<?xml version="1.0" encoding="UTF-8"?><rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:wfw="http://wellformedweb.org/CommentAPI/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:sy="http://purl.org/rss/1.0/modules/syndication/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" > <channel> <title>Leadership support – SingTeach | Education Research for Teachers | Research within Reach</title> <atom:link href="https://singteach.nie.edu.sg/topic/leadership-support/feed/" rel="self" type="application/rss+xml" /> <link>https://singteach.nie.edu.sg</link> <description></description> <lastBuildDate>Fri, 22 Mar 2024 07:53:05 +0000</lastBuildDate> <language>en-US</language> <sy:updatePeriod> hourly </sy:updatePeriod> <sy:updateFrequency> 1 </sy:updateFrequency> <generator>https://wordpress.org/?v=6.0</generator> <item> <title>LES on Why School Leadership Matters</title> <link>https://singteach.nie.edu.sg/2021/10/29/les-on-why-school-leadership-matters/?utm_source=rss&utm_medium=rss&utm_campaign=les-on-why-school-leadership-matters</link> <comments>https://singteach.nie.edu.sg/2021/10/29/les-on-why-school-leadership-matters/#respond</comments> <dc:creator><![CDATA[Lorraine]]></dc:creator> <pubDate>Fri, 29 Oct 2021 10:35:01 +0000</pubDate> <category><![CDATA[Knowledge Resource Bank]]></category> <category><![CDATA[Local Evidence Synthesis]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Leadership]]></category> <category><![CDATA[School climate]]></category> <category><![CDATA[Education systems]]></category> <category><![CDATA[Professional discourse]]></category> <category><![CDATA[Leadership support]]></category> <category><![CDATA[Professional dialogue]]></category> <category><![CDATA[School culture]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=17726</guid> <description><![CDATA[Lead the way: Effective school leaders serve as culture builders, instruction providers and harnessers of people and resources. […]]]></description> <content:encoded><![CDATA[<p style="display: none;">Lead the way: Effective school leaders serve as culture builders, instruction providers and harnessers of people and resources.</p> <h1><span style="font-size: 32px;"><strong>Insights and Recommendations on School Leadership</strong></span></h1> <div id="A1" style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"> <p><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 20px;"><b>Summary of LES</b></span></p> <p><b>Background</b></p> <p><b>Instructional leadership </b>is a prominent feature of Singapore education system, and it should remain as the primary leadership model to</p> <ul> <li>support pedagogical developments and innovations</li> <li>achieve a diverse set of student learning outcomes</li> <li>meet future demands of the nation’s society and economy</li> </ul> <p> </p> <p><b>Key findings</b></p> <p><b>Effective school leaders</b></p> <ul> <li><b>build school cultures </b>that support teacher agency, learning and explorations</li> <li><b>distribute instructional leadership </b>to all, including middle managers, formal and informal teacher leaders</li> <li><b>leverage people and resources </b>at multiple ecological levels to <b>sustain curricular innovations</b> and <b>build leadership capacity</b></li> </ul> <p> </p> <p><b>Recommendations</b></p> <p><b>School leaders </b>are recommended to:</p> <ul> <li><b>engage teachers </b>in policy interpretation and implementation in the context of their school’s vision, mission and objectives</li> <li><b>support collaborative teacher learning </b>which engages teachers in reflective dialogue and pedagogical experimentations</li> <li><b>mobilise</b><b> resources and partnerships </b>at the cluster, ministry and national levels</li> </ul> </div> <p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_themes-overview.jpg"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_themes-overview.jpg" alt="" class="aligncenter wp-image-18094" width="1600" height="901" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_themes-overview.jpg 800w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_themes-overview-300x169.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_themes-overview-768x432.jpg 768w" sizes="(max-width: 1600px) 100vw, 1600px" /></a></p> <hr /> <h1></h1> <h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><strong id="A2">Infographic Summary</strong></span></h1> <p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21.png" alt="" class="aligncenter wp-image-19029 size-full" width="14600" height="10239" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21.png 14600w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21-300x210.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21-1024x718.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21-768x539.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21-1536x1077.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics1_KMb2Nov21-2048x1436.png 2048w" sizes="(max-width: 14600px) 100vw, 14600px" /></a></p> <p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21.png" alt="" class="aligncenter wp-image-19030 size-full" width="14502" height="10281" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21.png 14502w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21-300x213.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21-1024x726.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21-768x544.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21-1536x1089.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics2_KMb2Nov21-2048x1452.png 2048w" sizes="(max-width: 14502px) 100vw, 14502px" /></a></p> <p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21.png" alt="" class="aligncenter wp-image-19031 size-full" width="10220" height="14555" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21.png 10220w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21-211x300.png 211w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21-719x1024.png 719w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21-768x1094.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21-1079x1536.png 1079w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics3_KMb2Nov21-1438x2048.png 1438w" sizes="(max-width: 10220px) 100vw, 10220px" /></a></p> <p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21.png"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21.png" alt="" class="aligncenter wp-image-19032 size-full" width="10287" height="14538" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21.png 10287w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21-212x300.png 212w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21-725x1024.png 725w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21-768x1085.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21-1087x1536.png 1087w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics4_KMb2Nov21-1449x2048.png 1449w" sizes="(max-width: 10287px) 100vw, 10287px" /></a></p> <p><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21.png"><img loading="lazy" width="14507" height="10230" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21.png" alt="" class="aligncenter size-full wp-image-19033" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21.png 14507w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21-300x212.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21-1024x722.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21-768x542.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21-1536x1083.