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Teachers’ Conference 2014 Mrs Koh-Leong Swee Ling, Ms Christine Tan, Ms Low Siok Hong.

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Presentation on theme: "Teachers’ Conference 2014 Mrs Koh-Leong Swee Ling, Ms Christine Tan, Ms Low Siok Hong."— Presentation transcript:

1 Teachers’ Conference 2014 Mrs Koh-Leong Swee Ling, Ms Christine Tan, Ms Low Siok Hong

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4 Thinking and Research Programme [TRP] Innovation Programme [IVP] Future Problem Solving [FPS] Community Problem Solving[CmPS] Eng and Chinese Science Mentorship Programme [SMP] Service Learning Research Programme [SLRP] Humanities and Social Sciences Research [HSSRP]

5 SLRP is a Values in Action (VIA) programme that is embedded under school’s Thinking and Research Programme for interested Year 2 students. Y2 : VIA+TRP  SLRP

6  Introduction  Objectives of SLRP  PARE model for SL  Thinking Tools  SL Google Site  SL Proposal Writing  Youth Engagement Projects  Evaluation of SLRP  Area of strength & future development

7  A total of 55 Year 2 students divided into 6 teams mentored by teachers of the Service Learning committee.

8 (1) It is to develop our students into concerned citizens who love Singapore and work towards a sustainable quality of life for all. (2) It is to provide students the avenues to see their role in the community along with ways to make a difference. (3) It is to enable students to see the connections between what they are learning, what is happening in the community and how their lives will be impacted.

9 Service learning is an activity-based, cooperative strategy that combines hands-on service and learning in cross-curricular thematic units. Service learning provides opportunities for students to practice and refine skills while meeting the real needs of a community. (Perkins & Miller, 1994 cited in Gent & Gurecka 1998)

10 Creative Problem Solving (CPS) CPS involves the integration of both creative and critical thinking and offers a powerful set of tools for productive thinking. CPS lends well in SL PARE model. Six Stages of CPS  Mess-finding  Data-finding  Problem-finding  Idea-finding  Solution-finding  Acceptance-finding CPS Components  Understanding the problem  Generating Ideas  Planning for action Service Learning PARE Model  Preparation  Action  Reflection  Evaluation

11  Lesson activities include ◦ lectures ◦ literature review ◦ proposal, reflections and report writing ◦ group presentations with peer evaluation ◦ videos/ group discussion/ poster-making ◦ workshop on engaging the public

12  Key components of preparation: ◦ Needs analysis of the community [Hands-on Activity] ◦ Literature review ◦ SL proposal template

13  Introduction  Project Description  Team Organisation  Project Action Plan  Resources

14 SL TeamsProjectCommunity Partners Hello Neighbours Promote racial harmony with a mini exhibition and games for resident Katong CC Saving GaiaPromote environmental issues through recycling crafts Let’s Be Considerate Neighbours Promote neighbourliness through card games Chicken Wings Promote neighbourliness through games SLDHPromote “Kampung spirit” block party at Sengkang Sengkang RC S6+Promote heritage and cultural through “Heritage trail” of Serangoon Serangoon RC

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19 Values: Resilience  As we watched the neighbours grow closer to each other during the event, we also reflected on our relationships with our neighbours and methods to bring our relationships closer.  During the project, we also faced many challenges and have learned problem solving skills.

20  Reflection is the key to getting meaning from the service experience.  Reflection is a process by which service-learners think critically about their experiences. Reflection can happen through writing, speaking, listening, and reading about the service experiences.  Learning happens through a mix of theory and practice, thought and action, observation and interaction. It allows students to learn from themselves.

21 Post-event : Serangoon Trail Values : Respect and Harmony Post-event reflection ( Bernice Kwok) …Overall, I have learnt that we should always plan forward to prepare for unexpected situations, such as the one that we faced, with no participants for our event initially (later 6 residents walked in to register). Moreover, understanding between group mates is very important, as only when there is understanding will there be peace and harmony, and the ability to work together and solve problems together. Ending off with a quote, “No one is perfect. That is why understanding is so important.”

22 Teachers  The primary purpose of assessment is to determine the degree of understanding and ability of students to conduct research, carry out SL project, present their project and write a report;  Alternative assessment includes posters and reflections; and  A set of rubrics was used for poster, report and oral presentation.

