Second lesson done... All materials bought

Golly. It's been a really long time. Tomorrow will be the end-game boss. :S Cannot believe it. Tomorrow will be the Wacky People activity, which will be rather cool. I already bought the vanguard, Edward's scaling and printing the materials and Ryan prepared the tests.

Wish us good luck. :p

2nd lesson - Elwin

The 'field observation' was really much better than we expected it to be. To my surprise, they were actually rather cooperative.

More positive feedback! Lovely! :D

I am wondering how we are going to wrap-up the last lesson, since we are left with quite a bit of stuff.

And the pop-quiz! Oh no, it is only in draft stage!

:(

First lesson concluded! Omigee ~

Wow. The first lesson was decidedly awkward, but really lovely. When we went there, expecting to sit in for observing the introductory lesson, we were shocked to find out that WE were supposed to be the ones conducting it. Although we were physically prepared (had the materials, slides, etc.), we were not mentally prepared. Talk about a communication breakdown, huh. :o

Nevertheless, we kinda pulled it off. I hope the positive feedback we received was genuine. :p Anyway, the students were really exuberant and I found it almost impossible to command the attention. Thankfully, the teachers were there to make sure they don't go ballistic.

Just my two cents. :)

Reflection - Elwin

Ah, I am so sorry for the long silence... what with the CCTs and tests... anyway, it's all over :D

Honestly, I am quite impressed by our group's progress. We even have got a professional-looking booklet, although it is not finalized yet. :o

Well, so here we go.

Fears

Really, I do not have any fears pertaining to the preparation, since it is rather well done. What I do fear is the actual course. Hopefully, the students would be an obedient bunch. Otherwise, if they are noisy and unpredictable, I surrender! :'(

Hopes

If this project really takes off, it could find potential and possibilities in other schools. Perhaps the student demographic might even evolve into a more comprehensive one, encompassing adults :p. But ah well, that is just a hope at the moment.

Concerns

Naturally, we would need to brood over the lesson delivery. As of yet, we have not rehearsed any possible scenarios which may occur. We would need to be more efficient in this aspect..

Alright, so there. Till next time :)

Reflection - Ryan

So... fears, hopes and concerns for the project thus far.

Fears
Well firstly I fear the watching teacher/teachers :( they're scary :S i hate audiences
Next I fear that the students will be like what most students are in P4: hyperactive, overinquistive and sharp at spotting teachers' mistakes.
And, of course I'm afraid that the project will get cancelled/wont go well or something along those lines.

Hopes!!
That I wont slip up during lesson time, that I wont fail in my teaching of the group assigned to me.
That I wont stutter, that I wont undergo momentary mental blankness...
That this project will be a success and possibly continue to be one with other schools

Concerns
As mentioned above, I am rather concerned about the quality of the lessons. Also concerned with the students' behaviour and attitude towards lessons (receptive, bored, restless cos its after school activity)

Yea, thats about it, mostly afraid of the lesson sessions
You see, thats because all our work has been pretty decent :)

Another update...

Long time since last update (3 weeks)

Basically, in the first week of posting hiatus, we met Miss Chong, who gave us explicit instructions to get the worksheets for the primary 4 students out by um, today.

However, our progress was slow and we did not manage to finish all the worksheets by today. Thankfully and fortunately, Miss Chong did not come today (yay!) and we were not doomed yet.

We learnt from our near-brush with the fires of hell and finished Worksheets 1 and 2 so far. Oh, we also decided to compile the worksheets into the form of a booklet (e.g. cover page + day 1 + day 2 etc). I think we did a pretty darn good job in worksheets 1 and 2 (total 10+ pages for itsy bitsy little P4s)

NOTE: THIS IS NOT AN APRIL FOOL'S JOKE!!

Worksheet 3 hasent even been started if im not wrong, but thats not the point...

sorry if this post is rather emo and sarcastic, im tired, my thigh hurts after i got hit by a softball pitch, and im bored.

Gah,
Ryan

Email received (Cont)

Well, I have some concerns about the content of the email. Firstly, how are we supposed to squeeze 4 lessons of 1 hour each into 3 lessons? From our talk with Miss Chong, we know that our module is lacking in many areas. She added lots of information and tasks to do to the module too. However, we had already estimated that the content we were covering would last an hour.

So.
We have to squeeze 4 hours worth of lessons + Miss Chong's addition into 3 hours? Is this even POSSIBLE?!?!?!

To my second concern...

Okay, I have never felt comfortable presenting in front of a teacher. A teacher watching every movement you make is pretty unnerving :(

Originally I had thought that we would be alone with the P4s. I know the facilities in ACSP pretty well and was pretty confident bringing them about the school.