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/LES-School-Leadership-infographics5_KMb2Nov21-2048x1444.png 2048w" sizes="(max-width: 14507px) 100vw, 14507px" /></a></p> <div> <hr /> </div> <div id="A6"> <h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="A3">Research Synthesis Team</strong></span></h1> <p> </p> <p>To learn more about this research synthesis, please contact the Principal Author(s) at:</p> <ul> <li>Dr Jeanne Ho (formerly of NIE)</li> <li><a href="https://dr.ntu.edu.sg/cris/rp/rp01449" target="_blank" rel="noopener">Dr Hairon Salleh</a> at <a href="mailto:hairon.salleh@nie.edu.sg" target="_blank" rel="noopener">hairon.salleh@nie.edu.sg</a>, Office of Graduate Studies and Professional Learning (GPL), Policy, Curriculum and Leadership (PCL), NIE</li> <li>Dr Chua Puay Huat (formerly of NIE)</li> </ul> <hr /> </div> <h1><span style="font-size: 14pt;"><strong id="A4"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon" /> <span style="font-size: 28px;">Research Synthesis Method</span></strong></span></h1> <p> </p> <ul> <li>A synthesis of 31 studies, taking place between 2010 and 2018, provided statistical information, explanations and investigative insights on the current status of school leadership situation in Singapore</li> </ul> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_p6-graph-1-300x218.jpg" alt="" class="alignnone wp-image-17790" width="930" height="676" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_p6-graph-1-300x218.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/LES-SL_p6-graph-1.jpg 510w" sizes="(max-width: 930px) 100vw, 930px" /></p> <hr /> <h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon11.png" alt="Question-Icon" /><span style="font-size: 28px;"> <strong id="Useful_links_&_references">Related Links <strong id="A5">& References</strong></strong></span></h1> <p> </p> <div> <ul> <li><a href="http://hdl.handle.net/10497/21348">Full Volume 2: LES on School Leadership</a> </li> <li><span lang="EN-US">Visit <a href="https://www.nie.edu.sg/research/publication/local-evidence-syntheses"><b>Local Evidence Syntheses </b></a>for other volumes.</span></li> </ul> </div> <div> <hr /> </div> <h1><strong><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="alignnone size-full wp-image-15372" /><span style="font-size: 28px;"> Acknowledgments</span></strong></h1> <p> </p> <p>The LES on School Leadership involves <b>29 studies</b> <b>funded</b> by the <b>Education Research Funding</b> <b>Programme</b>, National Institute of Education, Nanyang Technological University, Singapore and <b>2 </b><b>eduLab</b><b> studies </b>funded by Ministry of Education and administered by Office of Education research (OER). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.</p> <p>This knowledge resource was developed by Ms Shruthilaya Ramachandran and Ms Monica Lim with approval from the Principal Author, Dr Jeanne HO Marie Pau Yuen as of 28 October 2021; updated by Ms Monica Lim on 4 January 2022.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2021/10/29/les-on-why-school-leadership-matters/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Developing Co-Constructors of Knowledge</title> <link>https://singteach.nie.edu.sg/2020/10/17/issue74-developing-co-constructors-of-knowledge/?utm_source=rss&utm_medium=rss&utm_campaign=issue74-developing-co-constructors-of-knowledge</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Sat, 17 Oct 2020 13:44:37 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 74 sep 2020]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Classroom Perspectives]]></category> <category><![CDATA[Collaborative learning]]></category> <category><![CDATA[Knowledge building]]></category> <category><![CDATA[Design thinking]]></category> <category><![CDATA[ICT]]></category> <category><![CDATA[Leadership support]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14580</guid> <description><![CDATA[Traditionally, classroom teaching and learning have been dominated by pedagogies that are largely teacher-centred which often result in […]]]></description> <content:encoded><![CDATA[<p><strong><i>Traditionally, classroom teaching and learning have been dominated by pedagogies that are largely teacher-centred </i><i>which often result in passive learning for students. I</i><i>n the past decade,</i><i> however,</i><i> the notion of education has shifted to one that greatly emphasizes the importance of student-centeredness. </i><i>To reinforce the shift, <a href="https://www.shps.moe.edu.sg/" target="_blank" rel="noopener noreferrer">St Hilda’s Primary School</a> turned to an online platform that facilitates knowledge building inquiry called the Knowledge Forum. </i><i>The </i><i>school’s p</i><i>rincipal</i><i>,</i><i> Mrs Daphne Yeoh</i><i>,</i> <i>shares some insights and the challenges that come with this new approach to teaching and learning.</i> </strong></p> <p><img loading="lazy" class="aligncenter wp-image-14632 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_DaphneYeoh-1-268x300.jpg" alt="" width="268" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_DaphneYeoh-1-268x300.jpg 268w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_DaphneYeoh-1-916x1024.jpg 916w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_DaphneYeoh-1-768x859.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_DaphneYeoh-1-1373x1536.jpg 1373w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_DaphneYeoh-1-1831x2048.jpg 1831w" sizes="(max-width: 268px) 100vw, 268px" /></p> <h1 aria-level="1">Adopting Knowledge Building as a School</h1> <p><span data-contrast="auto">In the past,</span> <span data-contrast="auto">students</span><span data-contrast="auto"> rely heavily on their teachers as their source of information and knowledge, and that is something Daphne</span><span data-contrast="auto"> hopes</span><span data-contrast="auto"> to </span><span data-contrast="auto">move away from</span><span data-contrast="auto">.</span> <span data-contrast="auto">I</span><span data-contrast="auto">t </span><span data-contrast="auto">is </span><span data-contrast="auto">important </span><span data-contrast="auto">to her </span><span data-contrast="auto">that </span><span data-contrast="auto">every </span><span data-contrast="auto">student</span> <span data-contrast="auto">h</span><span data-contrast="auto">as</span> <span data-contrast="auto">a hand in</span> <span data-contrast="auto">his/her </span><span data-contrast="auto">own </span><span data-contrast="auto">acquisition of </span><span data-contrast="auto">knowledge. For her, this can be done by adopting knowledge building</span> <span data-contrast="auto">pedagogies</span><span data-contrast="auto"> that encourage ac</span><span data-contrast="auto">tive and collaborative learning in classrooms.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">Originally</span><span data-contrast="auto"> backed by the school’s former principal,</span><span data-contrast="auto"> the implementation of knowledge building was a </span><span data-contrast="auto">ground-up initiative </span><span data-contrast="auto">by </span><span data-contrast="auto">the </span><span data-contrast="auto">Gifted Education Programme (GE</span><span data-contrast="auto">P) </span><span data-contrast="auto">department</span><span data-contrast="auto"> headed by </span><span data-contrast="auto"><a href="https://singteach.nie.edu.sg/issue74-classroom2/" target="_blank" rel="noopener noreferrer">Mr Andy Ng</a>. </span><span data-contrast="auto">In continuing her predecessor’s support for this initiative,</span> <span data-contrast="auto">Mrs Yeoh believes that</span><span data-contrast="auto"> KB’s</span><span data-contrast="auto"> principles bring about many benefits</span><span data-contrast="auto">. </span><span data-contrast="auto">This</span><span data-contrast="auto"> pedagogy </span><span data-contrast="auto">was </span><span data-contrast="auto">also aided by</span><span data-contrast="auto"> the </span><span data-contrast="auto">use</span><span data-contrast="auto"> of an online information and communication technology (ICT) tool</span><span data-contrast="auto">.