<?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>Pedagogical Content Knowledge – SingTeach | Education Research for Teachers | Research within Reach</title> <atom:link href="https://singteach.nie.edu.sg/topic/pedagogical-content-knowledge/feed/" rel="self" type="application/rss+xml" /> <link>https://singteach.nie.edu.sg</link> <description></description> <lastBuildDate>Fri, 21 Feb 2025 06:32:18 +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>Engaging Minds through Games: Using Gamified Strategies to Teach Geography</title> <link>https://singteach.nie.edu.sg/2025/02/10/engaging-minds-through-games-using-gamified-strategies-to-teach-geography/?utm_source=rss&utm_medium=rss&utm_campaign=engaging-minds-through-games-using-gamified-strategies-to-teach-geography</link> <comments>https://singteach.nie.edu.sg/2025/02/10/engaging-minds-through-games-using-gamified-strategies-to-teach-geography/#respond</comments> <dc:creator><![CDATA[Azleena]]></dc:creator> <pubDate>Mon, 10 Feb 2025 08:40:32 +0000</pubDate> <category><![CDATA[Virtual Staff Lounge]]></category> <category><![CDATA[Climate change]]></category> <category><![CDATA[Sustainability education]]></category> <category><![CDATA[Problem solving]]></category> <category><![CDATA[Geography]]></category> <category><![CDATA[Pedagogical Content Knowledge]]></category> <category><![CDATA[Secondary school]]></category> <category><![CDATA[Game-based learning]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24343</guid> <description><![CDATA[Contributed by Chua Wan Yu from Temasek Secondary School and Dr Tricia Seow from the National Institute of Education, for SingTeach Virtual […]]]></description> <content:encoded><![CDATA[<p><b><i><span lang="EN">Contributed by Chua Wan Yu</span> from <a href="https://www.temaseksec.moe.edu.sg/" target="_blank" rel="noopener">Temasek Secondary School</a></i></b><b><i> and </i></b><b><i><span lang="EN"><a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia Seow</a> from </span>the <a href="https://www.ntu.edu.sg/nie" target="_blank" rel="noopener">National Institute of Education</a></i></b><b><i><span lang="EN">, for </span></i></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener"><b><i><span lang="EN">SingTeach Virtual Staff Lounge</span></i></b></a><b></b></p> <p><strong><i>Engaging students in climate change education can be challenging, particularly when its impacts are not immediately tangible. In Singapore, while students may relate to terms like “global warming” and “carbon dioxide,” fostering a deeper understanding and actionable responses often proves difficult due to the abstract nature of the topic and its overwhelming content. So, how can we make this critical topic more engaging and relatable? This study investigates the use of gamification as a pedagogical strategy to enhance conceptual learning about climate actions. It looks at how a climate-policy-focused card game, “<a href="https://sll.hsse.nie.edu.sg/resource/getting-to-zero/" target="_blank" rel="noopener">Getting to Zero</a>”, has significantly improved students’ awareness of climate policies, comprehension of trade-offs in policymaking, and motivation to engage with climate solutions.</i></strong></p> <div id="attachment_24356" style="width: 910px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-24356" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop.png" alt="" class="wp-image-24356" width="900" height="395" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop.png 1246w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-300x132.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-1024x450.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-768x337.png 768w" sizes="(max-width: 900px) 100vw, 900px" /><p id="caption-attachment-24356" class="wp-caption-text">Photos: The gameplay of the “GTZ” card game</p></div> <h1>What Is Gamification?</h1> <p>Deterding (2011) defines gamification as integrating game elements into non-game contexts to enhance engagement and motivation, emphasizing that thoughtful design, rather than superficial rewards, sustains long-term learning outcomes. Kapp (2012) explores practical applications, demonstrating how game mechanics can simplify complex concepts and foster active learning. Both researchers stress that effective gamification can be a powerful tool to motivate students’ learning. Their research underscores how gamification can promote active participation and knowledge transfer, making abstract concepts accessible and memorable. Together, their findings emphasize thoughtful gamification as a transformative educational tool.</p> <p>In the context of using gamification to engage students on climate issues, researcher Carrillo-Nieves et al. (2024) explored gamification through designing station games, including escape rooms, and engaging undergraduates in combating climate change by fostering problem-solving and collaboration. Using gamification as a pedagogical strategy in Geography classrooms is an area that remains largely unexplored, especially within Singapore’s education landscape.</p> <p>This begs the question of whether a climate-policy-focused card game such as “Getting to Zero” (GTZ) can significantly enhance students’ awareness of climate policies and lead students to develop a deeper understanding of the complexities faced by nations in climate policymaking. </p> <div class="message-box-wrapper white"> <div class="message-box-title"></div> <div class="message-box-content"> <p>In particular, we were interested to determine whether such a climate-policy-focused card game can:</p> <ul> <li>Improve students’ knowledge of climate issues</li> <li>Foster a deeper conceptual understanding, particularly regarding the trade-offs and constraints inherent in climate policymaking</li> <li>Generate greater interest and motivation to explore the phenomenon further</li> </ul> </div> </div> <h1>Using “Getting to Zero” in the Geography Classroom</h1> <p>GTZ was introduced to a group of 36 Secondary Three students from the G2 level as part of their Geography lesson on climate action. It was intentionally used as a trigger to activate prior knowledge and engage students with the subject matter. A pre- and post-survey was administered to measure students’ knowledge, contextual understanding, and interests toward the topic on climate. Quantitative survey items used a Likert scale (1 to 5) for self-assessment, while qualitative questions encouraged students to articulate their learning experiences from the game.