FROM THE EDITOR'S DESK
iSSues Explorer | 02
From The Editor's Desk We hope you had a restful June break. May the articles in this third edition rejuvenate and enrich you as you start the new semester ahead! Spotlight features a sharing from the fraternity. What’s Sizzling features an interview with a Curriculum Resource Development Officer about Blended Learning. Spice It Up provides ideas to enhance lessons in Book 2B of the Normal (Technical) syllabus on Zero Waste. What’s Simmering delves into: a Structured Academic Controversy on whether the government should play a greater role in managing socio-economic diversity in Singapore. a Socratic Seminar on how individuals and countries should respond to tensions arising from security impacts of globalisation. What’s Cooking provides updates on upcoming courses and resources for teachers.
SPOTLIGHT 03 WHAT'S SIZZLING 06 SPICE IT UP 9 WHAT'S SIMMERING 11 WHAT'S COOKING 17
From, All of us in the Social Studies (Secondary) Unit, Humanities Branch. Stock images from Canva
SPOTLIGHT
iSSues Explorer | 03
Spotlight A
s h a r i n g
f r o m
t h e
f r a t e r n i t y
In this edition, we interview Ms Raihan Mohamed Yusoff from Anglican High School about how she promotes thinking and discussion in her Social Studies classroom.
Background
I have always envisioned my classroom to be filled with students possessing a sense of curiosity and a willingness to empathise with different perspectives and engage in rich discussions. To translate this vision into reality, developing the competencies for critical thinking in students is key. This prompted me to use Paul and Elder’s (1997 and 2006) Universal Intellectual Standards, which are part of a larger critical thinking framework that Anglican High School adopts. The goal of using the Universal Intellectual Standards is to enhance the quality of students’ thinking as they go through Stage 2 (Gathering Data) and Stage 3 (Exercising Reasoning) of the inquiry process.
using
the
universal
intellectual
standards
in
the
inquiry
process
To help students gather data that reflect different perspectives on the role of citizens in working for the good of society (Chapter 3), each student was directed to read two selected newspaper articles. From the articles, students extracted relevant ideas and examples and recorded them in a graphic organiser (see Figure 1, middle column). After gathering data, students analysed how those findings suggested that citizens were working for the good of society. Through this process, students formulated wellreasoned and substantiated explanations to articulate how outcomes of citizen action bring about benefits on a larger societal scale. They continued to record their analysis in the graphic organiser (see Figure 1, rightmost column).
SPOTLIGHT
iSSues Explorer | 04
Note down key ideas of the given factor and specific examples to support these key ideas
Factor
1. Contributing to the needs of society https://tinyurl.com/y6osghy8
https://tinyurl.com/ycokbca7
What is the direct outcome of this example? So what? How does it benefit society?
More than 500 private-hire car and taxi drivers volunteered to drive people who were suspected of having Covid-19, but were clinically well, to hospitals. Spontaneous initiatives by regular Singaporeans and businesses big and small. Some organised movements to show their appreciation for front-line workers, while others donated care packs and food to vulnerable communities. $90 million donated to Community Chest and other funds.
Figure 1: Graphic organiser to facilitate the stages of Gathering Data and Exercising Reasoning in the Inquiry process
Students then took turns to share their analysis in their groups. Here, students posed questions adapted from Paul and Elder (Figure 2) to help one another refine their reasoning and sharpen their explanations to achieve the intellectual standards of relevance, clarity and significance[1].
Clarity
Relevance How does that relate to the role of citizens? How does that help us to understand the implications on society?
Could you elaborate further? Could you give me an example? Could you illustrate what you mean?
Significance Is this an important role to consider? Which of these roles are most important?
Figure 2: Questions adapted from Paul and Elder to achieve the intellectual standards of relevance, clarity and significance [1] Paul & Elder (1997 and 2006) propose nine Intellectual Standards intended to sharpen one’s reasoning – clarity, accuracy, precision, relevance, depth, breadth, logic, significance and fairness. This article explicates three of these nine standards.
