iSSues Explorer (May 2016)

iSSues Explorer Social Studies (Secondary) Unit May 2016

Developing Our Students as Informed, Concerned and Participative Citizens

Selection of the Month Discussion-based learning — Depth and Complexity Icons “Discussions have been powerful teachers. … They teach us how other people see and do life, and they teach other people how we see and do life” (Zwiers & Crawford, 2011).

Discussions are important in the Social Studies classroom as they provide opportunities for students to examine the multiple perspectives on societal issues.

However, one challenge the Social Studies teacher may face is in ensuring constructive contributions during a discussion. When tasked to engage in a discussion about an issue, students may not know what they should be talking about or they end up discussing the issue superficially.

Hess (2009) highlighted the equal importance of “teaching with and for discussions”. The former involves using discussion as a teaching strategy in the classroom, while the latter involves teaching students how to participate effectively in discussions. This means that teachers need to take deliberate steps to plan for their discussions, such as scaffolding their discussion instructions, providing various discussion prompts and teaching students how to communicate their points clearly, in order to enable effective discussions to occur.

We would like to highlight one strategy to encourage more meaningful discussions about societal issues.

What is this strategy about?

When tasked to engage in a discussion about an issue, students may not know what they should be talking about or they end up discussing the issue superficially.

Depth and Complexity Icons are visual prompts that help students examine concepts beyond surface level understanding and develop their critical thinking skills. Each icon requires students to focus on a particular aspect of the concept and examine it from the concrete to the abstract, while making connections to other existing concepts they have learnt.

This is done through a series of questions associated with each icon.

Thus, these icons serve as scaffolds which help students to experience the

thinking process and frame their analysis of the concept.

Exposure to the different aspects of a concept provides students with a holistic understanding of the concept.

Thus, when examining the concept in relation to a particular societal issue, students will be able to bring in these different lens and appreciate the multiple perspectives surrounding the issue, resulting in more constructive discussions.

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iSSues Explorer Social Studies (Secondary) Unit

Heick, T. (2013, November 15). 11 brilliant ways to frame critical content: a complexities chart. Retrieved from: http://www.teachthought.com/critical-thinking/11-brillitant-ways-frame-critical-content-complexities-chart/ References:  Hess, D. E. (2009). Controversy in the Classroom. New York and London: Routledge.  Zwiers, J. & Crawford, M. (2011). Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings. Portland: Stenhouse Publishers.  To find out more about this strategy and how it can be customised for different learners, please visit the following website: http://envisiongifted.com/depth-and-complexity.html  To find out how to design effective discussions in the classroom, you may refer to Section 4.2 of the Teaching and Learning Guide (the softcopy of this section can be found here).

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How can this strategy be applied in our classroom?

These icons are useful in

1.

Teacher distributes sources reflecting different perspectives about an issue to students.

2.

Teacher introduces a few simple icons (e.g. trends, details, patterns or unanswered questions) to familiarise students with how they should use the icons as they discuss and understand the perspectives found within the sources. Other relevant icons can be added subsequently to extend their analysis and discussion. Teacher may also create other icons to suit his or her purpose. For example, a

helping students dig deeper into a concept and hence, understand it with greater complexity.

‘local’ icon can be created where students have to examine how an issue that is being discussed can be examined from the Singapore context. It is useful to note that not all icons can be used to a n a l y se a l l s o u r c e s o f information, as this is dependent on the richness of the source that is being examined.

3.

Students use these icons to frame their discussions. This can be used for both small group and classroom discussions.

EXAMPLE If the teacher would like to facilitate a discussion about the impact of socio-cultural diversity in Singapore, he/she can assign the following icons to different students in a group:

a)

Trends icon: student A may focus his/her sharing on the trends in terms of what groups of foreigners are moving to Singapore and for what reasons.

b)

Details icon: student B may focus his/her sharing on the impact of more socio-cultural diversity in Singapore.

c)

Different Perspectives icon: student C shares multiple perspectives about how the impact of growing socio-cultural diversity can be managed to preserve peace and harmony in a society.

d)

Changes over time icon: student D analyses changes in peoples’ opinions of foreigners in the country which will reveal new perspectives about our changing society.

Alternatively, if the discussion is conducted at a class level, the teacher can assign different icons to different groups in the class. These icons are useful in helping students dig deeper into a concept and hence, understand it with greater complexity. This holistic understanding of a concept, when applied to the examination of an issue, will allow the student to uncover different perspectives, and facilitate more constructive discussions. This does not mean that only the student who is assigned the icon is allowed to share his/her view from that angle. Other students in the group can add on to what the student has shared.

Assigning the icons would help to ensure that the various perspectives - be it in terms of points of view of different groups of people or in terms of changes over time - will not be left out from the discussion.

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iSSues Explorer Social Studies (Secondary) Unit

As a school approach, a common set of depth and complexity icons can be agreed upon by teachers teaching different subjects, as the thought processes can be applied to many subjects. The simpler icons can also be taught to students in lower secondary so that when they are in Upper Secondary, they will be more comfortable and ready to be exposed to the more difficult icons. Repeated exposure to these icons will help students internalise the different ways of thinking and develop their critical thinking skills.