But to find out this information now...
I suppose im pretty nervous about teaching "rather active" P4 students with a teacher watching me. :s

Email received

When i saw the email today.......

Dear Yoke Tong,
Thank you for making arrangement in getting your pupils to conduct the unit on Observational Field Study for our P4 boys.
I have already made arrangements to shift the teaching of the unit on Observational Field Study to 5th May. However, Mdm Josephine See(teacher in charge of this unit) will start off the unit on 5th of May by giving the pupils some background knowledge on Observational Field Study before getting your pupils to conduct their sessions. Is it possible for you to start on the 12th of May instead? That will leave you with only 3 sessions to conduct your activities. Will your pupils be able to finish the teaching of the unit in 3 sessions(12th, 19th & 26th of May)?

As this group of P4 pupils are rather active, I will arrange for 1 teacher to stay with each group of pupils. I will email you the namelist and the venue later. As I have CCA on Wed, Mdm Josephine See will meet up with the boys this Wednesday at 1.30 p.m instead. The boys can meet her outside the General Office at 1.30 p.m. Her HP no is 96911510. She will also discuss with the boys regarding the nature of the activities and our concerns.

Looking forward to work with you. Thank you.

Rdgs
Ivy Tay (Mrs)
HP:947490999

Concerns over the spearheading project

Well, we have discussed in-depth about the issues which may arise from this module. So here they are:

1. Separating the massive student size (49) into groups and appointing leaders

• This problem will materialise when the pupils argue to be leaders. Possible solutions mentioned include getting teachers to choose them.

     2. The variation of coverage in topics

• We noted that our scope of study was rather confined to the more scientific aspects. Also, it would be preferable if we are able to cater to the syllabus.

     3. Potential issues with logistics

• We have things like going to ACS, liaising and correspondence with teachers to take care of.

     4. Student's responses

• We would need to pre-empt some of the student's responses, behavious and questions.

     5. Productivity

• Consistency in meetings will be important. Also, the creation of worksheets should be dealt with asap.

Something else to note, peer feedback will important, so will be our style of communication to the primary 4s. Till next time.

Concrete Lesson Plans

Alright, we have got the itinerary up with more details and specifics. Here it is.

Time Frame	Lesson Objectives	Description	Questions to ask	Materials needed
Introductory lesson	Students will learn the definition of observation and its place in the research process	Hook activity – activities using mainly visual and auditory senses e.g. video, audio ·         Clip – Short video where novel facts are presented briefly and to be recalled (e.g. What was the color of the shirt that guy wore? Etc.)   Lesson – Introduce what, why, how, where, when of observation skills   Pre-test to assess preliminary knowledge	1.       “What do you think observational skills are?” 2.       “What aspects of the video did you focus on?” 3.       “How do you think you can apply observational skills in real life?”	·         AV resources ·         Pre-test   Venue: Classroom
First hands-on experience	Students will get to familiarize themselves with actual observation and note characteristics/traits	All 5 senses will be fused into a single activity   Firstly, a microcosm of the activity mentioned below could be conducted in the classroom   After which, a tour around the school where mundane things are noted down which would otherwise go unnoticed and be ignored	1.       “Why do you think the things that you noted down escape your perception normally?” 2.       “Did regular contact with the things you noted down desensitize you to their presence?”	·         Guiding materials like worksheets crafted to help them identify obscure objects   Venue: Classroom/ School
Field observation	Students will get to conduct a study which is aligned to the scientific method and record findings which will be classified into various categories	A short briefing would be carried out to ensure safety amongst the students   Fieldwork would preferably be held at eco-gardens/ points of interest which will be sorted into different stations, with students rotating between them   Findings would then be submitted, reviewed and analyzed	1.       “What form of classification do you think would be ideal for sorting out your list of findings?” 2.       “Why do you think this method is preferred over the others?”	·         Worksheets with various methods of classification and writing space for students to organize thinking and observations   Venue: Outside classrooms (i.e. designated stations)
Conclusion and assessment	Students will acquire and understand the rationale of observational skills in both academia and real life	Post-activity quiz: Topics assessed would include classification methods and ability to discern relevant observations from irrelevant ones   Verbal discussion pertaining to the transferability of observational skills to real-life situations   Wrap-up and conclude the module	1.       “How do you think you can apply observational skills in real life?” (asked again to determine improvement in understanding)	·         Quiz   Venue: Classroom

 Note:

• ·         Classification methods to be taught are mind maps, dichotomous keys and flow charts
  
• ·         Clip could also touch on aspects such as human observation, including emotions during a game of poker etc.
  