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">“We adopted the </span><i><span data-contrast="auto">Knowledge Forum</span></i><span data-contrast="auto"> (KF)</span><span data-contrast="auto"> as </span><span data-contrast="auto">a viable ICT tool to promote collaborative learning among students</span><span data-contrast="auto">,” Daphne shares. </span><span data-contrast="auto">“And as</span><span data-contrast="auto"> the teachers explored the use of KF and began to understand </span><span data-contrast="auto">knowledge building better</span><span data-contrast="auto">, they saw </span><span data-contrast="auto">its intrinsic worth</span><span data-contrast="auto"> as a pedagogy that engages students in co-constructing knowledge</span><span data-contrast="auto">.”</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">The KF also exposes teachers to various knowledge building principles that act </span><span data-contrast="auto">as yardsticks for </span><span data-contrast="auto">them </span><span data-contrast="auto">to design, execute and evaluate their lessons</span><span data-contrast="auto"> better.</span> <span data-contrast="auto">Mrs Yeoh </span><span data-contrast="auto">however </span><span data-contrast="auto">cautions that</span><span data-contrast="auto">: </span><span data-contrast="auto">“</span><span data-contrast="auto">A successful lesson </span><span data-contrast="auto">is </span><span data-contrast="auto">not one that covers all </span><span data-contrast="auto">knowledge building </span><span data-contrast="auto">principles,</span> <span data-contrast="auto">but </span><span data-contrast="auto">instead </span><span data-contrast="auto">translates one or a few into creating a learning ecology that supports the students’ co-construction of knowledge with their peers and their teacher</span><span data-contrast="auto">.</span><span data-contrast="auto">”</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">Now in its infancy stage in SHPS, </span><span data-contrast="auto">knowledge building </span><span data-contrast="auto">theories are situated as “pedagogical directions”</span> <span data-contrast="auto">in which the </span><span data-contrast="auto">head of </span><span data-contrast="auto">the GEP </span><span data-contrast="auto">department</span><span data-contrast="auto"> weighs students’ needs, teacher readiness and </span><span data-contrast="auto">the </span><span data-contrast="auto">school</span><span data-contrast="auto">’s</span><span data-contrast="auto"> direction to determine </span><span data-contrast="auto">which</span><span data-contrast="auto"> approach is most appropriate for the </span><span data-contrast="auto">year’s work plan.</span><span data-contrast="auto"> “</span><span data-contrast="auto">This approach is then re-positioned to fit the school’s context and adopted by subject teams which translate them to projects that solve a specific problem in their classrooms during implementation.</span><span data-contrast="auto">”</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Failure as Fuel</div> <div class="message-box-content"> <p aria-level="2"><span data-contrast="auto">The </span><span data-contrast="auto">knowledge building </span><span data-contrast="auto">implementation </span><span data-contrast="auto">approach </span><span data-contrast="auto">in </span><span data-contrast="auto">St Hilda’s Primary School </span><span data-contrast="auto">is </span><span data-contrast="auto">similar</span><span data-contrast="auto"> to</span> <span data-contrast="auto">that of</span><span data-contrast="auto"> the design thinking process </span><span data-contrast="auto">when </span><span data-contrast="auto">problem-solving</span><span data-contrast="auto">.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p aria-level="2"><span data-contrast="auto">First, w</span><span data-contrast="auto">ith the year’s pedagogical direction in mind, teachers in their respective subject teams identify a “pain point” that they face </span><span data-contrast="auto">collectively </span><span data-contrast="auto">in their classrooms, ranging from difficulties in teaching a particular topic or component to challenges when engaging students.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p aria-level="2"><span data-contrast="auto">Then, </span><span data-contrast="auto">“</span><span data-contrast="auto">r</span><span data-contrast="auto">apid prototyping” occurs</span><span data-contrast="auto"> where </span><span data-contrast="auto">teachers</span><span data-contrast="auto"> ideate and design a lesson to solve the identified problem, try it out, and review it quickly </span><span data-contrast="auto">to</span><span data-contrast="auto"> make improvements for the next round. </span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p aria-level="2"><span data-contrast="auto">Once </span><span data-contrast="auto">the lesson is</span><span data-contrast="auto"> refined</span><span data-contrast="auto">, these </span><span data-contrast="auto">methods will be scaled up through peer mentoring and wo</span><span data-contrast="auto">rkshops led by teachers and/or k</span><span data-contrast="auto">ey </span><span data-contrast="auto">p</span><span data-contrast="auto">ersonnel</span><span data-contrast="auto">.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p aria-level="2"><span data-contrast="auto">Therefore, in this process, failure </span><span data-contrast="auto">is</span><span data-contrast="auto"> used as</span><span data-contrast="auto"> fuel</span><span data-contrast="auto">. Mrs Yeoh </span><span data-contrast="auto">explains, “T</span><span data-contrast="auto">eachers </span><i><span data-contrast="auto">fail fast</span></i><span data-contrast="auto"> by designing a</span><span data-contrast="auto"> prototype</span> <span data-contrast="auto">to test in class, </span><i><span data-contrast="auto">fail mindfully</span></i><span data-contrast="auto"> by reviewing the areas for improvement in depth after testing, and </span><i><span data-contrast="auto">fail forward</span></i><span data-contrast="auto"> by using the ideas from the review to quickly improve the initiative toward succes</span><span data-contrast="auto">s</span><span data-contrast="auto">.</span><span data-contrast="auto">”</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> </div> </div> <h1 aria-level="2">Importance of Leadership Support</h1> <div class="shortcode-block-quote-right" style="color:#999999"> <p>“<span data-contrast="none">Ideas and pedagogies that are successfully implemented in one department in the school are then shared and may be adopted by others, thus scaling up the practice in the school</span>.”