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The right choice Commonwealth Secondary School Commonwealth Secondary School (autonomous since 1995) A Case Study on Building a Sustainable Eco-System.

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Presentation on theme: "The right choice Commonwealth Secondary School Commonwealth Secondary School (autonomous since 1995) A Case Study on Building a Sustainable Eco-System."— Presentation transcript:

1 the right choice Commonwealth Secondary School Commonwealth Secondary School (autonomous since 1995) A Case Study on Building a Sustainable Eco-System for School- wide Curriculum Innovation Global Education Conference 12 July 2012 Presenters: Mrs Cheah Mei Ling, Principal Miss Britta Seet, ex-HOD/Curriculum Innovation and Development Mr Yuen Kah Mun, HOD/Humanities

2  Background  Programme o Planning o Implementation  Programme Evaluation  Findings  Learning Points Outline

3  In 2009  Review of school vision to determine progress  Articulate desired outcomes of Commonwealth Graduate  Gaps identified  Vision: ‘illuminate new frontiers’ not fully addressed  Innovation culture could be strengthened  Desired student outcomes:  Creative Problem Solver  Environment Champion  Servant Leader  Driven by Purpose and Passion  Wanted: A school-wide programme to address the gaps, and catalyse a culture of innovation and experimentation Background

4  Adapted from Future Problem Solving Programme  Futures-based orientation  Supports the development of 21 st century skills, focusing on creative and critical thinking, and research skills Programme

5  To develop students to integrate disciplinary knowledge adeptly to produce novel solutions that address future problems, and hence make a difference to the world community  Student outcomes:  Develop Commonwealthians as creative and critical thinkers and problem-solvers  Encourage Commonwealthians to contribute back to the community Planning Objectives

6  School-based 3-year Problem Solving Curriculum  Target audience: Sec 1 – 3 Exp / NA /NT  Design Principles  Progression  Skills, Scope  Relevance and Coherence  Students see the applicability to daily life and inclined to use it  Knowing and Doing (Most of the time, if not all)  Challenging yet Achievable Planning Design Principles

7 Planning The Curriculum  Students are taught 4-step Creative Problem Solving Process and associated thinking tools

8 Fact Finding Gathering the data Defining the problem Idea Finding Producing ideas Developing ideas Solution Finding Evaluating and selecting solutions Developing an action plan Implementing an action plan Project Reviewing Evaluating project outcomes Reflecting on learning process Identifying gaps for further development Proposing strategies to address gaps Affinity Diagram Ishikawa Diagram Brainstorming SCAMPER, Force-Fitting, Idea Box Diagnostic Thinking Divergent Thinking Convergent Thinking Reflective Thinking Reflective Journaling Evaluation Matrix, ALoU, Hits & Hot Spots

9 Planning The Curriculum LevelTeaching Focus ContextThemeInter-Disciplinary Sec 1Ability (Process, Tools) Futures Problem Solving (FPS) EnvironmentEnvironmental Education English Language Project Work / Service Learning Sec 2SensitizationCommunity Problem Solving (CMPS) Enabled Living Project Work Service Learning Sec 3InclinationGlobal Problem Solving (GPS) GovernanceHumanities / Social Studies  Developmental (ASI) approach; rehearsal in different contexts

10 Planning The A.B.C.D. Eco-System Identify Champion (s) Signal Importance Engage Stakeholders Time Resources; Funds Infrastructure Manpower Partners Student Platforms Teacher Platforms Formal Training Support ADVOCACY BACKING DEMONSTRATION CAPACITY

11 Sec 1CMPSFPS Sec 2CMPS Sec 3GPS (1 class) Implementation Approach  Phased rolled-out

12 Implementation Deployment ADVOCACYActions Identify Champions Creation of post of HOD/Curriculum Innovation and Development Supported by interdisciplinary MAD Committee Signal Importance Annual theme to focus the school on creativity and innovation Setting up MAD Seed Fund by students for students Setting up MAD Award to recognise outstanding student teams Engage Stakeholders Communications to staff, students, parents, community

13 Implementation Deployment BACKINGActions TimeAllocating 1 hour per week for 1 semester for Sec 1 and 2 Funds / Resources Autonomous School Teaching and Learning Fund Cluster Innovation Fund InfrastructureSet up MAD Lab - flexible setups that facilitate ideation as well as collaborative and independent group work; leverage on ICT Manpower2 form teachers per class for lower sec to teach MAD PartnersTapping on community resources and leadership

14 Implementation Deployment CAPACITYActions Formal Training Phased approach for FPSP Coach Training: o Committee Members: Core team o Teachers: Just in time School-based training for all staff Support Modeling by HOD/CID - Group lectures Handholding by HOD/CID and Comm Members o Clarity of Instructions; Briefings to check understanding; Co-teaching; Allocation of 1 hr per week for teacher conferencing Development of curricular resources Setting up e-portal for easy access to resources

15 Implementation Deployment DEMONSTRATIONActions Student Platforms Student Thinking Festival MAD Award Presentation Participation in FPSP National Competitions and other platforms Teacher Platforms Staff Learning Festival Inter-school Sharing Cluster and National Platforms Leverage on status as Centre of Excellence