Lesson plan draft

Lesson plan

Lesson 1 – Introduction (still very general- what do you mean by introductory activities and observational skills....specifics?? How much time for each component?)

Provide them with engaging introductory activities and let them watch a short clip, where they will write the traits/characteristics they observe. After which, (we will) a teacher will brief the students on observational skills and they will review the clip again, noting down what they missed out. Then teach them some basic observational skills and tactics, and get them ready for the next lesson, maybe giving them some handouts. We might break them up into groups and start a competition with point systems.

Lesson 2 – First hands-on experience

This lesson, we will ask them to observe around their own classroom and note down what they observe, preferably an aspect of the class they have never noted. After that, we will see their progress on how well they picked up the skills on observation, and recap some of what we taught them the previous lesson. We will also teach them more techniques regarding observation.

Lesson 3 – Field observation

Firstly, we will organize the students into their respective groups and bring them out of the classroom where the actual observation will take place. The points of interests will be classified into stations and each will possess a unique trait, of which should be recorded. The findings would then be submitted and they would be debriefed.

Lesson 4 – Conclusion and assessment

Today we will announce the results of the group competition and also do a conclusion and analysis of their results. If time permits, we would tell them their strengths and AFI. The test would then take place and we would share the results. From this, we would have a reliable gauge of how much the module benefited them.

RESL Proposal

RESL Project Proposal

1. Interest areas
Field studies, children

2. Research topics
Obsevational skills and classification skills

3. Rationale for topic
We have had good teachers and bad teachers(and ugly ones), teachers who let you infer and teachers who simply tell you the inferences. After learning about observational skills in secondary 1, we wanted to impart our knowledge to children younger than us and hopefully, do it better than most teachers we have had. In other words, we would like to learn about the difficulties and constraints of a teacher.

4. Aims and objectives
We aim to teach the primary 4s observational skills. These observational skills consist of learning WHAT to observe, WHY these things are observed and HOW to classify and apply them across other fields of study.
We aim to contribute to the younger generation of Singapore by teaching them observational skills that they can apply across different fields of study and across their whole life. We hope that the skills we teach them will help them to contribute to society in turn.
For ourselves, we hope to achieve methods of teaching that can help us interact with children without them getting bored. We also hope to achieve passion for learning and patience.

5. Research questions
What observational skills are required to observe one's surroundings?
How can these skills be applicable and transferrable to different fields of study e.g. humans?

6. Hypothesis
Our hypothesis is that the students will learn how to apply observational skills after the module we will give them.

7. Significance
The primary fours need to learn and understand how the observational skills that we have used in the module can be applied to different fields of study e.g. human behaviour

8. Research methodology
We will conduct a module that comprises:

1. An introduction to the topic (obs skills)
2. A field study
3. A small test that will test their understanding of observational skills

9. Resources
Curriculum text books or work books of P4 science, teachers of the school, books on managing children.

10. End product
4 lessons that will teach children observational skills through field study and classification of results.

Framework of the Module

Alright! It's a pity that kester wasn't able to attend our first meeting cos' he had something on... 

Anyways, here is the lowdown modelled after requirements stated in the RE guidelines:

Objectives

- To impart observational skills to target audiences (ie. p4s) 

- To ensure that observational skills taught will be transferable, applicable and relevant across other disciplines

- To instil the habit of active observation amongst the primary 4s

Timeframe

- Lesson timeframe: 2 lessons X 1 hour each

- Rough timeline: Finish planning of logistics and administrative stuff (mid-March)

Conduct and actualize module (April)

Discuss and evaluate results (May)

Wrap up and conclude our project (July/August)

If applicable, replicate module over different schools (>September)

Format

We have decided to divide the lessons into two segments

1) Introductory lesson conducted by teachers to familiarise students with obs skills

2) Hands-on experience regarding observation (ie. field study)

3) A briefing to conclude, discuss and evaluate findings and results of data collected by students

4) Test to gauge level of understanding

Assessment

We have brainstormed a few possibilites as to what our final assessment would be like.

• Provide three commonly utilised forms of classifcation (eg. dichotomous key, flow chart, mind map, etc.) and thus expound upon the advantages of each system
• Provide a niche group of objects which will require classification
• Observe, describe and explain findings from a separate field study
• Check understanding that obs skills can apply to interdisciplinary task

Depending on what the environment of ACS is like, we will suit our assessment mode to their needs.

Well, I guess this concludes the results of today's meeting. Til next time.