</p> <h4><em>Analyzing Students’ Responses</em></h4> <p>Students had a better understanding of climate policies after engaging with the card game. Their self-assessments highlighted increased awareness of “trade-offs”, a concept integrated into the game’s strategy for winning and a critical concept highlighted within the Geography curriculum. Additionally, students reported a greater understanding of how individual actions could contribute to reducing their climate impact. </p> <p style="padding-left: 80px;"><b>Question: <i>“I am clear about what Getting to Zero means”</i>. </b>The positive response to this question demonstrated that students had a clear understanding the importance of achieving a net-zero carbon footprint as a climate action strategy. This mirrors real-life efforts, where authorities implement climate policies to balance emissions with reductions.<b></b></p> <p style="padding-left: 80px;"><b>Questions: <i>“I know the purpose of implementing climate policies in Singapore”</i> & <i>“I know the constraints Singapore faces when implementing climate policies”</i>. </b>The positive responses to these questions demonstrated that students had a foundational understanding of why countries, including Singapore, take action through climate policies. Their grasp of the constraints highlighted an awareness that implementing climate actions is far from straightforward. Students recognized that numerous considerations and competing priorities—many of which they encountered during the game—can deter countries from taking immediate or extensive action.<b></b></p> <p style="padding-left: 80px;"><b>Question: “<i>I know at least 3 climate policies</i>”. </b>This survey question revealed an increase in responses at the lower levels of understanding and a reduction in responses at the higher levels. This question, which required students to list three climate policies, appeared more demanding due to the specific and quantitative nature of the task. While this may signal the lack of retention for some students, it was also noted that some students overly strategized to win the game, neglecting the details presented in the card game.</p> <p style="padding-left: 80px;">To address this, teachers need to facilitate effectively by ensuring sufficient time for students to consider and articulate their moves during the game. Additionally, providing opportunities for post-game discussions will allow students to reflect on their strategies and the climate actions they have taken, deepening their understanding of the decision-making process and facilitating the retention of content knowledge.</p> <h4><i>Analyzing Students’ Reflections</i></h4> <p> An analysis of the vocabulary used in students’ reflections indicated mastery of critical content, such as “carbon emissions,” a central element of the game’s mechanics where players aimed to reduce net emissions to zero. Many students articulated the complexities of trade-offs, describing balancing costs while achieving emission reductions as a “downside” in policymaking (see <a href="https://entuedu-my.sharepoint.com/:b:/g/personal/dptofrmysp_niestaff_cluster_nie_edu_sg/Ee7w15fZ2NxIjqsiEtA3g1gBzC2wKtwyx-fM62cuVXKALw?e=anPYMo" target="_blank" rel="noopener">Appendix A</a>). These findings underscore the game’s effectiveness in fostering both engagement and conceptual understanding.</p> <p>Other qualitative feedback from students revealed insights into their self-assessed interest levels regarding climate-related issues. Many students expressed increased curiosity and a desire to contribute positively to reducing carbon emissions in Singapore. Comments highlighted an awareness of local efforts, such as the government’s use of solar panels, and a personal commitment to reducing their carbon footprint. One student commented “The game was very engaging and educational, and made me more curious on the different type of ways to reduce carbon emissions”.</p> <p>On gauging the interest level of the topic, qualitative feedback from students expressed the fun element while playing the card game, making the topic more relatable. These responses illustrate how the gamified approach effectively captured the interest of most students, fostering a sense of individual responsibility and curiosity about climate actions.</p> <h1>Limitations and Further Insights</h1> <p>Overall, the card game proved effective in promoting the understanding of conceptual knowledge within the climate issues and fostering engagement which answers to our action research question. However, it is also important to recognize its limitations. The game is not a foolproof solution or a magical tool that can fully address all learning objectives. Certain aspects, such as the retention of specific content like climate policies, were less successful as some students struggled with the recall tasks or became overly focused on winning rather than absorbing detailed knowledge.</p> <p>Additionally, the game’s design may not cater equally well to all students, particularly those who require additional scaffolding or alternative approaches to grasp complex concepts. These limitations highlight the need to view the card game as a complementary tool within a broader pedagogical strategy, rather than as a standalone solution.</p> <p>The game can serve as both a trigger and a reinforcement tool in the learning process. As a trigger, it activates students’ prior knowledge while introducing new information, sustaining their attention and sparking interest at the start of the topic. As a reinforcement tool, students can engage with the game more consciously, leveraging their acquired knowledge to make more informed decisions during gameplay. Both approaches effectively use the cards to engage students, preserving the fun element and creating a memorable learning experience that integrates play with understanding.