space

We believe that students should have access to proper guidance whenever possible. The OSJ common space is set up with the intention of helping our students whenever they have doubts about schoolwork by simply coming down for consultations with the teachers and getting extra practices at no extra cost.

It is definitely a dynamic space where students and teachers get to bond over fun activities while inculcating students’ independence and responsibility towards their studies.

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Rewards

At OSJ, we believe that every child wants to feel appreciated and that their efforts are being recognised. We play a part to encourage our students to want to do more with their own initiative by having our very own reward cabinet. Rewards are decided by the students interests and likes which in turn motivate them to pick up the pen on their own accord in exchange for points.

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Our Believe

Why the name 'One Step Journey'?

“A Journey of a Thousand Miles Begins with a Single Step.” This Chinese proverb by Lao Tzu implies that a person must begin his or her journey to reach their goal or destination. It is a motivational proverb that expresses deep insight about determination and avoiding procrastination.

At One Step Journey, we strongly believe that a journey is made up of many “one steps”. It takes one step to begin any journey and this initiative is often the most integral part of gaining success and overcoming challenges. Just like when we solve mathematical problem sums, at times the question may seem challenging and leaves us at our wits’ ends, causing many students to give up. However, if we tackle the question and solve it one step at a time, soon we will realise that the step we took before has led us to a step forward and eventually, the solution lies before us. We hope that our students will never stop taking one step at a time, no matter how big or small, to reach their goals and achieve what they set out to accomplish.

Not all journeys are smooth-sailing. Achieving our goals can be a tough and overwhelming journey but even the longest and most difficult ventures have a starting point and begins with one first step. We wish that our students will have the tenacity to persevere through the challenges they face by taking a step at a time. Success is not achieved in one giant step but in lots of tiny steps in the right direction and with the right attitude.

Your child can achieve anything; just one step at a time.

Welcome

Our Learning Pedagogy

At One Step Journey, we believe that it is important for us to explicitly teach and support our students before expecting them to understand a mathematical concept fully and completing a question accurately and independently. By adopting the I Do, WE Do, YOU Do model as part of our teaching instructions, it enables us to not only proceed at the student’s learning pace but also move from one step to the next as we monitor students’ mastery of the concepts. This strategy is a repetitive step by step form of learning, hence, allowing us as to move back and forth between the steps whenever necessary.

Our Model

The I Do, WE Do, YOU Do model allows the gradual release of responsibility from the teacher to the student and supports a varied approach to content, process and product over the course of a concept. We embrace our students’ diversity by supporting their interest, learning profiles and readiness through differentiated instructions that caters to their specific learning needs.

I Do

In the first step, the teacher models the appropriate steps in identifying the keywords in the question and using the significant keywords to solve the question step by step. This involves telling and explicitly modelling to students how keywords are identified and explaining what each keyword meant. At this point, students do not have to worry about writing anything down as this ensures that there is full attention on the process and students are listening and watching the steps being modelled to them.

We Do

After the teacher models the correct way to understand and apply the new concept taught in solving the questions, she would partner with the students and work through some questions of similar concept together. This stage not only allows the teacher to access the students’ knowledge and understanding, but also enables for a deeper level of learning to develop as students are able to do more than just listen. Most importantly, it helps to build confidence in attempting questions independently and further enhances their understanding of the concept taught.

You Do

At this stage, students are given the opportunity to demonstrate their initial level of understanding of the new concepts being taught by engaging in independent practice. Often math heuristic concepts involve a number of specific steps and skills that need to be integrated all at the same time. Hence, the YOU Do stage would enable students and the teacher to identify any areas that requires further guidance as missing a crucial step or being weak in a specific skill can make learning the new concept more challenging.
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Our classes

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We believe that it is important for us to explicitly teach and support our students before expecting them to understand a mathematical concept fully and completing a question accurately and independently.
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