Dice It Up Understand the differences between core and dynamic content

“Do students have to memorise all the examples in the Coursebook?�

To answer this question, teachers need to understand the differences between core and dynamic content in the Revised Syllabus. This section hopes to unpack the idea of core and dynamic content.

As seen from the diagram on the right, at the heart of the Revised Social Studies Syllabus lies the core content, which students need to understand in order to achieve the Key Understandings and Knowledge Outcomes. This core content is reflected in the Detailed Syllabus Content (found in both the exam and teaching syllabuses). The Detailed Syllabus Content is further unpacked into the Detailed Knowledge Outcome (found in both the teaching syllabus and the Teaching & Learning Guide).

Dynamic content is to be discovered by students through exploration and discussion. They may find these in examples featured in the Coursebook, in newspaper articles they read, through conversations with their families and friends, or discussions in class. Dynamic content is meant to be used to amplify and support their understanding of the core content.

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Let us examine the differences between core and dynamic content through a set of KUs and KOs found in Issue 3 - Being Part of a Globalised World.

We can see that students do not need to memorise every example found within the Coursebook. Rather, they will need to learn to use examples they have learnt (from within or beyond the Coursebook) to substantiate their understanding of the core content.

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What’s Simmering?

Societal issues to pay attention to Issue 1 — Exploring Citizenship and Governance Knowledge outcomes: Students will be able to understand: 

the challenges of determining what is good for a society; and



the functions of government and how governments work for the good of society.

This article examines the concerns behind the construction of the Cross Island MRT line. Nature groups had raised concerns that the construction of the line would have a negative impact on the Central Catchment Nature Reserve, especially if the line cuts across the nature reserve instead of skirting around it.

Possible classroom activity: Teachers may wish to get students to read the entire article, or provide a short write-up of the article.

The proposed construction of the Cross Island MRT line has generated mixed responses. Nature groups are concerned about the environmental impact that may arise with the line cutting across the Central Catchment Nature Reserve and are advocating for the line to be diverted around the reserve. Some residents whose homes may be affected should the line be built around the nature reserve question the need for the diversion.

Thereafter, students may discuss the following question: The article states that the proposed construction of the Cross Island MRT line across the Central Catchment Nature Reserve has generated concerns from different groups of people.

In your opinion, what are some strategies the government can use to address the concerns of different groups of people before making a decision regarding the Cross Island Line construction? Propose two strategies and explain how your strategies would be effective and feasible.

Possible student responses and further readings showcasing the different perspectives (Nature Society, residents who may be affected, Land Transport Authority etc.) can be found in OPAL via this link (pages 1 – 2). We hope you will find these resources useful in supplementing your understanding of this issue.

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iSSues Explorer Social Studies (Secondary) Unit

Issue 2 — Living in a Diverse Society Knowledge outcomes: Students will be able to understand: 

the experiences and effects of living in a diverse society; and



the various ways in which governments and individuals can respond to the effects of living in a diverse society.

This article explores the experiences of a foreigner living in Singapore who had experienced discrimination when renting accommodation in the country.

Possible classroom activity: Teachers may wish to get students to read the entire article, or provide a short write-up of the article.

There have been experiences of discrimination faced by foreigners in Singapore. “I called up several landlords who had listed rooms for rent,” Sunil, a Sri Lankan who spent eight years living in the UK, said.

“Things would start out okay, maybe because of my [Western] accent - but the moment they heard my name, they'd blank out. Many said ‘sorry, we don't rent to these people’, or ‘sorry, no room for Indians’.”

Sunil, a civil engineer who arrived in 2012, said he was rejected by at least four landlords.

Studies suggest that there is relatively little discrimination in the public sphere, such as at work, but things can be different in private, such as in their personal lives.

Thereafter, students may discuss the following question: The article states that some foreigners in Singapore have faced discrimination in renting private accommodation.

In your opinion, how can discrimination against foreigners be minimised? Suggest two measures and explain how the measures would be effective and feasible.

Possible student responses and further readings on case studies of other countries (African students in India; A British man in Taiwan) and a report by the Institute of Policy Studies regarding the sentiments on immigrant integration can be found in OPAL via this link (pages 3 – 4). We hope you will find these resources useful in supplementing your understanding of this issue.

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iSSues Explorer Social Studies (Secondary) Unit

Issue 3 — Being Part of a Globalised World Knowledge outcomes: Students will be able to understand: 

how technology has made the world more connected; and



the different responses to tensions arising from some security impacts of globalisation.

This article discusses the tensions arising from the US authorities’ request for Apple Inc. to unlock a smart phone belonging to a suspected terrorist. It provides an overview of various perspectives supporting either side.

Possible classroom activity: Teachers may wish to get students to read the entire article, or provide a short write-up of the article.

On December 2, 2015, 14 people were killed and 22 were seriously injured in a terrorist attack in San Bernardino, a small town in the US. Subsequently, police recovered a smartphone belonging to one of the dead terrorists which they believe to contain information that may help in their investigation of the attack.