23 Student - Peer evaluation of oral presentation. Programme  Pre- and post-survey to determine the changes in students’ knowledge, attitudes and skills in SLRP;  SLRP survey: to evaluate in terms of the SL project and students’ engagement; and  TRP review: to gauge the overall effectiveness of the programme.

24 SLRP SURVEY RESULTS “Students are generally more confident to carry out an SL project by the SLRP” evaluation survey was administered to the students. These are some findings: A1: 86 % of students would like to initiate an SL project in the near future. A2 : 84% of students learnt how to carry out an SL project successfully. A3 : 92% of students agreed that SLRP has prepared them well to carry out SL in the future. A4 : 80% of students indicate that they are able to identify the needs of the community. A1 A2 A3 A4

25 Survey Statements & Mean Score Result of All the 55 Students S1: Thinking & Research Skills Programme Year 2 has been a positive experience for me. [4.39] S2: I have learnt useful skills and/or content in TRP 2. [4.28] S3: It was the right decision to select this programme in TRP 2 to study (as one of my Top 3 choices). [4.63)] S4: I will recommend this programme I studied in TRP 2 to the Year 1s for their consideration [4.67)] S5. My TRP 2 teacher-mentor is able to guide me (and my group) well. [4.06] Note: Maximum of 5 points achievable for each indicator. TRP SURVEY RESULTS S1 S2 S3 S4 S5

26  Integration of research, service learning and environmental sustainability;  Research process: Literature review, conduct survey, data analysis;  Social responsibility of students;  Identify needs and involvement of several community partners, i.e., HDB, Katong CC, SengKang RC and Serangoon RC in one main project; and  Youth voice for a greater sense of responsibility.

27  Honing of leadership, communication skills and interdisciplinary synthesis;  Opportunities for students to share their projects outside of school (CCE core values); and  One-stop service learning Google site on school portal.

28 An SLRP site was set up to provide resources for the students to read up on their own at their own time and pace. 1 Introduction of SLRP 2 Introduction to Service Learning 3 Introduction to Sustainability 4 Literature Review 5 Creative Problem Solving 6 Proposal Writing 7 Reflection Activities 8 Oral Presentation 9 Report Writing 10 Resources

29  SLRP is experiential in nature, and gives opportunities to engage the public and serve the community. Youth voice and empowerment of students to initiate SL projects are evident;  Funding and support from HDB and grassroot organisations and platform to showcase their efforts during the HDB Youthoria Youth Engagement Showcase; and  One teacher mentor to one group of students. The students formed the groups by themselves, and most groups exhibited good team work.

30  Timetabled time enabled teachers to meet weekly to discuss the progress of the project and the assessment rubrics, and to conduct bench making of reports. Lesson plan template provided teachers a structure for planning of activities; andLesson plan template  SL project team was able to recruit peers to support their community engagement.

31 2013  Sharing at DHRP symposium;  RI Research congress;  HDB online publication Lifestoreys, issue 3; and  Beacon, EZ educational Magazine.

32  To conduct needs analysis early so that the group is able to know the needs and meet them through their projects;  In addition to only the leader and assistant leader, to allocate more roles and responsibilities to the team such as having students to take charge of logistics, communication and publicity. This will provide students more opportunity to develop their leadership skills; and  Mentor to rehearse oral presentation of each group.

33  Evaluation and review of websites, lesson materials;  Addition of the component of needs analysis of community;  Pre- and post-survey to determine growth of knowledge and skills of students on SL;  Lesson Plans for each component;  New Evaluation of SLRP (under TRP) done; and  Integrating alignment of CCE and TRP in SLRP version 2 in 2014.

34  Alignment with Character and Citizenship Education,  Develop a spiral curriculum of service learning for Years 1 to 3 that integrate Thinking and Research Skills,  Research on impact of Service Learning on CCE.

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36  RMC Research Corporation. K-12 Service-Learning Project Planning Toolkit. Scotts Valley, CA: National Service-Learning Clearinghouse, 2006/  The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action (Revised & Updated Second Edition) by Cathryn Berger Kaye, M.A. (2010).  Bohnenberger, J.E. & Terry, A.W. (2002). Community Problem Solving Works for Middle Level Students. Middle School Journal, 34, 5-12.

37 Project Team Mrs Koh-Leong Swee Ling, Ms Christine Tan, Ms Sim Yan Jun, Ms Chia Siew Ling, Ms Low Siok Hong, Ms Tang Siew Boey


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