SPOTLIGHT
iSSues Explorer | 05
Observations
on
Discussions
in
the
classroom
Armed with a framework for thinking and questioning, students displayed confidence in posing questions to one another. It was heartening to see students being receptive to the questions posed by their peers, and actively working to refine their explanations. On the whole, the use of the Universal Intellectual Standards in tandem with the inquiry process made for dynamic discussions among the groups. Several students posed endless questions to their friends, all in the admirable pursuit of sharpening one another’s reasoning skills. The process also helped to initiate the quieter students into classroom discussions, as they read out their analysis and shyly posed questions.
Observations
on
students'
thinking
and
written
work
A Structured Response Question (SRQ) on the role of citizens followed the class discussion. As students continued to apply the intellectual standards of relevance, clarity and significance when crafting their written responses, I observed fewer instances of mere repetition of points. Students’ responses showed greater depth and critical thought as they “zoomed in” to describe specific examples of citizen action and “zoomed out” to illustrate the wider benefit to society.
Reflections
as
a
practitioner
I am convinced that learning is a social activity, and I am heartened to see my students responding positively to collaborative learning (see Figure 3). This lesson was, indeed, a milestone for me as I saw students taking ownership to sharpen their own and their peers’ thinking processes. Engaging students in inquiry and getting them to apply Paul and Elder’s intellectual standards of relevance, clarity and significance does not just help them construct clear responses to SRQs. It also enhances students’ critical thinking skills, which will serve them well after they leave secondary school. Figure 3: A sample of student's reflections after the lesson
We would like to invite you to share your own reflections on your journey with Social Studies over the past years. You may scan the QR code or click HERE. Keep a lookout for your reflections in a subsequent edition of iSSues Explorer!
WHAT'S SIZZLING
iSSues Explorer | 06
What's Sizzling A n
i n t e r v i e w
w i t h
a
c u r r i c u l u m
o n
b l e n d e d
R e s o u r c e
D e v e l o p m e n t
o f f i c e r
l e a r n i n g
Beginning from Term 3 of 2021, secondary schools will be implementing Blended Learning. Home-based learning (HBL) will be integrated as a regular feature of Blended Learning in schools. Teaching and learning activities will be designed to provide students with a seamless and student-centric learning experience both in and beyond school. As Social Studies teachers, we can leverage the advantages of both in-person and distance learning to plan lessons best suited to our students’ needs. In this issue, our Curriculum Resource Development Officer and Blended Learning representative, Ms Fateha Abdullah, shares her experience in the Social Studies (Secondary) Unit over the past three years and gives two quick tips to help you plan for SS HBL days.
tell
us
about
development
your
work
resource
in
The
SSS
unit
Fateha: The resource development work that I do in the SSS Unit involves designing and curating a Ms Fateha Abdullah (picture taken while working at home) range of quality and curriculumaligned digital learning resources. These support teachers in delivering a variety of learning experiences for students. My work has provided me with ample opportunities to collaborate with external vendors and government agencies to develop quality resources that help to achieve the intended learning outcomes of the syllabuses. I also had the chance to collaborate with Social Studies teachers in schools on investigative projects to learn about teachers’ and students’ experiences using SS SLS resources. One exciting part of the work I do is exploring and experimenting with emerging technologies such as virtual reality and augmented reality technologies, learning analytics and the application of artificial intelligence. These would influence the use of innovative pedagogies in the classroom to enhance students’ learning.
WHAT'S SIZZLING
what
are
some
challenges
iSSues Explorer | 07
and
opportunities
that
you
have
experienced
on
the
job?
