Initiated a Teacher Work Attachment with the CPDD Geography Unit to learn more about the work that goes behind the scenes in the curriculum resource development team, and to contribute my understanding of how the unit’s resources have been adapted and used by classroom teachers.
Some learning objectives I set out to achieve:
Find out more about intentions and design of SLS IDTs for Upper Sec Geography
Intention: i.e. how the unit envision the IDT to be used in class
Design: in terms of what goes into the IDT vs the hardcopy textbook
Find out more about EduGIS use/ lessons planned around EduGIS resources
Create communication materials for the unit’s Instagram page
The experience has been an enriching and fruitful one, and I am thankful for the guidance from the team, as well as the insights gleaned from the open exchange of ideas. 😊
Documenting my experience and takeaways here!
SLS Interactive Digital Textbook
Interactive Digital Textbooks (IDTs) were rolled out by CPDD on SLS at the start of the year as a supporting resource for the new Upper Secondary Geography syllabus, and I had the opportunity to have a look at the upcoming Singapore Cluster Topic 1 IDT.
I took the chance to reflect on what makes an effective SLS lesson, as well as elements of good lesson design informed by e-Pedagogy.
#1: Constructivism
i.e. Students learn by doing (e.g. research, discussion, etc.)
#2: Active Learning Processes & Learning Interactions
Activate Learning
Setting objectives → share success criteria
How do we know our students have achieved the intended learning outcomes? What will they do, say or show?
Activating prior knowledge → start with what they know; engage personal geographies
E.g. Land use types: students would relate easily to residential land use compared to military/industrial, hence it would be an ideal starting point.
The use of visual representations of each land use type (see diagram on the slide above) may also be effective in giving students a broad picture of the land use types even before they expand the accordion tabs to learn more. In fact, the visuals alone may be sufficient to activate students’ learning (e.g. example of recreational land use: Universal Studios Singapore).
Promote Thinking & Discussion
Delve deeper (into topic/concept)
Individual/pair/group
Apply understanding in GIVEN context
The use of videos accompanied by scaffolding questions and/or thinking routines would be able to help elicit key learning points. Students can be directed to reading the given question(s) before watching the video in order to be more focused on the relevant segments.
Facilitate Demonstration of Learning
Apply understanding in a NEW context
E.g. Students can demonstrate whether they have understood the ‘essence’ of the concept/skill learnt by applying their understanding in a new context (e.g. new case study/new context).
#3: Key Applications of Technology (KATs)
Of the 7 KATs outlined in the EdTech PS, I thought that I personally pay more attention to the following 4 when designing lessons:
Embed Scaffold for Learning:
Interactive thinking tools (ITTs) are wonderful scaffolds that can be easily embedded to support thinking.
E.g. instead of just asking “How does a regional finance hub contribute to Singapore’s economy?” (which may require students to think on a much broader and therefore less relatable scale), we could split the question into how a regional financial hub benefits the country's economy as a whole; how it benefits local companies, as well as individuals working in Singapore.
Another example would the use of short questions (e.g. fill-in-the-blanks/MCQs) to guide student-content interaction.
It would also be beneficial to provide guiding questions/thinking frames to support students in evaluating a given statement.
E.g. Students would be better able to fulfil the demands of a question that requires weighing when provided with different factors to consider (e.g. immediacy of impact, whether impact can be managed/mitigated, country’s level of development, etc.)
Foster Conceptual Change
Instead of passively listing the real-life examples of the various coastal ecosystems that can be found locally (mangroves, inter-tidal areas and coral reefs), I believe it would leave a deeper impression on students to first respond to a poll asking them which of the coastal ecosystem(s) can be found in Singapore. The revelation that all three can in fact be found in Singapore would be more memorable. The poll allows students to externalise their thinking and knowledge, and to reflect on their new knowledge for refinement, in turn fostering conceptual change.
Active learning can then encouraged by getting students to research on real-life examples of the various coastal ecosystems found locally.
Develop Metacognition
My understanding of developing metacognition involves providing a frame/consistent structure when designing each activity of the learning experience. This includes:
Consistent headers and formatting (e.g. font size)
Consistent flow of each activity (e.g. begin with activating prior knowledge using an MCQ/poll), using multimodal stimuli to promote thinking, followed by checking for understanding at the end of the activity).
Having a reflection question on the economic characteristics of Singapore (see original CPDD IDT) on the social characteristics tab may not be aligned with the consistent structure we want to provide for students.
Diagrams that help students see the big picture categories can also provide them with a frame in unpacking the given content.
E.g. types of ecosystems → land-based ecosystems & coastal ecosystems
E.g. Singapore’s land use → residential, industrial, military, recreation
We also want students to see that they are building upon the knowledge they have learnt in the earlier activities in tackling subsequent activities (spiral progression), such that they do not see content in silos.
Therefore, I included links to previous activities when getting students to consider why it is important for Singapore to support open and rules-based trade (e.g. our limited resources would mean that we are highly-reliant on trade to fulfil our needs + support our economy).
Support Assessment for Learning
MCQs can be effective as formative assessment as long as the designer is clear about what understanding we are exactly trying to get students to demonstrate (+ in alignment with assessment demands – more on this in the constructive alignment portion below!).
A good reference point would be going back to the success criteria set out for the activity.
