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Teachers’ Conference 2014 Mrs Koh-Leong Swee Ling, Ms Christine Tan,

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

1 Service Learning Research Programme (SLRP): Research that makes a difference
Teachers’ Conference 2014 Mrs Koh-Leong Swee Ling, Ms Christine Tan, Ms Low Siok Hong

2 Overview Key emphasis on Dunmanian values Dunmanians demonstrate:
德明人应有的素养: Moral Integrity, underpinned by honesty, trustworthiness, courage & loyalty 人格高尚 — 诚、信、勇、忠 Passion for life, always learning and striving to be their best 热爱生命 — 自强不息、好学不倦 Idealism, determined to lead and change the world for the better 具有崇高理想 — 领导群众创造美好世界 21st century skills, effective in collaboration, communication, critical thinking and innovation 掌握21世纪生活技能 — 具备合作、沟通、 批判性思维和革新创造能力 Bilingualism & multiculturalism, being able to appreciate different cultures and navigate them with ease 通晓双语及多元文化 — 兼通双语,欣赏不同文化,并游刃其间 Active citizenry, a global citizen rooted to Singapore, with a strong sense of civic responsibility and takes an active part in bettering the lives of others around him 展现积极的公民意识 — 心系新加坡,回馈社会,服务群众

3 VIA DHS school developmental model

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] In chart..form. One option is SLRP

5 SLRP 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 OUTLINE OF SLRP 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 INTRODUCTION A total of 55 Year 2 students divided
into 6 teams mentored by teachers of the Service Learning committee. This is the first time we roll out programme.

8 OBJECTIVES OF SLRP (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. Care and Concern for environment , raising values for the community needs…

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)

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 Creative Problem Solving (CPS) CPS involves the integration of both creative and critical thinking and offers a powerful set of tools for productive thinking. The important ultimate goal of CPS is to enable students to improve in their ability to deal successfully and creatively with real problems and challenges. CPS lands well in PARE model. Marry 2 together with PARE. Merged 10

11 WHAT WE DO IN SLRP 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 This is the first time we roll out programme.

12 Preparation Key components of preparation:
Needs analysis of the community [Hands-on Activity] Literature review SL proposal template Recap PARE model

13 SL Proposal Writing Introduction Project Description Team Organisation
Project Action Plan Resources Summary

14 Action :Service Learning Projects
SL Teams Project Community Partners Hello Neighbours Promote racial harmony with a mini exhibition and games for resident Katong CC Saving Gaia Promote environmental issues through recycling crafts Let’s Be Considerate Neighbours Promote neighbourliness through card games Chicken Wings Promote neighbourliness through games SLDH Promote “Kampung spirit” block party at Sengkang Sengkang RC S6+ Promote heritage and cultural through “Heritage trail” of Serangoon Serangoon RC Link to CCE, to community and self..etc..What is the objective of the games? Give example of the core values….Respect, harmony, care, responsibility


16 Action : Youth Engagement Video

17 STUDENTS’ POSTERS What were the posters use for? Promote neighbourliness and what is Youth Showcase? CCE - students present to public to build confidence. Platform to showcase for public. HDB give opp to other school promote neighbourliness.


 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 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 REFLECTIONS: GP 2 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 EVALUATION 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.

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. A A A A4

25 TRP SURVEY RESULTS 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. S S S S S5

26 STRENGTHS 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. CCE qualities –identify needs of community .Research in SL is important. How research supports and makes SL more meaningful. Greater youth voice and student ownership  richer & meaningful learning experience greater student engagement.

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. Integrity, courage to fail…Making the values more explicit for the students?? Research that makes a difference . Teacher mentor check the students work.

28 SLRP GOOGLE SITE 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 AREAS OF STRENGTH 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. POSITIVE ROLE MODELING. Strong tr student bonding

30 AREAS OF STRENGTH 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; and SL project team was able to recruit peers to support their community engagement. Recruiting peers. They will send and volunteers. Encourage their friends to participate …..

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

32 AREA OF IMPROVEMENT 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.

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 FUTURE DEVELOPMENT 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. 35 and 36 merged


36 REFERENCES RMC Research Corporation. K-12 Service-Learning Project Planning Toolkit. Scotts Valley, CA: National Service-Learning Clearinghouse, 2006/2009. 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.

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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