Global Education Conference 12 July 2012 Presenters Mrs Cheah Mei Ling Principal Miss Britta Seet exHODCurriculum Innovation and Development Mr Yuen Kah Mun HODHumanities ID: 776121
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Slide1
A Case Study on Building a Sustainable Eco-System for School-wide Curriculum Innovation
Global Education Conference
12 July 2012
Presenters:
Mrs
Cheah
Mei Ling, Principal
Miss Britta
Seet
, ex-HOD/Curriculum Innovation and Development
Mr
Yuen
Kah
Mun, HOD/Humanities
Slide2BackgroundMaking-A-Difference@Commonwealth Programme (M.A.D.@CSS)PlanningImplementationM.A.D.@CSS Programme EvaluationFindingsLearning Points
Outline
Slide3In 2009Review of school vision to determine progressArticulate desired outcomes of Commonwealth GraduateGaps identifiedVision: ‘illuminate new frontiers’ not fully addressedInnovation culture could be strengthenedDesired student outcomes:Creative Problem SolverEnvironment ChampionServant LeaderDriven by Purpose and PassionWanted: A school-wide programme to address the gaps, and catalyse a culture of innovation and experimentation
Background
Slide4Adapted from Future Problem Solving ProgrammeFutures-based orientation Supports the development of 21st century skills, focusing on creative and critical thinking, and research skills
Making-A-Difference @Commonwealth Programme (M.A.D.@CSS)
Slide5To develop students to integrate disciplinary knowledge adeptly to produce novel solutions that address future problems, and hence make a difference to the world communityStudent outcomes:Develop Commonwealthians as creative and critical thinkers and problem-solversEncourage Commonwealthians to contribute back to the community
M.A.D.@CSS: Planning
Objectives
Slide6School-based 3-year Problem Solving CurriculumTarget audience: Sec 1 – 3 Exp / NA /NTDesign PrinciplesProgressionSkills, ScopeRelevance and CoherenceStudents see the applicability to daily life and inclined to use itKnowing and Doing (Most of the time, if not all)Challenging yet Achievable
M.A.D.@CSS: Planning
Design Principles
Slide7M.A.D.@CSS: PlanningThe Curriculum
Students are taught 4-step Creative Problem Solving Process and associated thinking tools
Slide8Affinity Diagram
Ishikawa Diagram
Brainstorming
SCAMPER, Force-Fitting,Idea Box
Diagnostic Thinking
Divergent Thinking
Convergent Thinking
Reflective Thinking
Reflective Journaling
Evaluation Matrix,
ALoU, Hits & Hot Spots
Slide9M.A.D.@CSS: PlanningThe Curriculum
LevelTeaching FocusContextThemeInter-DisciplinarySec 1Ability(Process, Tools)Futures Problem Solving (FPS)EnvironmentEnvironmental EducationEnglish LanguageProject Work / Service Learning Sec 2SensitizationCommunity Problem Solving (CMPS)Enabled LivingProject WorkService LearningSec 3InclinationGlobal Problem Solving (GPS)GovernanceHumanities / Social Studies
Developmental (ASI) approach; rehearsal in different contexts
Slide10M.A.D.@CSS: PlanningThe A.B.C.D. Eco-System
ADVOCACY
BACKING
DEMONSTRATION
CAPACITY
Slide11201020112012Sec 1CMPSFPSFPSSec 2CMPSCMPSSec 3GPS (1 class)
M.A.D.@CSS: ImplementationApproach
Phased rolled-out
Slide12M.A.D.@CSS: ImplementationDeployment
ADVOCACY
Actions
Identify
Champions
Creation of post of HOD/Curriculum Innovation and Development
Supported by interdisciplinary MAD Committee
Signal Importance
Annual theme to focus the school on creativity and innovation
Setting up MAD Seed Fund by students for students
Setting up MAD Award to
recognise
outstanding student teams
Engage
Stakeholders
Communications to staff, students, parents, community
Slide13M.A.D.@CSS: ImplementationDeployment
BACKING
Actions
Time
Allocating 1 hour per week for 1 semester for Sec 1 and 2
Funds / Resources
Autonomous School Teaching and Learning Fund
Cluster Innovation Fund
Infrastructure
Set up MAD Lab - flexible setups that facilitate ideation as well as collaborative and independent group work; leverage on ICT
Manpower
2 form teachers per class for lower sec to teach MAD
Partners
Tapping on community resources and leadership
Slide14M.A.D.@CSS: ImplementationDeployment
CAPACITY
Actions
Formal Training
Phased approach for FPSP Coach Training:
Committee Members: Core team
Teachers: Just in time
School-based training for all staff
Support
Modeling
by HOD/CID - Group lectures
Handholding
by HOD/CID and
Comm
Members
Clarity of Instructions; Briefings to check understanding;
Co-teaching;
Allocation of 1
hr
per week for teacher conferencing
Development
of curricular resources
Setting up e-portal
for easy access to resources
Slide15M.A.D.@CSS: ImplementationDeployment
DEMONSTRATION
Actions
Student Platforms
Student Thinking Festival
MAD Award Presentation
Participation in FPSP National Competitions and other platforms
Teacher Platforms
Staff Learning Festival
Inter-school Sharing
Cluster and National Platforms
Leverage
on status as Centre of Excellence
Slide16Rapid prototyping design and re-design on the flyCritical review for improvement to design Stufflebeam’s ‘Context, Input, Process, Product’ (CIPP) Evaluation Model
M.A.D.@CSS:Programme Evaluation