</p> <h1>Strengthening Gamification in Singapore</h1> <p>The findings reveal that gamification should be explored further by educators in Singapore, as it can facilitate deeper understanding of abstract concepts that are often difficult to convey through traditional frontal teaching methods.</p> <p>One effective way to achieve this is through the use of interactive tools, such as card games like GTZ, which engage students in active learning and provide a fun entryway for understanding complex ideas. This approach allows students to actively construct their knowledge, making abstract concepts more accessible and memorable, as it encourages experiential learning rather than passive absorption of information.</p> <p>To further advance this approach, future research could focus on incorporating intervention-control group studies to measure specific learning outcomes more rigorously. Such studies would provide concrete evidence of the impact on assessment performance, potentially convincing more educators and policymakers of its value.</p> <p><strong>References</strong></p> <p>Carrillo-Nieves, D., Clarke-Crespo, E., Cervantes-Avilés, P., Cuevas-Cancino, M., & Vanoye-García, A. Y. (2024). Designing learning experiences on climate change for undergraduate students of different majors. <i>Frontiers in Education, 9.</i> <a href="https://doi.org/10.3389/feduc.2024.1284593">https://doi.org/10.3389/feduc.2024.1284593</a></p> <p>Deterding, S. (2011). <i>From game design elements to gamefulness: defining” gamification”</i>. Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems (pp. 2425-2428).</p> <p>Kapp, K. M. (2012). <i>The gamification of learning and instruction: Game-based methods and strategies for training and education.</i> Pfeiffer.</p> <div class="message-box-wrapper yellow"> <div class="message-box-title"></div> <div class="message-box-content"> <p><b>The Conceptualization of the “Getting to Zero” Card Game</b></p> <p>Climate change education in Singapore’s secondary school’s classrooms often face challenges in student engagement due to the abstract, dynamic, cascading nature of its impacts and the diverse climate actions with varying degrees of successes. To address this issue, the card game “Getting to Zero” (GTZ) was developed by Ng Wen Xin—then an NIE undergraduate student. She further developed a card game originally conceived by environmental law research Eric Bea and energy policy researcher Melissa Low, in close collaboration with the <a href="https://www.ntu.edu.sg/nie/research-labs/sustainability-learning-lab">Sustainability Learning Lab</a> (SLL) at NIE NTU, Singapore. </p> <p>In January 2025, all government-aided secondary schools in Singapore will receive 10 sets of these card decks to gamify learning about climate policies. Within Geography, this is particularly pertinent as climate actions, including national and international efforts, and the evaluation of their successes and limitations, are a key part of the syllabus.</p> <p><i>You can also read more about GTZ here: <a href="https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/" target="_blank" rel="noopener">https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/</a></i></p> <p><em>If you’d like to purchase GTZ, visit: <a href="https://sll.hsse.nie.edu.sg/resource/getting-to-zero/">https://sll.hsse.nie.edu.sg/resource/getting-to-zero/</a></em></p> </div> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2025/02/10/engaging-minds-through-games-using-gamified-strategies-to-teach-geography/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Cultivating Cosmopolitan Virtues through Literature</title> <link>https://singteach.nie.edu.sg/2021/07/19/cultivating-cosmopolitan-virtues-through-literature/?utm_source=rss&utm_medium=rss&utm_campaign=cultivating-cosmopolitan-virtues-through-literature</link> <comments>https://singteach.nie.edu.sg/2021/07/19/cultivating-cosmopolitan-virtues-through-literature/#respond</comments> <dc:creator><![CDATA[Lorraine]]></dc:creator> <pubDate>Mon, 19 Jul 2021 10:45:09 +0000</pubDate> <category><![CDATA[Knowledge Resource Bank]]></category> <category><![CDATA[Cosmopolitanism]]></category> <category><![CDATA[English language]]></category> <category><![CDATA[21st century competencies]]></category> <category><![CDATA[Literature]]></category> <category><![CDATA[Pedagogical Content Knowledge]]></category> <category><![CDATA[Global citizenship education]]></category> <category><![CDATA[Virtues]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg/?p=16189</guid> <description><![CDATA[In an ever more intolerant world, explore how literature shapes empathy, openness, and critical thinking to cultivate inclusivity. […]]]></description> <content:encoded><![CDATA[<p style="display: none;">In an ever more intolerant world, explore how literature shapes empathy, openness, and critical thinking to cultivate inclusivity.</p> <h1 id="Classroom_resources"><span lang="EN-GB" style="font-size: 32px;">Cultivating Cosmopolitan Virtues through Critical, Aesthetic and Ethical Engagements with Literature</span></h1> <div id="A1" style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"><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" /> <strong><span style="font-size: 20px;">How C<span lang="EN-GB">an Engagements with Literature F</span><span lang="EN-GB">acilitate the Cultivation of</span><span lang="EN-GB"> Cosmopolitan Virtues</span><span lang="EN-GB">? </span></span></strong></p> <p><b><span lang="EN-GB">Engagements with Literature can help students cultivate cosmopolitan virtues as it: </span></b></p> <ul> <li><span lang="EN-GB">supports the application of dispositional routines that work to cultivate long-term dispositions of empathy, openness and capacity to examine issues from multiple perspectives;</span></li> <li><span lang="EN-GB">equips students to critically analyze the author’s craft, to question assumptions and bias in a text and to perceive issues from different points of view;</span><span lang="EN-GB"></span></li> <li><span lang="EN-GB">facilitates the </span><span lang="EN-GB">cultivation of students to becoming independent, discerning and critical thinkers.