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)