The education system is undergoing rapid changes. Making sense of the new policy directions and initiatives allows us to re-imagine and design new norms in the teaching and learning of the Social Studies syllabuses. While dealing with the changes and unknowns can be challenging, I have had ample opportunity to learn from colleagues in the Humanities Branch and other branches in MOE who have expertise in various fields. I have also had the chance to participate in various discussions, trials and demonstrations to share my views on how these changes can be translated and incorporated into our SSS resources in meaningful and innovative ways.
tips
for
planning
student-initiated
for
hbl
days
&
learning!
Access the SSS Wikipage on OPAL 2.0 to find resources uploaded on the SSS Blended Learning Wikipage.
Tip
Then click on “Curriculum Coverage” to find: recommended topics and learning activities for HBL; considerations and examples of components of learning within the curriculum that are unsuitable for HBL; lesson ideas with examples of how lessons for a topic could be sequenced to integrate in-school and out-ofschool learning during HBL; and links to SLS resources that can be used for HBL.
#1:
HBL
Days
In planning for SS HBL days, consider these fundamental questions: What is the scope of syllabus coverage? What are the affordances of in-person schooling and HBL Days that can be harnessed to ensure a seamless learning experience for students? What are the desired learning outcomes that you hope to achieve for your students with the design of the Blended Learning experiences? How would you assess students’ learning?
WHAT'S SIZZLING
iSSues Explorer | 08
Tip
Also, click on “StudentInitiated Learning” to find:
#2:
SIL
DAYs
Take note of the following when guiding students to plan for their SIL: Secondary students should complete their SIL activities at home or in school. Reflections could be done in the form of periodic conversations with their teachers or briefly documenting their reflections in electronic forms on the MySkillsFuture Student Portal.
a list of possible learning experiences and resources which can be recommended to students for Student-Initiated Learning (SIL); and a list of self-exploration SLS lessons which can be suggested to students for SIL.
Check out the inter-disciplinary SLS lesson on the Suez canal crisis suitable for SIL! (Details on pg. 18)
Access
Start
with
the
than
the
for
available
'rationale'
rather
Wikipage
the
SSS
readily
resources
'tech'
Modify
To
resources
suit
students'
your
needs
SPICE IT UP
iSSues Explorer | 09
Spice it Up A n
S L S
L E s s o n
i d e a
f o r
N ( T )
B o o k
2 B
In Book 2B of the 2020 Normal (Technical) syllabus, students learn about the topic of Protecting Our Environment. This section provides a lesson idea based on the SLS lesson “Book 2B - Zero Waste Challenge.” In this lesson, students learn about how they can protect the environment by working towards achieving zero waste in Singapore. The lesson allows students to think about the broader Inquiry Focus, "How far can we contribute to protecting the environment?" Click HERE to access the lesson. Blended
Lesson
idea
Opening: Pair students up and get them to share with each other what they understand by the concept of ‘zero waste’. Self-Directed SLS Activity: Ask students to complete the SLS activity “Zero Waste Challenge”. While walking around the classroom, check in with some students to find out some of their reactions to the characters’ experiences.
Learning
Teachers may conduct this part of the lesson by adding a Free Response Question. Give students a few minutes to find information online about ‘zero waste’ and get them to upload relevant images about the concept. Call upon students to share what they have found.
Blended
Class Discussion: Check for students’ understanding of the ways to achieve ‘zero waste’ first by getting students to provide some of their responses to Q1. Next, facilitate a classroom discussion for Q2. Using the STP Teaching Action “Challenge Me”, ask a series of questions to stretch students’ understanding of how zero waste can be achieved in their daily lives.
Opportunity!
Learning
Opportunity!
Teachers may carry this out over an online platform like Zoom, or through an asynchronous mode such as the SLS Forum.
Series
of
questions:
1. What does this concept mean? 2. What examples can you give to support your response? 3. Why or how would the example/evidence lead to the response? 4. Do you agree with your friend’s response? If so, why? If not, why? 5. How can you build on, or expand on, your friend’s answer?