</span><span lang="EN-GB"></span></li> </ul> </div> <h1></h1> <h1 id="A2"><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="why_Questioning">Why is Cultivating Cosmopolitan Virtues through Literature Important?</strong></span></h1> <div></p> <p><span lang="EN-GB">Virtues are long-term dispositions and education plays a key role in enabling students to acquire and practise virtues. In this research study, the focus was on <strong>cosmopolitan (citizen of the world) virtues</strong>. Given the rise of xenophobia, extremism and all kinds of intolerance the world over, students must develop empathy not just for their communities but for others in the world. </span></p> <p><span lang="EN-GB">This research study was driven in part by the need to explore how Literature develops empathetic and global thinkers, which is one key outcome in the revised 2019 Literature in English syllabus. The widespread exchange of information in this globally interconnected age also means that students need literary and literacy skills to discern nuances in texts they read, to navigate (mis)information online, to analyze the ways communities are represented. With the imperative to create an inclusive and hospitable future in today’s volatile, uncertain, complex and ambiguous (VUCA) world, Literature equips students with the flexibility, critical thinking skills and empathy to make sense of the socio-political world, live ethically and hospitably with diverse and multiple others in a globally interconnected age as global citizens.</span></p> <p><span lang="EN-GB">This project seeks to understand how teachers connect Literature to cosmopolitan dispositions and values. In phase 3 of the project, we examine the role of Literature in cultivating empathetic and global thinkers. </span></p> <div id="A6"> <p><span lang="EN-GB">Empathy, openness and persuasion were key values emphasized by teachers. In the classrooms, teachers applied pedagogies that allowed students to examine issues from a variety of identity perspectives such as through reading poetry from diverse minority groups as well as by bringing contemporary issues such as race and class for discussion in the classroom</span><span lang="EN-GB">.</span><span lang="EN-GB"></span></p> <p> </p> <hr /> <h1 id="A3"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><strong id="how_does"><span lang="EN-GB">How Was the Research Carried Out?</span></strong></span></h1> <div> <p> </p> <p><span lang="EN-GB">The research adopted a mixed-methods approach with 3 phases: survey, case study and intervention. Concepts grounded in Poststructuralist and Ethical Criticism and multiple data collection methods such as survey, lesson observations, teacher interviews and student focus group discussions were used in the study over 3 years from 2018 to 2020. Phase 3 of the project involved the co-development and implementation of 3 intervention units in Literature secondary school classrooms with the teachers from the 21CC Literature Research Interest Group aimed at understanding Literature’s role in cultivating empathetic and global thinkers for the 21<sup>st</sup> century.<br /> </span></p> <p><span lang="EN-GB">Learn more about the research: </span><span lang="EN-GB"><a href="https://sites.google.com/g.nie.edu.sg/21ccliterature/home"><b>21CC Literature</b></a></span></p> <p> </p> </div> <hr /> <h1 id="A4" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="Question-Icon"><span style="font-size: 20px;"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png"><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="size-full wp-image-15362 alignnone" /></a> <span style="font-size: 28px;">Evidence of Literature Engagements in the Project</span></span></h1> <p> </p> <ol> <li><span lang="EN-GB">Opportunities to </span><b><span lang="EN-GB">integrate aesthetic questions with critical and ethical questions</span></b><span lang="EN-GB"> occurred when </span><b><u><span lang="EN-GB"><a href="http://nie.edu.sg/21ccliterature">units were designed around ethical issues</a>.</span></u></b></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Ensemble Drama </span><span lang="EN-GB">provided greater opportunities to tap on </span><b><span lang="EN-GB">aesthetic and reader-response questions</span></b><span lang="EN-GB"> though less emphasis on ethical questions was observed. </span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Explicit discussions of race and identity raised </span><b><span lang="EN-GB">greater awareness of discrimination</span></b><span lang="EN-GB"> but may not necessarily lead to prosocial behaviour of all students and </span><b><span lang="EN-GB">teachers’ facilitation of empathy</span></b><span lang="EN-GB"> is crucial. </span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Teachers’ unfamiliarity with texts and pedagogies dealing with race and identity were mitigated by the </span><b><span lang="EN-GB">authentic stance</span></b><span lang="EN-GB"> adopted as well as </span><b><span lang="EN-GB">interschool collaborations</span></b><span lang="EN-GB">.</span></li> </ol> <p> </p> <p><span lang="EN-GB">Despite the broader range of texts and pedagogies they had enacted, teachers remained concerned about the teaching of critical appreciation exam-centric skills which remained a priority.</span></p> <p> </p> <hr /> <div></div> <h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 28px;"><strong id="how_did">How Did Students Respond?</strong></span></h1> <div> <p> </p> <p><span lang="EN-GB">Here are some excerpts of students developing greater empathy, shifting towards greater perspective thinking, discernment and critical thinking skills.</span><span lang="EN-GB"></span></p> <p> </p> <p><strong><span lang="EN-GB">Student A: Reflecting on “What’s it like being Malay?” </span></strong></p> <p style="padding-left: 40px;"><i><span lang="EN-GB">“It just made me empathize … I have close friends. I, myself, have experienced it being the one person to represent a whole race. I do know how it feels.”