</p> <p><em><strong><span class="st">–</span> Daphne</strong>, on how the knowledge building practice has been scaled up at St Hilda’s<br /> </em></p> </div> <p aria-level="1"><span data-contrast="auto">At St Hilda’s</span><span data-contrast="auto">, </span><span data-contrast="auto">teachers are</span> <span data-contrast="auto">encourage</span><span data-contrast="auto">d</span><span data-contrast="auto"> to explore </span><span data-contrast="auto">the </span><span data-contrast="auto">use of new pedagogies, </span><span data-contrast="auto">tools</span> <span data-contrast="auto">and platforms to facilitate, engage and enrich student learning. </span><span data-contrast="auto">“Our school leadership encourages g</span><span data-contrast="auto">round-up initiatives</span><span data-contrast="auto"> and teachers are given the</span><span data-contrast="auto"> autonomy to decide on the </span><span data-contrast="auto">kind of </span><span data-contrast="auto">approach </span><span data-contrast="auto">to use</span> <span data-contrast="auto">in </span><span data-contrast="auto">their classroom teaching</span><span data-contrast="auto">.</span><span data-contrast="auto">”</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p aria-level="1"><span data-contrast="auto">Teachers are also given the opportunities to participate in innovative projects, research</span> <span data-contrast="auto">as well as professional development opportunities</span><span data-contrast="auto">, such as </span><span data-contrast="auto">attending workshops and conferences on </span><span data-contrast="auto">knowledge </span><span data-contrast="auto">building</span><span data-contrast="auto">.</span> <span data-contrast="auto">For example, </span><span data-contrast="auto">as part of the</span> <span data-contrast="auto">Knowledge Building Network Learning (International)</span><span data-contrast="auto"> Conference</span><span data-contrast="auto"> in</span><span data-contrast="auto"> 2019 which was </span><span data-contrast="auto">organi</span><span data-contrast="auto">z</span><span data-contrast="auto">ed by </span><span data-contrast="auto">the <a href="http://www.nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener noreferrer">Office of Education Research</a> </span><span data-contrast="auto">at </span><span data-contrast="auto"><a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE</a>, </span><span data-contrast="auto">Daphne</span><span data-contrast="auto"> and </span><span data-contrast="auto">her</span><span data-contrast="auto"> team of </span><span data-contrast="auto">teachers </span><span data-contrast="auto">engaged the conference </span><span data-contrast="auto">participants</span> <span data-contrast="auto">in a </span><span data-contrast="auto">variety of activities on </span><span data-contrast="auto">knowledge building</span><span data-contrast="auto"> in her school</span><span data-contrast="auto">. This includes</span><span data-contrast="auto"> classroom visits, workshops, poster sessions facilitated by students as well as a plenary discussion</span><span data-contrast="auto">.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p aria-level="1"><span data-contrast="auto">“</span><span data-contrast="auto">Ideas and pedagogies that are successful</span><span data-contrast="auto">ly implemented</span><span data-contrast="auto"> in one department </span><span data-contrast="auto">in the school </span><span data-contrast="auto">are</span><span data-contrast="auto"> then</span><span data-contrast="auto"> shared and may be adopted by others, thus scalin</span><span data-contrast="auto">g up the practice in the school,” Daphne shares.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">However, </span><span data-contrast="auto">the successful implementation of knowledge building at St Hilda’s </span><span data-contrast="auto">did not</span> <span data-contrast="auto">happen </span><span data-contrast="auto">without</span><span data-contrast="auto"> its own</span><span data-contrast="auto"> challenges.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <h1>Overcoming School Challenges</h1> <p><span data-contrast="auto">“</span><span data-contrast="auto">As </span><span data-contrast="auto">knowledge building </span><span data-contrast="auto">is a principle-based learning approach, the difficulty lies in making the theories and principles palatable to teachers, who </span><span data-contrast="auto">already have</span><span data-contrast="auto"> a lot on their plates</span><span data-contrast="auto">,” Daphne says</span><span data-contrast="auto">. </span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">The fact that knowledge building</span> <span data-contrast="auto">also involves a radical rethink of what learning can be in </span><span data-contrast="auto">this</span><span data-contrast="auto"> new “knowledge age”</span><span data-contrast="auto"> also contributes to the challenge of exciting teachers with this new approach</span><span data-contrast="auto">. </span><span data-contrast="auto">As such, Daphne feels that some </span><span data-contrast="auto">individuals who are used to more conservative approaches to teaching</span><span data-contrast="auto"> –</span><span data-contrast="auto"> especially if </span><span data-contrast="auto">they already have existing </span><span data-contrast="auto">methods</span><span data-contrast="auto"> that work</span><span data-contrast="auto"> – may struggle to adapt.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">So how </span><span data-contrast="auto">can the </span><span data-contrast="auto">knowledge building then</span><span data-contrast="auto"> be </span><span data-contrast="auto">position</span><span data-contrast="auto">ed</span><span data-contrast="auto"> in a way that addresses the needs of students and teachers in the classroom</span><span data-contrast="auto"> and </span><span data-contrast="auto">aligns with the</span><span data-contrast="auto"> direction of the</span><span data-contrast="auto"> school and </span><span data-contrast="auto">nation</span><span data-contrast="auto">, all while retaining the essence of the theory</span><span data-contrast="auto">?</span> <span data-contrast="auto">“</span><span data-contrast="auto">Start small and use </span><span data-contrast="auto">knowledge building </span><span data-contrast="auto">to address existing challenges in teaching and learning, with future learning in mind</span><span data-contrast="auto">. After all, the school envisions its students to be changemakers of tomorrow</span><span data-contrast="auto">,” Daphne advises. </span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">Action research naturally followed as part of teachers’ efforts to improve their skills</span><span data-contrast="auto">.</span><span data-contrast="auto"> “This is one effective way in which teachers can hone their own craft, crystallize their learning, and share it to help others to hone theirs as well.”</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p><span data-contrast="auto">Through the process of </span><span data-contrast="auto">working on</span> <span data-contrast="auto">knowledge building </span><span data-contrast="auto">research, </span><span data-contrast="auto">St Hilda’s</span><span data-contrast="auto"> pract</span><span data-contrast="auto">it</span><span data-contrast="auto">ioners </span><span data-contrast="auto">became more cognizant of the principles behind their </span><span data-contrast="auto">pedagogy and</span> <span data-contrast="auto">are </span><span data-contrast="auto">better able to close practice-theory gaps. Ultimately, this </span><span data-contrast="auto">translates </span><span data-contrast="auto">not only to quality professional development of self and others but also more importantly, an improved quality of learning for students.