Interdisciplinary Connections to Student Service - Learning

Okay today we (Edward, Elwin and me (Ryan)) met up at bishan community library to discuss the interdisciplinary connections to student service-learning. Elwin will be posting later on about the framework of the module.

Anyway..

KEY
P: Point
IA: Indirect Action
DA: Direct Action
AA: Advocacy Action
R: Reflection

FIELD STUDY OBSERVATIONAL SKILLS

• Classificational skills

P: Discuss different methods of classification
IA: Provide field opportunities e.g. Bring students to garden to see plants
DA: Observations are to be arranged under different charts of classification
AA: Classification Table to be created.
R: Come up with other methods of classification besides ones provided

• Science

P: Discuss adaptation of plants and their uses
IA: Encourage observation and studying of plant variety
DA: Conduct a field study at the school garden
AA: Produce a module that can teach children about plants
R: Help children to learn more about plants

• Social Studies

P: Teach observational skills to children
IA: Study human behaviour
DA: Show that observational skills can be applied to social studies e.g. human behaviour
AA: Create a comparison table to show how observational skills of plants are similar to observing humans.
R: Application of learnt skills on social activities.

• Art

P: Show videos on different types of leaves, bark and their adaptations
IA: Bring students to the garden and let them observe plants
DA: Get children to sketch structures of plant leaves and other characteristics
AA: Research on other types of plants and show children e.g. cactus
R: Create a gallery of sketches?

• Evolution

P: Show video on adaptation and evolution of plants
IA: Compare and contrast plants before and after evolution/adaptation
DA: Make links between everchanging environment and adaptation to the circumstance
AA: Instill a sense of respect for nature and not tamper with natural processes
R: Brainstorm practical methods to save the environment regarding to evolution


Yes, its not much... but this is the first time we've done this "Interdisciplinary Connections to Student Service - Learning" after all :)

UPDATE

ok hello this is an update about our project :D
uh...ok nothing much ._.

• Cat high has opted out of the proposed module
• ACS(P) has expressed strong interest in the module and has even set a tentative date
• erm...
  

nevermind ;D we hope to go to ACS(P) soon to gather information to help us in our project
uh ok thats about it so far :D
till next time!
ryan elwin kester edward

Background research on GE Programme in S'pore - Ryan

Why the GE Programme was set up

The Gifted Education Programme (GEP) was originally implemented to "allow each pupil to learn at his/her pace". The intention of the GEP was to provide a higher quality of education to those with high intellectual thinking. It was supposed to stimulate each student's individual growth and "helps pupils realise their full potential." This is because it has been recognised that different pupils have different learning capabilities. Thus if the same programme is given to all the pupils, the more intellectually gifted will not obtain the mental stimulation they need. This might lead to them becoming average, mediocre students.

Aim of the GEP

• To develop a high level of thinking
• To develop good values
• To develop creativity

In gifted youths, so as to provide the foundation on which students can nurture themselves to become responsible leaders and servants to society.

Goals of the GEP

• "To develop intellectual depth and higher level thinking"
• "To nurture productive creativity"
• "To develop attitudes for self-directed lifelong learning"
• "To enhance aspirations for individual excellence and fulfilment"
• "To develop a strong social conscience and commitment to serve society and nation"
• "To develop moral values and qualities for responsible leadership"

Sources

1. Ministry of Education, Singapore (2009). Ministry of Education, Singapore. Retrieved February 16, 2009, from Ministry of Education, Singapore: Gifted Education Programme, Rationale and Goals Web site: http://www.moe.gov.sg/education/programmes/gifted-education-programme/rationale-and-goals/
2. Ministry of Education, Singapore (2009). Ministry of Education, Singapore. Retrieved February 16, 2009, from Ministry of Education, Singapore: Gifted Education Programme, Development and Growth Web site: http://www.moe.gov.sg/education/programmes/gifted-education-programme/development and growth/
3. Lim, M (2001, October 19). The Gifted Education Programme in Singapore. Retrieved February 16, 2009, from The Gifted Education Programme in Singapore Web site: http://members.tripod.com/~marklsl/Writings/gifted.htm

Comments from Mrs Lim

Dear all,

It is nice to see your thoughts about the first meeting. While I stress on the importance of this pioneering project, I do not wish to scare you all about it too. I understand it must be very daunting and worrying to work with so many pri 4 students and to plan such "new, unchartered" lessons that must have transferrable skills and of suitable content and creativity!

Take this upon ourselves to step out of our comfort zone and take on the challenge to climb this steep learning curve. No pain, no gain!