</span></i></p> <p> </p> <p><strong><span lang="EN-GB">Student B: </span><span lang="EN-GB">Reflecting on “F.A.Q.”</span></strong></p> <p style="padding-left: 40px;"><i><span lang="EN-GB">“It does expose a side of society that we’ve never seen before.”</span></i></p> <p style="padding-left: 40px;"><i><span lang="EN-GB">“Many of [us] used to think that casual racism was fine, even me personally. I used to think that when people make casual racism remarks, I do not really take them very </span></i><i><span lang="EN-GB">.”</span></i></p> <p> </p> <p><strong><span lang="EN-GB">Student C: Reflecting on having open discourse on sensitive SG issues in classrooms</span></strong></p> <p style="padding-left: 40px;"><i><span lang="EN-GB">“I just wanted to say that we should be more open in discussing these issues like racism in our own classroom … I think that we should be able to establish a safe and comfortable classroom where people can discuss comfortably and share their views on racism”</span></i></p> <p> </p> <p><strong><span lang="EN-GB">Student D: Reflecting on how local literature can make students feel represented </span></strong></p> <p style="padding-left: 40px;"><span lang="EN-GB"><i>“The text in the folder for the reading made me feel represented … I haven’t faced discrimination, racial discrimination at least directly, but I have had family that faced it. We just kind of pushed it under the rug because that’s all we can do. If we try to explain to these people, they don’t acknowledge that it’s wrong. So these texts really help me feel a sense of comfort that I’m being heard and also help me hear the ones that I didn’t know existed.”</i></span><span lang="EN-GB"></span></p> <p><span style="font-size: 14pt;"><strong></strong></span></div> <div></div> <h1><span style="font-size: 14pt;"><strong><img loading="lazy" width="23" height="23" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="" class="alignnone size-full wp-image-15373" /> <span style="font-size: 28px;">How Did Teachers Respond?</span></strong></span></h1> <div> <p> </p> <p style="padding-left: 40px;"><i><span lang="EN-GB">“With “Race & Identity”, students were given a rare chance to negotiate different(ly), and even conflicting, perspectives, about a topic that is so close to heart, yet so often neglected. The unit revealed the complex reality of race in a multi-racial country, and the resulting tensions between race and other aspects of our identity. It was through this unit that students appreciated the role of literature in society, that the subject is in many aspects a reflection of their lived reality.” </span></i></p> <p style="padding-left: 40px;"><strong><i><span lang="EN-GB">– </span></i><span lang="EN-GB">Teacher A</span></strong><i><span lang="EN-GB"></span></i></p> <p> </p> <p style="padding-left: 40px;"><i><span lang="EN-GB">“The Asian poetry unit changed the way the students saw the world, not just Asia. It changed the way they approached poetry and Literature as a subject discipline. The poems allowed them to cross many borders: political, cultural, language, stereotypes, self. It was no different for me. The collaboration with NIE and other schools made concrete the hazy, nagging feeling that we could do better to represent the Literature of Asia, and it was the sharing of knowledge and resources and pedagogy that made it possible. It was a most invigorating and expansive exercise indeed!”</span></i><span lang="EN-GB"> </span></p> <p style="padding-left: 40px;"><strong><span lang="EN-GB">– Teacher B</span></strong></p> <p> </p> <p style="padding-left: 40px;"><i><span lang="EN-GB">“The inter-school collaboration was an extremely generative experience—both for the students and teachers alike. For the students, the process of crafting a dialogic poem with counterparts from another school was unfamiliar territory. Most of them are not writers by nature, and to engage in this creative endeavour with people they have not met prior to this project, made the honest expressions of their views all the more vulnerable. This discomfort was a key source of learning as they were forced to negotiate uncertainties in the subject matter and learning process. For the teachers, working collaboratively to plan the entire lesson package allowed us to learn from each other. This is especially true when we each used the same materials differently in our own classrooms, showing the expansive possibilities in the discipline of Literature.”</span></i><span lang="EN-GB"> </span></p> <p style="padding-left: 40px;"><strong><span lang="EN-GB">– Teacher C</span></strong></p> <p> </p> </div> <hr /> <div></div> <h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" alt="" class="alignnone size-full wp-image-15335" /> <span style="font-size: 14pt;"><strong id="A5"><span style="font-size: 28px;">How Can Teachers Get Started?</span></strong></span></h1> <div> <p> </p> <p><span style="font-size: 20px;"><b><span lang="EN-GB">General advice and guidelines</span></b></span></p> <ul> <li><span lang="EN-GB"> </span><span lang="EN-GB"><strong>Design units</strong> not around literary texts but <strong>around ethical issues</strong> especially contemporary issues of the day. </span> <ul> <li><span lang="EN-GB">This allows students to see how literature can provide a launchpad to exploring such issues from multiple perspectives.</span></li> </ul> </li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><strong>Discussions</strong> should be guided by <strong>exploratory questions</strong> to unpack key issues alongside <strong>close analysis of the writer’s craft</strong>. </span> <ul> <li><span lang="EN-GB">Where possible, show how aesthetics of the text connect with the ethical issues explored in the text.