E.g. If my success criteria is “I can identify/describe the main land use types in Singapore”, then an appropriate MCQ would be providing students with a new example of a land use type (that has not been previously introduced in earlier parts of the activity), and getting them to identify whether it is residential/ industrial/ military/ recreational land use.
Access this blog post for more on using MCQ for formative assessment.
Spreadsheets are also useful in helping students to consolidate their learning. The examples they have gathered through the process can also be consolidated either individually/as a class into an ‘example bank’, that could be useful when they are attempting LDQs. [An example: Link]
#4: Constructive Alignment
Ensuring coherence between learning outcomes, teaching & learning activities & assessment (see example above)
Learning outcomes should inform T&L activities;
T&L activities support students in succeeding in assessment;
Assessment allow demonstration of learning outcomes.
Vyond Exploration
The Geography Unit is also looking to including multimodal resources within the IDTs to allow teachers to have more options when deciding how to deliver content to students. In other words, teachers can choose to show students a video, an infographic or other stimuli to deliver the same content.
I thus explored the use of AI to generate some of these resources. In particular, I experimented with video creation using Vyond.
Reflection from the exploration: [Slide 4-7]
Curriculum Making
While adapting the Singapore Cluster Topic 1 IDT, I was also curious about the rationale behind how the content was structured into the 4 KQs. In KQ3 and 4, the varied vulnerabilities/challenges that Singapore faced were introduced first, before the aspects of Singapore’s resilience were presented all at once. I took some time to consider how I would structure learning when teaching these sections, and concluded that my current Sec 2s who are moving on to Sec 3 next year would likely learn better if the challenges and solutions were interspersed. This is since they will be using a common frame to unpack the content across the entire topic, i.e.:
Singapore’s natural and human characteristics (e.g. size & elevation)
Vulnerability as a result of characteristics (e.g. limited land size & natural resources → food, water, energy insecurity)
Resilience/solution to address said vulnerability (e.g. land reclamation & diversification of supplies)
Annie shared some of the practical considerations our curriculum makers had in deciding to go with introducing all the vulnerabilities first before presenting the points on resilience (e.g. having 4 KQs). Another rationale would be to infuse the curriculum with hope. Committing to making students aware of positive current events can help create an environment more likely to make students feel hopeful. In other words, we are helping to offset the smog of negative news by showing students that there’s good out there too.
From the conversation, I am now better able to see the merit to both approaches. Besides, teachers have the agency to cater to his/her own student profile by means of rearranging the order of content delivery. Ultimately, the most crucial consideration would be student readiness.
MOE-EduGIS: Use Case & Publicity
I also had the opportunity to come up with a few lesson ideas that can complement the town maps available on MOE-EduGIS. [It seems like many Geography teachers I’ve spoken to see it as a useful resources but have been unaware of its existence 😮].
As part of trying my hand at creating publicity/communication materials for the Geography Unit’s Instagram page, I drafted a series of IG posts to promote the town maps. Through my conversations with Rebecca and Jon, I learnt a few valuable lessons in terms of communication:
Importance of being clear of objective(s): whether it is publicity, or pedagogy. Rather than trying to achieve too many things at once, it pays to be clear and focussed on my objective.
Being more attuned to the emotions that may be evoked based on choice of words –organic vs top-down; suggestion vs prescriptive
Sharing by Dr Elisa Prosperetti [NIE (HSSE) Faculty member]
My 3-week attachment also coincided with Dr Elisa's attachment with the History Unit. I had the opportunity to listen in on her sharing on the core pedagogical principles that has structured her teaching, as well as the methods that she has come to rely on to reach, motivate and challenge students.
Having taught in a variety of different contexts: from a UNHCR refugee camp in Kenya, to an elite university in France, to Clementi Town Secondary School in Singapore (among others), her sharing centred around the theme of inclusivity – allowing students of all backgrounds to learn and grow side by side, to the benefit of all. This includes students with Special Education Needs (SEN), different learning abilities, backgrounds, interests, accessibility, etc.
As we try to cater to the diverse needs of all our learners, there is a need for us to be mindful of having a deficit perspective. [Reflection: Do we see difference as a problem or a strength?] At the same time, focussing too much on our similarities may can be seen as performative/become alienating (re: dangers of essentialism and erasing differences).
Practising inclusivity:
Affirm students that it is ok to bring who we are (their diverse backgrounds and culture) into the classroom, instead of having to park their differences outside. In fact, it would be valuable to tap on their lived experiences in enriching learning for everyone.
Model inclusivity: be open and share about difficulties we face; validate their emotions. This can make the classroom a safer space for the students, especially when they are able to better relate with the teacher.
Geography Unit Meeting Notes
Engagement process
Be clear of positioning
Balance between consultative approach & being ‘overly-conscious’ of ground sentiments
Seeking permission vs. seeking to understand POV and concerns (e.g. concerns/ sentiments when school’s assessment questions are adapted/ modified by the team - credits? could it be perceived as a form of judgment?)
“When to inform customers → when goods are delivered”
Be clear of intent - e.g. group buzz: network? gather feedback? Intent should guide how programme is structured/time allocation
Be clear of policy - making sure not to miscommunicate policy
Collaboration - e.g. Pre-U exemplar: tapping on existing resources done by teachers, adapt & value-add
Building culture:
(1) Regularity - in terms of consistency of communication (e.g. time of year), messaging (consensus building vs ‘divisive vote’)
(2) Infrequent touchpoints
~ Contextless teriyaki steak ~
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