SPICE IT UP An
example
iSSues Explorer | 10
of
how
"Challenge
Me"
is
used:
Teacher: “Student A suggests that zero waste means not generating any trash at all. Could anyone give me an example to illustrate this?” Student B: “Usually, when we get takeaway food and drinks, they are packed in styrofoam boxes and plastic bags, which are then thrown away after one use. Instead, we can bring our own reusable containers and recyclable bags for our takeaway meals so that we do not generate any trash after one meal!” Teacher: “Nice try! That may be one way to achieve zero waste. Does anyone have other thoughts?” Student C: “While I agree with Student A and B, I think it is very difficult to not produce any trash at all.” Teacher: “Why do you say so?” Student C: “I might be able to bring a container to pack my food and finish the food, but I might still have some inedible leftovers, such as chicken bones and fruit scraps, which have to be thrown away. Hence, I will still be generating some waste.” Student D: “That is true. We might still have to throw the bones away. But we can recycle the fruit scraps. During my Internet search earlier on, I learnt that fruit and vegetable scraps can be placed in a compost bin. After some time, such waste can be used as fertiliser for plants!” Student C: “Wow, I didn’t know that! Perhaps I should get my parents to start a garden at home to grow our own vegetables – and make use of compost!” Teacher: “Yes, these are great ideas! In fact, zero waste does not simply mean not generating any trash at all. It means that we use resources responsibly by reducing, reusing and recycling them as we carry out our daily activities.”
Closure: Prompt students to consider on how a zero waste lifestyle can help with the sustainable use of resources (Q3). Lead students to reflect on the role they can play to ensure the sustainable use of resources by adopting a zero waste lifestyle. Get students to commit to one action they will start taking today.
How
does
this
lesson
reflect
the
inquiry
Blended
Learning
Opportunity
Teachers may embed a Padlet directly in the SLS lesson and get students to pledge one action they would start taking today towards adopting a zero waste lifestyle.
process?
How does this lesson reflect the nquiry process? Sparking
Gathering
Exercising
Reflective
Curiosity
Data
Reasoning
Thinking
Students activate their prior knowledge and experience about zero waste lifestyle.
Students gather ideas and information from the internet and the media object on the SLS activity.
Students hone their critical thinking skills through providing justification for their responses and exploring differing views from their peers during the classroom discussion.
Students reflect on their understanding of how every individual can play their part in ensuring the sustainable use of resources.
Interested to contribute a SLS lesson idea or a lesson idea for Blended Learning? Scan the QR code or click HERE. Keep a lookout for your contribution in a subsequent edition of iSSues Explorer!
WHAT'S SIMMERING
iSSues Explorer | 11
What's Simmering ISSUE 2
Should the government play a greater role in the shared responsibility approach to better manage socio-economic diversity in Singapore? Knowledge
Outcomes
Students will be able to understand: the various ways in which governments and individuals can respond to the effects of living in a diverse society. Synopsis
Singapore’s shared responsibility approach has worked over the years to provide quality and affordable healthcare for its citizens. This has been achieved by maintaining a balance between individual responsibility and government intervention in the provision of healthcare. However, healthcare spending has risen in recent years due to inflation in healthcare costs and a growing demand for healthcare services. As a result, the sustainability of Singapore’s shared responsibility approach has been brought into question. The challenge remains to keep healthcare costs affordable and accessible for citizens across different socio-economic groups. Should the government play a greater role in the shared responsibility approach to better manage socio-economic diversity and its impact in Singapore?
Structured
Academic
Controversy
Articles
for
Position
1
As part of exploring how governments, individuals and the community can respond in a diverse society in Issue 2, this section provides a lesson idea that uses Structured Academic Controversy to help students understand both sides of the following issue:
Article 1: WP’s Gerald Giam calls for measures to protect patients’ interests in Singapore healthcare system
Should the government play a greater role in the shared responsibility approach to better manage socioeconomic diversity in Singapore?