</span></li> </ul> </li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Allow students to go <strong>beyond giving politically correct answers</strong>. </span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><strong>Encourage a safe space</strong> for students to raise questions and share their responses. </span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Encourage students to <strong>justify</strong>, <strong>reflect</strong> on their own responses, and <strong>be willing to have those responses challenged</strong> in the class. </span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Provide time for <strong>inquiry-based learning</strong> aside from whole-class analysis. </span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Go beyond preparing students for GCE ‘O’ level type questions by giving them the opportunity to <strong>conduct further research</strong> into the historical background of the issues concerned, the authors, and allow them to <strong>compare and contrast other texts related</strong> to the issues from various cultures in the world.</span></li> </ul> <p> </p> <p><span style="font-size: 20px;"><b><span lang="EN-GB">Development of Intervention Units </span></b></span></p> <p><span lang="EN-GB">I</span><span lang="EN-GB">n Phase 3 of the project, the research team worked with teachers to co-develop unit packages that would help students <b>connect texts to society and issues in the world</b>. Lesson packages on three units were subsequently developed in this phase:</span></p> <ul> <li><span lang="EN-SG"> </span><span lang="EN-GB"><a href="https://sites.google.com/g.nie.edu.sg/21ccliterature/unit-1-asia"><span lang="EN-SG">Unit 1: Exploring Asia through Poetry</span></a></span><span lang="EN-SG"></span></li> <li><span lang="EN-SG"> </span><span lang="EN-GB"><a href="https://sites.google.com/g.nie.edu.sg/21ccliterature/unit-2-ensemble-drama"><span lang="EN-SG">Unit 2: Ensemble Drama Pedagogy</span></a></span><span lang="EN-SG"></span></li> <li><span lang="EN-SG"> </span><span lang="EN-GB"><a href="https://sites.google.com/g.nie.edu.sg/21ccliterature/unit-3-race-and-identity"><span lang="EN-SG">Unit 3: Exploring Race and Identity through Poetry</span></a></span></li> </ul> <p> </p> <p><span style="font-size: 20px;"><b><span lang="EN-GB">Unit on exploring race and identity through Singapore Literature</span></b></span></p> <p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/Lit-Unit-Overview-table_image140721-300x169.jpg" alt="" class="alignnone wp-image-16369" width="833" height="469" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/07/Lit-Unit-Overview-table_image140721-300x169.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/Lit-Unit-Overview-table_image140721-1024x576.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/Lit-Unit-Overview-table_image140721-768x432.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/07/Lit-Unit-Overview-table_image140721.jpg 1280w" sizes="(max-width: 833px) 100vw, 833px" /></p> <p><span lang="EN-GB">Detailed descriptions of each unit can be found here: </span><span lang="EN-GB"><a href="https://nie.edu.sg/21ccliterature">https://nie.edu.sg/21ccliterature</a></span></p> </div> <p> </p> <h1><b><span lang="EN-GB"><img loading="lazy" width="32" height="32" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon8.png" alt="" class="alignnone size-full wp-image-15400" /> </span></b><span style="font-size: 14pt;"><strong><span style="font-size: 28px;">Implications for Schools Implementing a Cosmopolitan Literature Curriculum</span></strong></span></h1> <p> </p> <ul> <li><span lang="EN-GB"> </span><span lang="EN-GB"><strong>Explore ways of discussing sensitive issues</strong> e.g. race (in line with CCE) beyond explorations of stereotypes.</span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">There is a need for more examples of <strong>how aesthetic and ethical questions can be integrated into pedagogy and assessment</strong> e.g. aesthetic representation of ethical concerns.</span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB">Development of <strong>resources on Asia</strong> including translated poems and short stories from the region.</span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><strong>Build research interest groups</strong> where teachers and researchers can collaborate on designing more units around local and global issues e.g. poetry about climate change, stories about the pandemic. </span> <ul> <li><span lang="EN-GB">Explore platforms including digital ones where these units can be shared and cross-school and cross-cultural collaborations can occur. </span></li> <li><span lang="EN-GB">Teachers need to be equipped with pedagogies to cultivate deeper engagement with issues and questions of identity in Singapore and the region.</span></li> </ul> </li> </ul> <p> </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></span></h1> <div> <p> </p> <ul> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="http://nie.edu.sg/21ccliterature">21CC Literature Research Interest Group</a></span><span lang="EN-GB"></span></li> <li><span><span lang="EN-GB"> </span></span><span lang="EN-GB"><a href="https://thirdspaces.wixsite.com/literature">Project on Young Adult Literature related to Global Themes (ongoing)</a></span><span><span lang="EN-GB"></span></span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://www.straitstimes.com/singapore/parenting-education/literature-a-subject-with-real-world-relevance-nie-study">Literature a subject with real-world relevance: NIE study</a></span><span lang="EN-GB"></span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://singteach.nie.edu.sg/issue47-research01/">SingTeach Issue 47 Mar/Apr 2014 “Citizens of the World</a></span><span lang="EN-GB">”</span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://singteach.nie.edu.sg/issue47-people01/">SingTeach Issue 47 Mar/Apr 2014 “Literature in the 21st Century</a></span><span lang="EN-GB">”</span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://singteach.nie.edu.sg/issue72-research1/">SingTeach Issue 72 Mar 2020 “Nurturing Global Citizens through Literature Education</a></span><span lang="EN-GB">”</span></li> <li><a href="https://repository.nie.edu.sg/bitstream/10497/14495/1/ReEd2013Volume12.pdf">ReEd Vol 12 2013 “Nurturing Global-ready Youths”</a><span lang="EN-GB"> [PDF]</span></li> </ul> <p> </p> <hr /> </div> <h1><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong>Further Readings</strong></span></h1> <div> <p> </p> <p><span lang="EN-GB">For educators interested in the research methodology behind Cultivating Cosmopolitan Virtues through Literature, you may refer to: </span></p> <ul> <li><span lang="EN-GB"> </span><span lang="EN-GB">Choo, S. S., Chua, B. L., & Yero, D. (In-press). The Challenge of Cultivating National and Cosmopolitan Identities Through Literature: Insights From Singapore Schools. Reading Research Quarterly.