</span><span data-ccp-props="{"201341983":0,"335559739":200,"335559740":360}"> </span></p> <p> </p> ]]></content:encoded> </item> <item> <title>A Principle-Based Approach to Teaching and Learning</title> <link>https://singteach.nie.edu.sg/2020/10/16/issue74-a-principle-based-approach-to-teaching-and-learning/?utm_source=rss&utm_medium=rss&utm_campaign=issue74-a-principle-based-approach-to-teaching-and-learning</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Fri, 16 Oct 2020 04:13:13 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 74 sep 2020]]></category> <category><![CDATA[Knowledge building]]></category> <category><![CDATA[Leadership support]]></category> <category><![CDATA[Education research]]></category> <category><![CDATA[People]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14487</guid> <description><![CDATA[Knowledge building has provided a new approach towards teaching and learning in the 21st century. At least, this […]]]></description> <content:encoded><![CDATA[<p><strong><em>Knowledge building has provided a new approach towards teaching and learning in the 21st century. At least, this is the sentiment that resonates with <a href="https://www.cehd.umn.edu/ci/people/chen.html" target="_blank" rel="noopener noreferrer">Associate Professor Chen Bodong</a> from the <a href="https://twin-cities.umn.edu/" target="_blank" rel="noopener noreferrer">University of Minnesota</a> and Mr Samuel Tan, Senior Specialist from the <a href="https://www.moe.gov.sg/" target="_blank" rel="noopener noreferrer">Singapore Ministry of Education’s</a> <a href="https://beta.moe.gov.sg/about-us/organisation-structure/etd/" target="_blank" rel="noopener noreferrer">Educational Technology Division</a>. They share with </em></strong><strong>SingTeach<em> how knowledge building is changing and influencing the way we teach and learn.</em></strong></p> <p><img loading="lazy" class="aligncenter wp-image-14727 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74-_People_ChenBodongSamuel_1-1-287x300.jpg" alt="" width="287" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74-_People_ChenBodongSamuel_1-1-287x300.jpg 287w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74-_People_ChenBodongSamuel_1-1.jpg 630w" sizes="(max-width: 287px) 100vw, 287px" /></p> <p>The knowledge building (KB) approach encourages students to think like experts, and learn by forming and building on each other’s ideas, describes Bodong, whose research interests lie in the areas of ICT in education and learning analytics.</p> <p>It brings students together to brainstorm and collaborate, which he finds very intriguing. “KB presented itself as an interesting educational approach that was very different from my experiences as a student back in school,” he shares.</p> <p>According to Samuel, KB is “a principle-based innovation where KB principles form the blueprint for teachers’ design, strategies and facilitation.” His current involvement in KB research, through the Ministry of Education’s (MOE) Senior Specialist Track Research Fund (SSTRF), supports teachers to make sense of the KB principles through co-designing lessons, analysing and utilizing their students’ ideas and theories to drive the KB process.</p> <h1>The Importance of a Knowledge Building Community</h1> <p>A community is important so as to help create an environment that allows KB to happen.</p> <p>“Before KB can happen, we need to admit that it is an uphill task to create an authentic KB environment in schools,” says Bodong. “It requires support from all the stakeholders in the school to be willing to adjust and to take risk; this includes principals, teachers, parents and students.”</p> <p>This KB community gathers perspectives from multiple fields of education research and envisage the possibility of what education could be, explains Bodong. “As such, the KB community views the school as a knowledge-creating organization that cultivates values such as critical thinking, problem-solving, interdisciplinary thinking, decision making, collaboration and leadership.”</p> <p>“The community that we have in KB extends to include students and other KB classes across different schools and even countries,” Samuel adds.</p> <p>As part of the KB community in Singapore, on top of connecting practitioners who are interested in KB, Samuel also actively knowledge build with these teachers as part of his efforts to bring knowledge creation practices into schools.</p> <p>The MOE SSTRF helps him to carry out research to advance MOE’s knowledge base and to fulfil its objectives, for example, by leading projects in KB science classrooms to improve scientific explanations and self-regulation amongst students.</p> <h1>Supporting Educators in Knowledge Building Efforts</h1> <p>Bodong believes that teachers should be encouraged to inquire about their teaching, to collaborate and to refine their teaching craft. Research-practice partnerships can also create productive spaces for teachers, researchers, and engineers to co-design digital innovations and teaching strategies to support KB, he opines.</p> <p>“These partnerships will be the drivers that introduce KB into schools, create technological innovations and conduct empirical research about teaching and learning,” explains Bodong. “By doing so, we are forming ‘hubs of innovation’ around the world that may lead to a series of meaningful changes in education.”</p> <p>In the Singapore context, the <a href="https://www.moe.gov.sg/microsites/cos2020/skillfuture-for-educators.html"><em>SkillsFuture for Educators</em></a> initiative supports teachers to develop higher levels of practice in e-pedagogy, which is the practice of teaching with technology for active learning. Samuel’s work as a senior specialist focuses on the design and pedagogical use of learning analytics and visualizations to support KB discourse and processes.</p> <p>With home-based and blended learning set to be a regular part of schooling in Singapore, MOE hopes to develop self-directed and independent learners who are passionate and intrinsically motivated to learn. “KB, with its focus on community knowledge advancement, sustained inquiry and engaging students’ ideas, presents a compelling picture of what school and education could be,” Samuel shares.</p> <p><span style="color: #333333; font-family: 'Georgia',serif;"></p> <div class="shortcode-block-quote-center" style="color:#999999"></span></p> <p><span style="color: #333333; font-family: 'Georgia',serif;">“KB, with its focus on community knowledge advancement, sustained inquiry and engaging students’ ideas, presents a compelling picture of what school and education could be.”</span></p> <p><em><span style="color: #333333; font-family: 'Georgia',serif;">– </span></em><strong><i><span style="color: #333333; font-family: 'Georgia',serif;">Samuel, </span></i></strong><em><span style="color: #333333; font-family: 'Georgia',serif;">on how KB can nurture self-directed and independent learners</span></em></p> <p><span style="color: #333333; font-family: 'Georgia',serif;"></div> <p></span></p> <h1>The Future of Knowledge Building</h1> <p>Bodong and his research team work closely with educators to co-design new technologies that extend students’ capabilities in areas such as data science, and invite them to solve complex issues like climate change. Rigorous studies are also conducted in the classrooms to evaluate the effectiveness of such initiatives.