Article 3: MOH to revise public healthcare subsidy framework to benefit those with greater needs
In the process, students gather information and present their positions on the responsibilities of the government and citizens in Singapore’s healthcare, and the challenges faced in the shared-responsibility approach. Students present their position and consider the two opposing positions before reaching a group consensus on whether the government should play a greater role.
Article 2: MOH welcomes insurers’ move to adjust terms for full-rider IPs, require co-payment of hospital bills
Articles
for
Position
2
Article 4: Parliament: Big rise in healthcare spending not sustainable, individuals must also try to stay healthy, says Gan Kim Yong Article 5: Can You Afford to Fall Sick? A 20something Singaporean on the Cost of a Chronic Illness Article 6: Finding a cure for rising costs in healthcare
WHAT'S SIMMERING
conducting
a
Structured
iSSues Explorer | 12
Academic
controversy
DIVIDE students into groups of four. Within the groups of four, further divide the students into pairs. Assign each pair with a position. One pair could be assigned to highlight the role the government should play under the shared responsibility approach while the other pair takes the opposite position (i.e., the role individuals and community should play) ALLOCATE 20 minutes for each pair to read the articles and gather information to support their assigned position, regardless of their personal views. Ask students to record their discussions using a graphic organiser as shown on the next page. DIRECT each pair to take turns to present their assigned position in five minutes. When one pair is presenting, the other pair should listen carefully, take notes and record questions for clarification. GIVE each pair five minutes to engage in a rebuttal of the points made by the other pair. GET each pair in the groups of four to exchange positions and repeat steps 1 to 4 with their new position. INFORM students that they are no longer part of a pair with an assigned position on the issue. Instead, in their groups of four, students are to attempt to forge a consensus on the issue.
in
class
Blended
Learning
Opportunity!
Teachers may assign the articles to the class prior to the lesson. Students may conduct their own research to find out more about the issue. Subsequently, the Structured Academic Controversy can be conducted virtually or when students return to class.
tip!
One way to check for students' understanding of the articles is to get them to submit (as a pair) their top three arguments for their position. This would give teachers a sense of whether the class has understood the issue and the articles.
Teachers may refer to 2016 SS E/N(A) TLG pg. 190-191 for more details about Structured Academic Controversy
WHAT'S SIMMERING
Graphic
organiser
for
iSSues Explorer | 13
Structured
academic
controversy
This worksheet is adapted from the 2016 SS E/N(A) TLG, pg. 241. Teachers may adapt the worksheet to the needs of their students.
Have an interesting topic in mind that would make for a great classroom discussion? Let us know! We could cover the topic in the next editions and share it with the fraternity! Scan the QR code or click HERE.
WHAT'S SIMMERING
iSSues Explorer | 14
ISSUE 3
How should countries and individuals respond to tensions arising from the impact of globalisation on security? Knowledge
Outcomes
Students will be able to understand: how countries and individuals can respond to tensions arising from the impact of globalisation on security; and how the impact of globalisation on security creates tensions and trade-offs at different levels because of the conflicting needs and interests of countries and individuals.
Synopsis
Governments recognise the importance of managing and countering transnational terrorism. A lot of resources are invested in a range of preventive and protective measures to reduce countries’ vulnerability to transnational terrorist threats. However, some of these measures involve trade-offs due to the conflicting needs and interests of different groups of people, such as ensuring the protection of society while managing individuals’ rights to privacy. How should countries and individuals respond to tensions arising from the impact of globalisation on security?
Socratic
Seminar
Socratic Seminar can be used to help students deepen their understanding of the impact of globalisation on security. Students are encouraged to explore the conflicting needs and interests, tensions and trade-offs that occur at the individual, community and governmental levels. Through this process, students learn to appreciate the different ways in which countries and individuals can respond to the tensions.