</span><u><span lang="EN-GB"></span></u></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://www.routledge.com/Teaching-Ethics-through-Literature-The-Significance-of-Ethical-Criticism/Choo/p/book/9780367262266">Choo, S, S. (2021). <i>Teaching ethics through literature: The significance of Ethical Criticism in a global age</i>. London: Routledge.</a></span><u><span lang="EN-GB"></span></u></li> <li><span><span lang="EN-GB"> </span></span><span lang="EN-GB"><a href="https://sites.google.com/g.nie.edu.sg/literaturesurvey/home">Choo, S. S., Yeo, D., Chua, B. L., Palaniappan, M., Beevi, I., & Nah, D. (2020). <i>National Survey of Literature Teachers’ Beliefs and Practices</i>. Singapore: National Institute of Education.</a></span><span><span lang="EN-GB"></span></span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://www.blinks.com.sg/product/the-world-the-text-and-the-classroom-teaching-literature-in-singapore-secondary-schools/">Yeo, D., Ang, A. & Choo, S. S. (Eds.). (2020). <i>The world, the text, and the classroom: teaching literature in Singapore secondary schools</i>. Singapore: </a></span><u><span lang="EN-GB"></span></u></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://www.routledge.com/Literature-Education-in-the-Asia-Pacific-Policies-Practices-and-Perspectives/Loh-Choo-Beavis/p/book/9780367272791">Loh, C. E., Choo, S. S., & Beavis, C. (Eds.). (2018). <i>Literature Education in the Asia-Pacific: Policies, Practices and Perspectives in Global Times</i>. London: Routledge.</a></span><span lang="EN-GB"> </span></li> <li><span><span lang="EN-GB"> </span></span><span lang="EN-GB"><a href="https://doi.org/10.3726/978-1-4539-1153-2">Choo, S. S. (2013). <i>Reading the World, the Globe, and the Cosmos: Approaches to Teaching Literature for the Twenty-First Century</i>. New York: Peter Lang.</a></span><span><span lang="EN-GB"></span></span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://repository.nie.edu.sg/handle/10497/22637">Choo, S. S. (2020). Developing cosmopolitan habits through dispositional routines. <i>English Journal, 109</i>(4), 107-108.</a></span><u><span lang="EN-GB"></span></u></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://repository.nie.edu.sg/handle/10497/19456">Tan, J. P. L., Choo, S. S. L., Kang, T., & Liem, G. A. D. (2017). Educating for twenty-first century competencies and future-ready learners: Research perspectives from Singapore. <i>Asia Pacific Journal of Education, 37</i>(4), 425-436.</a></span><span lang="EN-GB"></span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://repository.nie.edu.sg/handle/10497/22594">Choo, S. S. (2020). Examining models of twenty-first century education through the lens of Confucian cosmopolitanism. <i>Asia Pacific Journal of Education, 40</i>(1), 20-34.</a></span><span lang="EN-GB"></span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://repository.nie.edu.sg/handle/10497/18848">Choo, S. S. (2016). Fostering the hospitable imagination through cosmopolitan pedagogies: Reenvisioning literature education in Singapore. <i>Research in the Teaching of English, 50</i>(4), 400-421.</a></span></li> <li><a href="https://repository.nie.edu.sg/handle/10497/17397">Choo, S. S. (2015). Towards a transnational model of critical values education: The case for literature education in Singapore. <i>Asia Pacific Journal of Education, 35</i>(2), 226-240.</a></li> </ul> <hr /> </div> <h1><strong id="Research_projects"> <img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;">Research Projects</span></strong></h1> <p> </p> <p><span lang="EN-GB">The following projects are associated with this project:</span></p> <ul> <li><span><span lang="EN-GB"> </span></span><span lang="EN-GB"><a href="https://www.nie.edu.sg/research/projects/project/oer-22-17-csl">Cultivating Cosmopolitan Virtues Through Critical, Aesthetic and Ethical Engagements With Literature</a></span><span><span lang="EN-GB"></span></span></li> <li><span lang="EN-GB"> </span><span lang="EN-GB"><a href="https://www.nie.edu.sg/research/projects/project/sug-21-16-csl">Cosmopolitan Pedagogies for the 21st Century Literature Classroom</a></span></li> <li><a href="https://www.nie.edu.sg/research/projects/project/oer-60-12-csl">Education for Twenty-first Century Global Capacities: A Comparative Case-study of Two Schools in Singapore and the United States</a></li> </ul> <p> </p> <hr /> <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="Research_team">Research Team</strong></span></h1> <div> <p> </p> <p><span lang="EN-GB">To learn more about this research</span>, please contact <span lang="EN-GB">Associate Professor Suzanne Choo at </span><span lang="EN-GB"><a href="mailto:suzanne.choo@nie.edu.sg">suzanne.choo@nie.edu.sg</a></span><span lang="EN-GB">.