</p> <p>“Currently, KB research has entered its third decade and it has shown that we need to invest in building research-practice partnerships to make sustainable improvements in education,” Bodong shares.</p> <p>When asked about the digital environment in relation to KB research and practice, Samuel is confident that KB is able to transcend the various digital platforms that may surface over time, including the <a href="https://vle.learning.moe.edu.sg/login" target="_blank" rel="noopener noreferrer">Student Learning Space</a>. “The design principles enable teachers and students to bring their practice and adaptability into any platform, and be effective in improving ideas and applying that knowledge in multiple novel contexts,” he says.</p> <p>Through KB, students not only develop deep conceptual understanding, but also participate in the practices of knowledge creating communities regardless of the platform used.</p> <p>Bodong adds that the Singapore education system is innovative and forward-looking, having met Singaporean scholars who are important leaders in the KB international community, such as <a href="https://www.nie.edu.sg/profile/Teo_Chew_Lee" target="_blank" rel="noopener noreferrer">Dr Teo Chew Lee</a> who is also the guest editor of this issue of <em>SingTeach</em> and Senior Research Scientist at <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE</a>, Singapore.</p> <p>As Bodong affirms: “Singapore has started writing its own KB stories that can contribute to education research.”</p> <p> </p> ]]></content:encoded> </item> <item> <title>Digital Literacy to Empower Lower-Tracked Learners</title> <link>https://singteach.nie.edu.sg/2020/04/02/issue72-research2/?utm_source=rss&utm_medium=rss&utm_campaign=issue72-research2</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Thu, 02 Apr 2020 03:24:28 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 72 mar 2020]]></category> <category><![CDATA[School-based curriculum development]]></category> <category><![CDATA[Research in Action]]></category> <category><![CDATA[Learning environment]]></category> <category><![CDATA[ICT]]></category> <category><![CDATA[Leadership support]]></category> <category><![CDATA[Future of Teaching and Learning]]></category> <category><![CDATA[Digital literacy]]></category> <category><![CDATA[Low attainers]]></category> <category><![CDATA[Lesson observation]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13954</guid> <description><![CDATA[The Singapore education system is designed with the consistent goal of leaving no child behind. This means it […]]]></description> <content:encoded><![CDATA[<p><strong><i>The Singapore education system is designed with the consistent goal of leaving no child behind. This means it is crucial that schools recognize and acknowledge that every student is different and requires varied teaching methods in order to attain their maximum potential. One NIE Research Scientist also feels that much more could be done for students in the Normal (Technical) stream, especially in the development of their 21st century competencies. He shares more about how his current research study hopes to empower lower-tracked students with these competencies in ways that are accessible for everyone – all through putting digital literacy in their hands.</i></strong><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“When my research team and I think about students from the Normal (Technical) (NT) stream, we find that they seem to have fewer learning opportunities in school compared to students in other streams,” </span><span data-contrast="none"><a href="https://www.nie.edu.sg/profile/robert-santiago-de-roock" target="_blank" rel="noopener noreferrer">Dr Roberto de Roock</a> </span><span data-contrast="none">, a Research Scientist with the </span><a href="https://www.nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener noreferrer"><span data-contrast="none">Office of Education Research</span></a><span data-contrast="none"> at <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE</a>. </span></p> <p><span data-contrast="none">The reason for this observation is simple: The NT curriculum is much more remediated and constrained in that it is much more simplified, he explains. As such, Roberto wants to investigate the extent of these studen</span><span data-contrast="none">ts’ learning potential when they are presented with the appropriate and relevant experience in (and out of) classrooms. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><img loading="lazy" class="aligncenter wp-image-14027 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-300x199.jpg" alt="" width="300" height="199" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-300x199.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-1024x678.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-768x509.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-1536x1017.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2020/04/ST72_ResearchinAction_Roberto-1-2048x1356.jpg 2048w" sizes="(max-width: 300px) 100vw, 300px" /></p> <h1>Defining Digital Literacy<span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></h1> <p><span data-contrast="none">Being a former secondary school digital literacy teacher himself, Roberto embarks on a research project that studies digital literacies as 21st century competencies among NT students. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“We think about literacy as less of a technical skill but more of a social practice and as something that is embedded in day-to-day life,” Roberto explains. “In terms of digital literacy, we look at it as an additional way of meaning-making. Building digital literacy in these students will allow us to look at the potential that they can have.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Digital literacy is increasingly being identified as a formal educational goal. It is a broad and holistic concept that embraces much more than the functional information technology (IT) skills that students need to survive in a digital society. </span><span data-contrast="none">D</span><span data-contrast="none">igital literacy is not merely about </span><span data-contrast="none">making digital tools available. It’s about creating an authentic learning context using digital devices which</span><span data-contrast="none"> students can make meaning from</span><span data-contrast="none">. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">This authentic</span><span data-contrast="none"> learning context </span><span data-contrast="none">may</span><span data-contrast="none"> almost immediately</span><span data-contrast="none"> also encourage</span><span data-contrast="none"> creativity, critical thinking, collaboration and learning independence, to name a few. These are the skillsets which we often refer to as 21st century competencies.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <div class="message-box-wrapper yellow"> <div class="message-box-title">Why is Digital Literacy Critical for the Future?</div> <div class="message-box-content"> <p><span data-contrast="none">When we think of digital literacy, we tend to think of it as technical skills such as the ability to communicate and find information through the use of technology. But is that all digital literacy is about and why is it important for young students to have?