Main
article
Terror at a click Teachers can refer to 2016 SS E/N(A) TLG pg. 188-190 for more details about Socratic Seminar
WHAT'S SIMMERING
conducting
a
Socratic
iSSues Explorer | 15
Seminar
in
class
INTRODUCE to students the seminar and its purpose of facilitating a deeper understanding of the tensions arising from the impact of globalisation on security. GIVE out the main article. Allocate 20 minutes for students to read and record information from the article using a worksheet shown on the next page. Student may focus on answering the literal questions first. SET the discussion norms, such as addressing one another respectfully to ensure that proper behaviour is observed during the Socratic Seminar. Open the Socratic Seminar by posing the question: How should countries and individuals respond to tensions arising from the impact of globalisation on security? ASK students a series of questions based on the given text to check for their understanding. Start off with literal questions so that students can clarify their doubts; or elaborate on some of the ideas raised in the article to enhance collective understanding. POSE interpretive questions and evaluative questions to move the discussion along or to redirect students' focus on the issue. Have students record the discussion points in their worksheet. SUMMARISE the main points made in the seminar, either at a quiet point during the seminar or towards the end of the seminar.
Blended
Learning
Opportunity!
Teachers may assign the article to the class prior to the lesson. Students may conduct their own research to find out more about the issue. Subsequently, the Socratic Seminar can then be conducted virtually or when students return to class.
Blended
Learning
Opportunity!
Teachers may pose the literal questions on SLS prior to conducting the Socratic Seminar. This would be useful in helping to scaffold students’ understanding of the article.
tip!
When the class is more familiar with the structure of Socratic Seminar, students may even pose interpretive questions and evaluative questions to one another!
WHAT'S SIMMERING
Discussion
worksheet
iSSues Explorer | 16
for
socratic
seminar
These are some suggested discussion questions for the Socratic Seminar. Teachers may adapt them to the needs of their students.
WHAT'S COOKING
iSSues Explorer | 17
What's Cooking F o r
2021
SS
s e m e s t e r
Professional
T W O
Development
opportunitY!
Through this workshop, participants will: deepen their understanding of Structured Academic Controversy (SAC) as a strategy to facilitate discussions in the Social Studies classroom; experience how SAC can be conducted online using the Student Learning Space; and apply their learning by designing and implementing a SAC lesson in the Social Studies classroom.
Register now on OPAL2.0 or via this link: go.gov.sg/sac21
new
SLS
lessons
SLS
Catalogue
from
the
The catalogue has been refreshed with new SLS lessons! Click HERE for the updated SLS catalogue or scan the QR code!
SSS
Wikipage
At this webpage, you will find useful resources for the teaching and learning of Social Studies for the E/N(A) and N(T) syllabuses. This webpage is updated regularly! Access the SSS Wikipage HERE or scan the QR code.
WHAT'S COOKING
iSSues Explorer | 18
An Inter-Disciplinary SLS Lesson on the Suez Canal Blockage
Lesson Features
Inter-disciplinary Approach
Subject-anchored Extensions
Reflection
Flexibility for Customisation
Provides a breadth of understanding about the Suez Canal and its blockage using an inter-disciplinary approach. A range of interactives and media objects are infused to engage students in learning.
Provides opportunities for students to reflect on their learning and appreciate the applicability of the subjects they learn to a dynamic real-world event.
Provides opportunities for a more in-depth discovery of the issue through the subject disciplinary lenses of Economics, History, Mathematics, Science and Social Studies.
Offers flexibility for teachers and students to choose a pathway to explore the lesson that caters to the students' level of readiness and interest.
HOW TO USE THE LESSON
Illustrate Value of Interdisciplinary Studies
Teachers can use this case study to illustrate how drawing upon concepts and knowledge from various subjects provides a more holistic understanding about issues around us.
Contemporary Issue Discussion
Teachers can use this lesson to spark students' curiosity and interest in current affairs and contemporary issues.
Self-directed SLS Lesson
Students can embark on this lesson at their own time or as part of Student-Initiated Learning on HBL days.
Or click HERE to access the lesson!