</span></p> <p><strong>Principal Investigator</strong></p> <ul> <li> <p><span lang="EN-GB"><a href="https://dr.ntu.edu.sg/cris/rp/rp01560" target="_blank" rel="noopener">A/P Suzanne CHOO</a>, Office of Teacher Education (OTE), English Language & Literature (ELL), NIE</span></p> </li> </ul> <p><strong>Co-Principal Investigators</strong></p> <ul> <li><span lang="EN-GB"><a href="https://dr.ntu.edu.sg/cris/rp/rp01523" target="_blank" rel="noopener">Dr Dennis YEO</a>, </span><span lang="EN-GB">English Language & Literature (ELL), NIE</span></li> <li><span lang="EN-GB"></span><span lang="EN-GB"><a href="https://dr.ntu.edu.sg/cris/rp/rp01498" target="_blank" rel="noopener">Dr CHUA Bee Leng</a>, Psychology and Child & Human Development (PCHD), NIE</span><span lang="EN-GB"></span></li> </ul> <p><strong></strong></div> <div></p> <p><b><span lang="EN-GB">Collaborator</span></b></p> <ul> <li><span lang="EN-GB">Ms Meenakshi PALANIAPPAN (Assistant Director, ELL (Sec), CPDD MOE)</span></li> </ul> <p></p> <p><b><span lang="EN-GB">Research Assistants</span></b></p> <ul> <li><span lang="EN-GB">Ms Ismath BEEVI, OER, NIE</span></li> <li><span lang="EN-GB">Mr Dominic NAH, ELL, NIE</span></li> </ul> </div> <div><strong><br /> </strong></p> <hr /> </div> <h1><strong><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png"><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="size-full wp-image-15372 alignnone" /></a> <span style="font-size: 28px;">Acknowledgments</span></strong></h1> <p> </p> <p><span lang="EN-GB">Cultivating Cosmopolitan Virtues t</span><span lang="EN-GB">hrough critical, aesthetic and ethical engagements with Literature</span><span lang="EN-GB"> </span><span lang="EN-GB">was funded by the </span><span lang="EN-GB">Singapore Ministry of Education (MOE) under the</span><span lang="EN-GB"> </span><span lang="EN-GB">Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. OER 22/17 CSL). 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 written by A/P Suzanne Choo, Dr Lynn Chiam and Ms Monica Lim as of 15 June 2021; updated by Ms Monica Lim on 4 January 2022.</span></p> </div> </div> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2021/07/19/cultivating-cosmopolitan-virtues-through-literature/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> <item> <title>Learning for the Job and Learning on the Job: Developing Professional Knowledge of Maths Teachers</title> <link>https://singteach.nie.edu.sg/2006/11/01/issue03-ideas01/?utm_source=rss&utm_medium=rss&utm_campaign=issue03-ideas01</link> <comments>https://singteach.nie.edu.sg/2006/11/01/issue03-ideas01/#respond</comments> <dc:creator><![CDATA[singteach]]></dc:creator> <pubDate>Wed, 01 Nov 2006 00:14:03 +0000</pubDate> <category><![CDATA[Issue 3 Jun 2006]]></category> <category><![CDATA[Ideas]]></category> <category><![CDATA[Mathematics]]></category> <category><![CDATA[Professional development]]></category> <category><![CDATA[Pedagogical Content Knowledge]]></category> <guid isPermaLink="false">https://singteach.nie.edu.sg?p=1667</guid> <description><![CDATA[The issue of how teachers develope their knowledge has not received much attention in the educational community. Moreover, […]]]></description> <content:encoded><![CDATA[<p><em><strong>The issue of how teachers develope their knowledge has not received much attention in the educational community. Moreover, among the limited number of the studies available in this area, there are few, if not none, conducted within the educational settings of Asian countries such as Singapore.</strong></em></p> <p><img loading="lazy" class="alignright size-full" title="Image" src="https://singteach.nie.edu.sg/wp-content/uploads/2013/01/ideas_02_051.jpg" alt="Image" width="170" height="170" align="left" border="0" hspace="6" />This study on Developing Professional Knowledge of Mathematics Teachers in Singapore was mainly intended to investigate how Maths teachers in our secondary schools develop their pedagogical knowledge.</p> <p>The study looked into the lives of participating teachers, including their school experiences, pre-service training and in-service experiences, to investigate the sources of their pedagogical knowledge.</p> <p>Data was collected from 73 Maths teachers in 6 secondary schools (drawn from a stratified random sample from all 152 secondary schools in Singapore) through surveys, classroom observation, and teacher interview.</p> <p>According to the National Council of Teachers of Mathematics, teachers’ pedagogical knowledge can be classified into three core components:</p> <ol> <li>pedagogical curricular knowledge (PCrK) – knowledge of teaching materials and resources, including technology;</li> <li> <div>pedagogical content knowledge (PCnK) – knowledge of ways to represent Maths concepts and procedures; and</div> </li> <li> <div>pedagogical instructional knowledge (PIK) – knowledge of general teaching strategies and classroom organisational models.</div> </li> </ol> <p>The findings indicated that there were various sources from which teachers developed their pedagogical knowledge. Their own teaching experience and reflection and informal exchanges with colleagues were the most important sources. In-service training, pre-service training and organised professional activities were the sources of secondary importance; and teachers’ experience as school students and reading professional journals and books were the least important ones.</p> <h1>Implications for teacher knowledge development</h1> <p>The study provided us with valuable insight into Singapore Maths teachers’ learning and professional development.</p> <ol> <li> <div>For teacher educators and policymakers, the results suggest that they need to rethink and recognise the importance of providing in-service training in teachers’ professional development, and more emphasis is needed in this area.</div> </li> <li> <div>For school administrators, the most important message is that they need to promote teachers’ daily exchanges with their colleagues, since it is one of the most important sources for them to enhance their pedagogical knowledge.</div> </li> <li> <div>For classroom teachers, they need to be reflective (of experience), accumulative (of knowledge), associative (with colleagues), attentive (to various sources) and, most importantly, to be lifelong learners to develop their pedagogical knowledge.</div> </li> </ol> <p>In short, it is vital for teachers to learn for the job and learn on the job.</p> <p><strong>Acknowledgements<br /> </strong>The author wishes to acknowledge the collaboration and support he received from Christina Cheong in conducting the study.</p> ]]></content:encoded> <wfw:commentRss>https://singteach.nie.edu.sg/2006/11/01/issue03-ideas01/feed/</wfw:commentRss> <slash:comments>0</slash:comments> </item> </channel> </rss> <!-- Performance optimized by W3 Total Cache. 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