</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“We look at digital literacy as a social practice that is embedded in day-to-day life instead of a technical skill. Within the field of learning sciences, we think of it as an additional way of meaning-making,” explains NIE Research Scientist Dr Roberto De Roock.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">In other words, digital literacy is less about the tools and technical skills, and more about the communicative opportunities it can offer to individuals. “Digital literacy can transform the way we think and act,” he adds. Roberto notes that it can open up endless possibilities for learners today and in the future, especially for lower-achieving ones. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Also according to one <a href="https://www.gse.harvard.edu/" target="_blank" rel="noopener noreferrer">Harvard Graduate School of Education</a> professor <a href="https://www.gse.harvard.edu/faculty/fernando-reimers" target="_blank" rel="noopener noreferrer">Fernando Reimers</a>, digital literacy is a linchpin of many other competencies such as effective communication and critical thinking (Doyle, 2016), which are 21st century competencies identified by the <a href="https://www.moe.gov.sg/" target="_blank" rel="noopener noreferrer">Ministry of Education</a>, Singapore.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">As such, digital literacy is key to a learner’s success in school and later lifelong improvement as it helps them to think critically, creatively and collaboratively “We all need a certain level of digital literacy in order to be active, productive and effective individuals,” Roberto shares. “Furthermore, equipping students with digital literacy today helps develop their worldviews for the future.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><b><span data-contrast="none">Reference</span></b><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Doyle, H. B. (2016, November) How to thrive in the 21st century. </span><i><span data-contrast="none">Usable Knowledge</span></i><span data-contrast="none">. Retrieved from: https://www.wired.com/2014/09/digital-literacy-key-future-still-dont-know-means/</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559685":720,"335559738":240,"335559739":240,"335559740":360,"335559991":720}"> </span></p> </div> </div> <h1>Building Students’ Confidence with Digital Literacy<span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></h1> <p><span data-contrast="none">Roberto’s project aims to provide mentorship to lower-tracked students and opportunities for them to create things that they see value in through the use of digital tools. However, Roberto again stresses that building digital literacy is more than just about providing them with the physical tools.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“It isn’t so much about giving students the tools,” he shares. “It is really about giving them the mentorship and opportunities to create things that they feel are important to them. So, along with the right tools, I leave the creative options and possibilities open to them. One group of students took this opportunity to advocate for their rights through creating a video.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">The research team further observes that when these students are provided with the right space and opportunities, they are enabled to do more creative, collaborative and critical work. Citing another example, Roberto shares the story of a student who has failed the PSLE examinations twice.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“This student is seen as the ‘kid failing in school’ but in the span of an hour, he managed to create a very nice video that could be posted online immediately,” Roberto adds. “When this student is placed in the right context, he is actually very capable of creating things that are valuable to his life and the community.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p align="LEFT"> <div class="shortcode-block-quote-center" style="color:#999999"> <p align="LEFT">“<span data-contrast="none">It is really about giving [students] the mentorship and opportunities to create things that they feel are important to them. So, along with the right tools, I leave the creative options and possibilities open to them. One group of students took this opportunity to advocate for their rights through creating a video</span>.”</p> <p align="LEFT"><em>– <strong>Roberto, </strong>explaining that building digital literacy is more than just about providing them with the physical tools<br /> </em></p> </div> <h1>Shifting Mindsets and Syllabus<span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></h1> <p><span data-contrast="none">During the span of his research study which is set to be completed in June 2020, Roberto found that this group of students not only has potential to excel in school but is in fact also capable of critical and creative work much like their higher-scoring counterparts.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">He believes that this is mostly due to the nature of the school he was working with in particular. “This school specializes in lower-achieving students,” he shares. “The syllabus is very well thought-out and it encourages independence and self-directed learning through a non-structured and non-didactic curriculum.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">For Roberto, this finding is important and powerful in that it suggests a need for other schools to consider a shift in their Normal (Technical) syllabus to provide their lower-</span><span data-contrast="none">tracked</span><span data-contrast="none"> students with the space and opportunity to do more creative and critical work through digital literacy. However, one of the challenges in this is the mindset shift that is required for it to happen. </span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“It is crucial that we re-look at the way we structure the curriculum in order to allow these students to progress in terms of creative, collaborative and critical thinking,” he explains. “But when teachers think that their students cannot gain from it for a number of reasons, such learning opportunities may not be possible to implement at all.”</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">Beyond a mindset shift, Roberto adds that for a school to successfully support their lower-scoring students, there must also be strong leadership support. This is even more so for schools that tend to focus on student discipline over dynamic teaching, and academic excellence over 21st century competencies development.</span><span data-wac-het="1" data-ccp-props="{"201341983":0,"335559738":240,"335559739":240,"335559740":360}"> </span></p> <p><span data-contrast="none">“This gives teachers more teaching constraints and as such, it is vital that school leaders provide them with the support they require in order for shifts to happen. In the case of the school I am working with in my research, there is no way their students can benefit from the curriculum if not for the school principal’s strong support,” Roberto concludes.