Slide17Intuitive process Structured processGreater awareness and appreciation of discussed issues action to support and promote causeSelf-regulated and collaborative learning
M.A.D.@CSS: EvaluationStudent Feedback (Lower Sec)
Strengths
Slide18What students sayImprovements madeMore time to learn, practise, discuss…Institute routines for students, for e.g. pre-lesson preparatory workGreater clarity of explanationProvide more examples to illustrate the applicability of the toolsImprove learning environment & experienceCreate bigger pool of teacher facilitatorsProvide physical resource
M.A.D.@CSS: EvaluationStudent Feedback (Lower Sec)
AFIs
Slide19Sufficient support (resources + training) Greater awareness and appreciation of discussed issues; acceptance of operating in flexible and ambiguous situationsDedicated vehicle for 21cc critical and inventive thinking competency
M.A.D.@CSS: EvaluationTeacher Feedback (Lower Sec)
Strengths
Slide20What teachers sayImprovements madeLack of opportunity for students to demonstrate attainment of outcomesDeliberate open-ended assessment (Sec 1)Real-life challenges (Sec 2)Differentiated T&LDifferent forms of productsDifferent challenge/focus area
M.A.D.@CSS: EvaluationTeacher Feedback (Lower Sec)
AFIs
Slide21M.A.D.@CSS: EvaluationStudent Feedback (Sec 3E)
Pilot – Sec 3I
Typical – Sec 3C
Jan 2012
4.1 (out of 10)
6.1
End May 2012
7.2
6.5
Tools
Force fitting, Hits & Hot spots, T-chart, Spider diagram Brainwriting, Fishbone
Fishbone, Brainwriting
Applications (Sensitivity)
CCAs – Solving conflicts, script writing, planning of camps, leading juniors, making changes to training programmes
CCAs – Solving conflicts, identifying factors, solutions
Tendency to behave in a certain way
(Inclinations)
Thinking out of the box, different perspectives, working together as a group, always do things differently, creativity
Organising, solving problems, more aware, more objective
What teachers say
Very open to questioning, different, active
They are hardworking
Slide22M.A.D.@CSS: EvaluationTeacher Feedback (Sec 3E)
Jan 2012
Interventions (Action)
Beliefs
Ready only to accept answers presented to them
Searching for answers in their textbook
To build a context for questioning (teaching wrong things to a class)
Learning is fun, desire for accuracy (spotting fallacies in presentation)
Positive interdependence and accountability (cooperative work)
Role modelling and raising metacognition (“What if”, “How about”, “I wonder”)
Celebrating inclinations, specific praise (look out for a thinker, questioner, maverick)
What is worth learning is worth doing … twice (redo worksheets)
Creative problem solver driven by purpose and passion (I will persist)
Change will be slow but it must be steady (I will be patient, and adopt a long view)
Slide23Learning PointTo re-structure is not sufficient to re-culture
Changing formal structures is not the same as changing norms, habits, skills and beliefs (Fullan, 1993)
Slide24Learning Point To re-structure is not sufficient to re-culture
ADVOCACY
BACKING
DEMONSTRATION
CAPACITY
A.B.C.D. Ecosystem
COMMITMENT TO CHANGE THE CULTURE OF CLASSROOMS AND SCHOOL
SHARED VISIONS
COHERENT PRACTISES
Slide25Learning PointShared Visions
Vision must be clear to all stakeholders and actualised concretely
2010 in response to ‘illuminate new frontiers’ – we developed M.A.D.
M.A.D. catalysed conversations about the vision amongst stakeholders:
Evolved vision in 2012 ‘……illuminate new frontiers, and inspire change for a better world.’
Coherence
Definition of Student Leadership = Problem Solvers
M.A.D. therefore is about building student leadership (Our Mission)
Slide26Learning PointCoherent Practices
MAD is not just process and tools; it is about mindset and beliefs, a language for problem solving and innovation
Do teachers see MAD as a program, or as a new habit to be learned, applied,
internalised
?
Clarity of own values and belief systems about children, education, learning. Is it aligned with vision?
Risk, unfamiliarity of new curriculum and demands – decision on whether and how to engage
Demands
of national curriculum conflict with local
curriculum
What do students experience?
Slide27Patience, persistence and a long view百年樹人Teachers and SLs - The demands of the ‘academic press’ SLs - Challenge in sustaining the change – beliefs, expertise, effort
Learning
Point
Commitment to change the culture
Slide28We are:Mrs Cheah Mei Ling, Principal (kang.meiling@commonwealthsec.moe.edu.sg)Miss Britta Seet, Former HOD/Curriculum Innovation and Development ; now VP/Shuqun Sec(britta_seet@moe.gov.sg)Mr Yuen Kah Mun, HOD/Humanities(yuen.kahmun@commonwealthsec.moe.edu.sg)Miss Kokila Vani, SH/Combined Humanities and Citizenship(kokila.vani@commonwealthsec.moe.edu.sg)
Thank You!
Slide29Drago-Severson, E. (2009). Leading Adult Learning: Supporting Adult Development in Our Schools. Thousand Oaks, CA: CorwinJoseph, P. B. , Mikel, E.R., & Windstchitl, M.A. (2011). Reculturing Curriculum. In P.B. Joseph (Ed.), Cultures of Curriculum (pp 55 – 77). New York: Routledge.
References
Slide30Used Stufflebeam’s ‘Context, Input, Process, Product’ (CIPP) Evaluation Model
M.A.D.@CSSProgramme Evaluation