Things to do:

1) background research of GE programme in singapore, uniqueness of GEP (Personal reflections)
2) what is fieldstudy observational skills?
3) how to do lesson planning?
4) framework of the module

Next week, see you all in LT1 for period 5 and meet u all in 3L during second period.

Individual Reflection - Ryan

Personally, this is the first time I have ever worked with students younger than me :o. Usually I was the one being led, but this time I am the one leading the P4s. This might have been partly caused by my height (or more accurately, the extreme lack of it) in primary school, which led to low self confidence (i.e. most people do not like short people telling them what to do :p).

I am very excited about the prospect of meeting and teaching the P4s and will do my best to create an extensive and enriching module for them. However, I feel a lot of pressure as this is a pioneering project and the quality of work we do will determine the possibility of future projects :(

Further, with the meeting today in mind, I feel that this project will probably be very taxing. However, I believe that all these are part of the learning process and will benefit me in the end.

I sincerely hope that this project will be a success.

Ryan

Individual Reflection - Elwin

Well, I thought of today's meeting with the GE branch officer and Ms. Thum to be an eye-opener. The project description posted on Askn'Learn did not describe the scope of our project at all. So, we were rather surprised when the lowdown was laid out by the GE branch officer. Personally, I have never handled such a large number of students, so this is a rather daunting aspect of this project. :o

I believe we will not run into any major problems regarding the planning and implementation of the module itself, but as mentioned in the previous post, it will be really difficult to maintain the p4's interest. If anything, I wish for their cooperation. :p

Anyway, I am quite confident this module will be a success because we have discussed and brainstormed quite a bit and put in effort into this concept.

Till next time :)

Project finalised!

Today we had a meeting with an officer from the GE branch! (forgot name, oops) Also, we got the opportunity to meet Ms. Thum so as to understand the parameters of this project. She is from Catholic High and is thus more familiar with the learning environment there.

Well, we have to cater to a few schools which have expressed interest in this pioneering scheme, namely Catholic High Primary School, Henry Park Primary School, Nanyang Primary School and Anglo-Chinese School (Primary)! Whew, that's a lot of schools to tailor our preliminary ideas to!

Anyway, we got an insight of what our project should be. What was recommended is that we confer to the primary students transferable, applicable and suitable observational skills. Therefore, this project will have a clearly defined objective and scope. (84 students! :o)

Our idea was to survey the relevant school's eco-gardens and therefore create a module, comprising of both theoretical and practical aspects. Theoretical aspects would include inference, where pupils would be introduced to the meta-concept of evolution and adaptation in biology, in convergence with the science syllabus. Practical aspects would then cover utilising the visual, auditory, olfactory and kinesthetic senses. So after noting down unique characteristics of these flora/fauna, we would like to teach them skills of classification, either dichotomously or through a mind map.

Our concerns include the children's safety issues. For example, traveling along the public roads might be dangerous as there is a big number of students (84 in Cat High). Furthermore, that many students in a public area might disrupt the public and be a nuisance to them. Also, due to the nature of this project, maintaning everyone's attention and engagement would be a problem. We will address this issue next time.

Our final worry is the assessment of the pupil's progress. How would we empirically evaluate the pupil's progress? We have brainstormed a few modes of assessment, including the conventional worksheets and tests, or a pre-module pop quiz accompanied with a post-module pop quiz to gauge their acquisition of obserational skills.

So there! Till next time :)

Yay we started!

Today this blog was created!

To begin with, our project description (straight off asknlearn :p)

RES-L with Catholic High Primary School (Observational Skills)

Category : SL/children

Project Description :To develop a research module on observational skills studies for Primary 4 GE students. You have to plan, research and execute the module under the mentorship of Miss Chong. The module must be carried out with one or a few Gifted Education Primary Schools.

Organisation : GE Branch

Mentor : Miss Chong Lai Kuen (GE Officer)

all right! what we plan to do is that we plan to go to rosyth school (though the project name says cat high :o) and teach observational skills through a comprehensive module consisting a 4-lesson course totalling to 6 hours of lessons. well, we believe this will be really beneficial (and fun!) to the students involved. hopefully it will be fun to us too :)

hmm..., we will be kickstarting the programme by planning the itinerary. the lowdown is we start with an introductory project, with especial emphasis on a hands-on approach (well, this is proven to be the most popular and welcome method of learning by students lol).till next time :)

*to make it easier for portfolio evaluation, all contributors to any single post are listed as labels :) thanks

p.s. this entry was copied from a previous blog of ours for reference (3 Feb, 10.43pm)