</span></p> ]]></content:encoded> </item> <item> <title>Returning to the Heart of Assessment</title> <link>https://singteach.nie.edu.sg/2019/04/24/issue68-people/?utm_source=rss&utm_medium=rss&utm_campaign=issue68-people</link> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Wed, 24 Apr 2019 10:00:35 +0000</pubDate> <category><![CDATA[Issues]]></category> <category><![CDATA[issue 68 mar 2019]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[People]]></category> <category><![CDATA[Leadership]]></category> <category><![CDATA[Assessment for Learning]]></category> <category><![CDATA[Leadership support]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=13194</guid> <description><![CDATA[Principal of Chua Chu Kang Primary School Mrs Sheree Chong is passionate about Assessment for Learning (AfL). She […]]]></description> <content:encoded><![CDATA[ <p><strong><em>Principal of Chua Chu Kang Primary School Mrs Sheree Chong is passionate about Assessment for Learning (AfL). She shares with </em>SingTeach <em>how she provides direction in leading assessment change in her school.</em></strong></p> <p>“I believe it is a policy that is well-received by many educators,” shares Sheree on the recent announcement made by the <a href="https://www.moe.gov.sg/" target="_blank" rel="noopener noreferrer">Ministry of Education</a> on the reduction of high-stakes assessments in schools.</p> <p>“But the challenge for us educators then becomes threefold,” she says. “How we might affect mind-set change at all levels, how we might empower our curriculum leaders to design the assessment and to ensure curriculum outcomes are met and finally, how we can design clear implementation policies for the changes to take place.”</p> <p><img loading="lazy" class="aligncenter wp-image-13196" src="https://singteach.nie.edu.sg/wp-content/uploads/2019/04/ST68_People_Sheree-Chong.jpg" alt="" width="500" height="331" /></p> <h1>Less Exams <span class="st">–</span> How Does That Affect School Assessment?</h1> <p>Sheree stresses that the exam policy change, albeit a welcome one, makes it crucial for teachers to ensure that the assessment needs of each subject are broken down into small and appropriate chunks to meet both the assessment and curriculum outcomes.</p> <p>This process demands that Sheree and her team re-look the entire syllabus and curriculum outcomes, including the schemes of work, to fit the new assessment schedules. “As a school, we look into the learning needs of every student profile and strive to tailor our assessment to suit the purposes of each profile,” she explains.</p> <p>Sheree stresses that while this involves a fair amount of work, it is also critical to the heart of assessment, which is to motivate and inculcate the joy of learning for her students. “Assessment, when implemented purposefully and appropriately, is a powerful tool that can motivate a child to learn,” Sheree adds.</p> <h1>Introducing Assessment for Learning (AfL) in School</h1> <p>To kick-start the school’s journey in AfL, Sheree gathered and encouraged all her teachers to share their beliefs and challenges in assessment and feedback.</p> <p>She very quickly recognized the importance of her role as a school leader to synthesize all the available information and theories for her teachers, and to simplify complex theories into an irreducible minimum as a framework for teachers to adopt.</p> <p>As a school, it was decided that the most impactful way to help every child improve would be through effective feedback. Evidence of feedback were collected and presented to the staff as examples of how theory might look like in practice.</p> <p>“My advice to the teachers is simple,” Sheree shares. “Have routines in the classroom to ensure that students understand your feedback and then take action on your feedback. This is a crucial first step that can promote student motivation and improve learning outcomes.”</p> <p>Sheree is also in the process of helping teachers to empower students to make their own learning decisions and reduce student’s dependency on teachers for guidance and corrective actions.</p> <p>One way of knowing how much students understand a certain topic or concept is when “they are able to demonstrate the new knowledge independently, on demand and in a way that is good enough.”</p> <p><div class="shortcode-block-quote-center" style="color:#999999"></p> <p align="LEFT">“Have routines in the classroom to ensure that students understand your feedback and then take action on your feedback. This is a crucial first step that can promote student motivation and improve learning outcomes.”</p> <p><em>– <strong>Sheree Chong</strong>, on the importance of setting appropriate routines for students<br /> </em></p> <p></div></p> <h1>Challenges Faced in Shifting Mind-sets</h1> <p>A few immediate challenges faced by the teachers in implementing AfL was on a systemic level <span class="st">–</span> the worry of not being able to complete the required worksheets and the need to complete the syllabus in time for a scheduled assessment.</p> <p>As a result, these teachers also worry that they might not be able to adequately prepare students for their Primary School Leaving Exam which is, after all, still a pen-and-paper assessment. “My role is thus critical in addressing teachers’ fear and anxiety, and subsequently promote a mind-set change,” Sheree shares. This was done through regular engagement sessions with teachers, listening to their concerns and designing policies to help make the change happen.</p> <p>She lets on that the mind-set change is still a work-in-progress, but is heartened to see a gradual cultural shift in which the school is moving towards a deeper focus on how assessment can motivate every child.</p> <h1>Leadership Support for Success</h1> <p><div class="shortcode-block-quote-right" style="color:#999999"></p> <p align="LEFT">“We must never put results ahead of everything else, because that creates fear.”</p> <p><em>– <strong>Sheree </strong>believes that grades should not be emphasized for effective implementation of AfL<br /> </em></p> <p></div></p> <p>When asked about how leadership support can facilitate successful implementation of AfL, Sheree answers without a doubt, “We just have to be authentic.”</p> <p>“We have to say what we mean and mean what we say,” she continues. “We ourselves have to understand the heart of AfL and be convinced about it. This will help us discover the much-needed leadership courage within us to move into some ‘new terrains’ and bring our people along with us.”</p> <p>Another point of support for teachers is to acknowledge the fears that they have before trying to eradicate them. Sheree cautions that “we must never put results ahead of everything else, because that creates fear.”</p> <p>Sheree therefore appeals to educators to focus on the core mission of their work: loving every child, believing in each one and giving them hope. She also spreads the same message to parents of her students.</p> <p>Sheree advises, “This whole thing about assessment is not just a tactical change. For teachers, it is also emotional because we are going against developed habits and practices we used to consider the norm. It is never easy to unlearn and re-learn.”</p> <p>Despite the difficulties and challenges, Sheree concludes that it has been an immensely rewarding experience for her as she looks forward to seeing her students enjoy their learning journey.</p> ]]></content:encoded> </item> </channel> </rss> <!-- Performance optimized by W3 Total Cache. Learn more: https://www.boldgrid.com/w3-total-cache/ Served from: singteach.nie.edu.sg @ 2025-01-10 15:50:23 by W3 Total Cache -->