16  Rapid prototyping  design and re-design on the fly  Critical review for improvement to design  Stufflebeam’s ‘Context, Input, Process, Product’ (CIPP) Evaluation Model Programme Evaluation

17  Intuitive process  Structured process  Greater awareness and appreciation of discussed issues  action to support and promote cause  Self-regulated and collaborative learning Evaluation Student Feedback (Lower Sec) Strengths

18 What students sayImprovements made More time to learn, practise, discuss… Institute routines for students, for e.g. pre-lesson preparatory work Greater clarity of explanationProvide more examples to illustrate the applicability of the tools Improve learning environment & experience Create bigger pool of teacher facilitators Provide physical resource Evaluation Student Feedback (Lower Sec) AFIs

19  Sufficient support (resources + training)  Greater awareness and appreciation of discussed issues; acceptance of operating in flexible and ambiguous situations  Dedicated vehicle for 21cc critical and inventive thinking competency Evaluation Teacher Feedback (Lower Sec) Strengths

20 What teachers sayImprovements made Lack of opportunity for students to demonstrate attainment of outcomes Deliberate open-ended assessment (Sec 1) Real-life challenges (Sec 2) Differentiated T&L Different forms of products Different challenge/focus area Evaluation Teacher Feedback (Lower Sec) AFIs

21 Evaluation Student Feedback (Sec 3E) Pilot – Sec 3ITypical – Sec 3C Jan (out of 10)6.1 End May ToolsForce fitting, Hits & Hot spots, T- chart, Spider diagram Brainwriting, Fishbone Fishbone, Brainwriting Applications (Sensitivity) CCAs – Solving conflicts, script writing, planning of camps, leading juniors, making changes to training programmes CCAs – Solving conflicts, identifying factors, solutions Tendency to behave in a certain way (Inclinations) Thinking out of the box, different perspectives, working together as a group, always do things differently, creativity Organising, solving problems, more aware, more objective What teachers sayVery open to questioning, different, active They are hardworking

22 Evaluation Teacher Feedback (Sec 3E) Jan 2012Interventions (Action)Beliefs Ready only to accept answers presented to them Searching for answers in their textbook To build a context for questioning (teaching wrong things to a class) Learning is fun, desire for accuracy (spotting fallacies in presentation) Positive interdependence and accountability (cooperative work) Role modelling and raising metacognition (“What if”, “How about”, “I wonder”) Celebrating inclinations, specific praise (look out for a thinker, questioner, maverick) What is worth learning is worth doing … twice (redo worksheets) Creative problem solver driven by purpose and passion (I will persist) Change will be slow but it must be steady (I will be patient, and adopt a long view)

23 Learning Point To re-structure is not sufficient to re-culture Changing formal structures is not the same as changing norms, habits, skills and beliefs (Fullan, 1993)

24 Learning Point To re-structure is not sufficient to re-culture Identify Champion Signal Importance Stakeholder Engagement Time Resources Funds Infrastructure Manpower Partners Student Platforms Teacher Platforms Formal Training Support ADVOCACY BACKING DEMONSTRATION CAPACITY A.B.C.D. Ecosystem COMMITMENT TO CHANGE THE CULTURE OF CLASSROOMS AND SCHOOL SHARED VISIONS COHERENT PRACTISES

25 Learning Point Shared Visions  Vision must be clear to all stakeholders and actualised concretely  2010 in response to ‘illuminate new frontiers’ – we developed M.A.D.  M.A.D. catalysed conversations about the vision amongst stakeholders:  Evolved vision in 2012 ‘……illuminate new frontiers, and inspire change for a better world.’  Coherence  Definition of Student Leadership = Problem Solvers  M.A.D. therefore is about building student leadership (Our Mission)

26 Learning Point Coherent Practices  MAD is not just process and tools; it is about mindset and beliefs, a language for problem solving and innovation  Do teachers see MAD as a program, or as a new habit to be learned, applied, internalised?  Clarity of own values and belief systems about children, education, learning. Is it aligned with vision?  Risk, unfamiliarity of new curriculum and demands – decision on whether and how to engage  Demands of national curriculum conflict with local curriculum  What do students experience?

27  Patience, persistence and a long view  百年樹人  Teachers and SLs - The demands of the ‘academic press’  SLs - Challenge in sustaining the change – beliefs, expertise, effort Learning Point Commitment to change the culture

28 We are: Mrs Cheah Mei Ling, Principal Miss Britta Seet, Former HOD/Curriculum Innovation and Development ; now VP/Shuqun Sec Mr Yuen Kah Mun, HOD/Humanities Miss Kokila Vani, SH/Combined Humanities and Citizenship Thank You!

29 Drago-Severson, E. (2009). Leading Adult Learning: Supporting Adult Development in Our Schools. Thousand Oaks, CA: Corwin Joseph, P. B., Mikel, E.R., & Windstchitl, M.A. (2011). Reculturing Curriculum. In P.B. Joseph (Ed.), Cultures of Curriculum (pp 55 – 77). New York: Routledge. References

30  Used Stufflebeam’s ‘Context, Input, Process, Product’ (CIPP) Evaluation Model Programme Evaluation


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