However, the smartphone was protected with a password and the US government requested for the assistance of the smartphone company to help unlock the phone. The US government also requested that the company modify future versions of the smartphone software to make such smartphones easier to unlock. The company refused to cooperate, citing the need to protect their customers’ privacy.

Governments all over the world, including Singapore, have been following this dispute closely given the widespread popularity of smartphones and the danger posed by transnational terrorism.

Thereafter, students may discuss the following question: The article states that the US government requested for the assistance of a smartphone company to unlock a smartphone which belonged to one of the suspected terrorists.

In your opinion, if a similar situation were to occur in Singapore, should a smartphone company agree to the government’s request to unlock the smartphone? Provide two reasons to support your stand.

Possible student responses and further readings (statement by Apple Inc.; response by FBI and possible implications in the context of Singapore) can be found in OPAL via this link (pages 5 – 6). We hope you will find these resources useful in supplementing your understanding of this issue.

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iSSues Explorer Social Studies (Secondary) Unit

What’s Cooking What’s cooking in the area of professional development

Please download the workshop synopsis and registration form via this link.

Click on this link to access past issues of NE Forte

Connecting Educators as Learning Designers: Designing for Learning and Thinking One of our Takeaways from ICTLT 2016 In the recently concluded International Conference on Teaching and Learning with Technology (ICTLT), Professor Diana Laurillard shared about the use of blended learning, which involves using the most appropriate learning technologies, alongside our usual teaching methods. This requires a thoughtful integration of technology into classroom practices, with each component enhancing the other. Thus, technology should not be used simply to replace conventional methods of teaching. When planning for lessons, teachers should consider appropriate pedagogies first, before thinking about what technologies can be used to enhance their students’ learning.

Prof Laurillard shared six ways in which students learn: 1) Acquisition

: learning through receiving information from the presentation/presenter (e.g. listening, watching and reading)

2) Inquiry

: learning through gathering evidence to develop understanding

3) Practice

: applying the knowledge gained through acquisition (e.g. working on an assignment based on the feedback received or knowledge gained from a lecture)

4) Discussion

: exchanging of ideas, asking questions, providing answers and debating over the answers

5) Collaboration : working with others in order to achieve a joint outcome 6) Production

: creating something for others to evaluate against an agreed criteria

Blended learning allows for greater personalisation, flexibility, inclusiveness and efficiency. Let us look at one example of how blended learning differs from conventional ways of learning.

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As seen from the diagrams above, the blended learning approach not only provides students with more opportunities to learn through practice, but also allows students the ability to customise their learning to suit their needs. This could range from the pace of learning, the difficulty level of the content or other learning preferences.

It is useful to note that through reading, watching and listening, students gain information/perspectives about a particular concept/issue. However, this information/perspectives will only be translated into knowledge about a concept/issue, when students are able to apply the information/perspectives in their practices. Thus, Social Studies teachers may wish to consider using the blended learning approach for their lessons, where students are made to read up on certain concepts/issues before class. This will allow the teacher to make full use of class time to deepen students’ understanding of the issue or address misconceptions that may surface as they apply what they have learnt to their work, thus providing more support as students translate the information/perspectives gained into knowledge about the concept/issue.

References: Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. London: Routledge

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iSSues Explorer Social Studies (Secondary) Unit

Here, you can find links to content updates relevant for either/both the Express/Normal (Academic) or Normal Technical syllabuses. These updates will support you in bringing in dynamic content to support understanding of core content in the syllabuses. There are also links to readings that will deepen teachers’ understanding of societal issues in Singapore and the world.

For updates on Budget 2016, please visit the following website: Singapore Budget 2016 For updates on key areas under MOE’s 2016 budget, please visit the following website: Ministry of Education Budget 2016 For updates on the COS Debate for Budget 2016, please visit the following website: COS Debate 2016 For commentaries on Budget 2016, please visit the following websites: IPSCommons; The Diplomat Updates to data in table on Singapore Citizens and Permanent Residents/Non-Residents for 2013 to 2015 Year

Total Population

2013 2014 2015

5,399,200 5,469,700 5,535,000

Singapore Citizens 3,313,500 3,343,000 3,375,000

Permanent Residents and Non-Residents 2,085,600 2,1267,00 2,160,000

With reference from: Singstat publication (page 3) For updates on Singapore’s population trends, please visit the following websites: Infographic on Singapore’s population profile Social Studies Normal (Technical) Secondary 1B Coursebook — page 16

To access the speech by Mrs Josephine Teo on population, at the Committee of Supply 2016, please click on the following link: Great place for families and a cohesive and open society

Other Useful Readings

The Year in Review: Policy and Political Developments in 2015

Singapore Story 2.0: Strengthening the Core (RSIS)

(LKYSPP)

Access

Access

SP 2016: Panel on “Collaborative Governance”

The Future of Diversity (IPSCommons LKYSPP)

(LKYSPP)

(IPSCommons LKYSPP)

Access

Ho Kwon Ping on Society and Identity

Countering the Narrative of Terrorism: Role of the Singaporean Community Crucial (RSIS)

Access

Access

Access