iSSues Explorer (Aug 2016)

iSSues Explorer Social Studies (Secondary) Unit Aug 2016 (National Day Special)

Developing Our Students as Informed, Concerned and Participative Citizens

Selection of the Month Differentiated Instruction1 — Meeting the needs of different learners When you think of the term “Differentiated Instruction”, what comes to your mind?

“Differentiated

If you hold any of these opinions, you may have some misconceptions of what differentiated instruction is and we hope to address them through this article.

instruction is a form of

“Differentiated instruction is a form of instruction that seeks to maximise each student’s

instruction that seeks to

growth by recognising that students have different ways of learning, different interests, and different ways of responding to instruction” (Ravitch, 2007)2.

maximise each student’s growth by recognising that students have different ways of learning, different interests, and different ways of responding to instruction” (Ravitch, 2007).

A common misconception is that differentiated instruction involves assigning different tasks to different students based on their abilities and may result in different learning outcomes (e.g. giving a more difficult task to a higher progress learner and a simpler task to a lower progress learner). However, as all students should be achieving the same set of learning outcomes, such distinctions would not be advisable. While the outcomes should not be differentiated, the process through which students reach that achievement level can be differentiated. We can try to understand differentiated instruction as providing the necessary support for students to have the best chance of attaining the standards. For lower progress learners, teachers can provide scaffolds such as question stems or cues that would guide students towards achieving the learning outcomes. The scaffolds provided can differ from task to task, depending on students’ needs and progress. Thus, the teacher is not taking the struggles away from the student, as that is part of the learning process, but rather providing them with the necessary tools to deal with the struggles. This will allow students to take greater ownership of their learning, as knowledge is constructed through the process of thinking about and doing the task.

For higher progress learners, teachers may provide additional tasks that either reinforce students’ understanding of the issue or extend students’ knowledge about the issue.

To effectively practise differentiated instruction in the classroom, teachers can consider the following steps when planning for their lessons:

1 Based on Robyn Jackson’s workshop on Differentiated Instruction – organised by the Association for Supervision and Curriculum Development (Singapore).

2 Ravitch, D. (2007). EdSpeak: A glossary of education terms, phrases, buzzwords and jargons. Virginia, USA: Association for Supervision and Curriculum Development.

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1. Differentiate nice-to-knows

iSSues Explorer Social Studies (Secondary) Unit

between

the

need-to-knows

and

the

It is important to make this distinction as teachers should only focus on differentiating the need-to-knows rather than the nice-to-knows.

The need-to-knows refer to essential content of

The need-to-knows refer to essential content of the subject that every student requires in order to be successful while nice-to-knows refer to additional knowledge that enrich but are not essential for a student’s success.

the subject that every student requires in order to be successful while nice-to-knows refer to additional knowledge that enrich but are not essential for a student’s success.

By focusing only on the need-to-knows, teachers would reduce the amount of time and effort needed in planning to provide the support in a lesson, while still ensuring that students’ needs are addressed.

2. Determine what type of knowledge is required for the purpose of a particular lesson: Content Knowledge and/or Procedural Knowledge Content knowledge refers to what students need to know (subject specific knowledge) while procedural knowledge refers to how students need to process or manipulate the content.

This can be determined by examining lesson objectives derived from the syllabus document. The general rule of thumb is that the nouns describe the content knowledge that is necessary while the verbs describe the relevant procedural knowledge.

For example, if the objective of a lesson is: To demonstrate perspective-taking when examining the tensions that arise from trying to meet the competing needs and interests of different groups in society.

The content and procedural knowledge are as follows:

While content and procedural knowledge should not be seen in isolation, by identifying the key focus of the lesson, teachers will be able to design scaffolds that would enable students to complete the task. For example, if the key focus of the lesson is for students to practice applying procedural knowledge, teachers may wish to provide the content knowledge (the different tensions that exist) as a form

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of scaffold, so that all students will be able to complete the activity on their own and will not be at a disadvantage should they not possess the necessary content knowledge. Alternatively, if the key focus of the lesson is for students to explore different perspectives in order to develop content knowledge, teachers may provide scaffolds that would guide students in the process of perspective-taking.

3. Diagnose your students To determine what type of support to provide students

It is common to categorise students into ‘low progress’ or ‘high progress’ learners based on their achievements at a specific time. However, to determine what type of support to provide students with, it is necessary to identify the area which they require support in. As such, students can be grouped into one of the four categories below, based on the type of knowledge they require support in:

with, it is necessary to identify the area which they require support in.

Such information would be useful when determining the different kinds of support to provide to students in a class. For example, a student who possesses low content but high procedural knowledge may require support that would help to level up their understanding e.g. getting students to watch relevant videos on the issue. In contrast, students with low content and low procedural knowledge may require support in the form of remediation as levelling up their contextual knowledge will not be sufficient in helping them to complete the task.

Such preparation needs to be done prior to the lesson so that teachers have the necessary “tools” at their fingertips to address the varied learning styles and needs of each student during the course of a lesson. This will be further elaborated in the next step.

4. Plan a lesson and build in the support for the different types of students Teachers should start by planning a good lesson which includes thinking about the teaching pedagogies and strategies that would work best in their classroom for a teachers to think about particular topic. Thereafter, they can build in support structures that students from each of the four categories may require to effectively complete the activities planned the necessary scaffolds for that lesson. Teachers should think about necessary scaffolds and prepare relevant materials prior to the lesson. This will allow teachers to focus attention on students’ and prepare the varied needs during the lesson and respond accordingly. The support structures can relevant materials prior be made available to all students at the start of the lesson (e.g. teachers place the extra hand-outs at the front of the class and students decide if they require them); to the lesson. This will made mandatory for some students in class and optional for the rest; or assigned to allow teachers to focus students who face difficulties during the course of the activity.

It is important for

their attention on students’ varied needs during the lesson and respond accordingly.

In conclusion, we can see that differentiated instruction, when done accurately, not only allows teachers to provide the necessary support to students during the course of a lesson, but also gives students a sense of ownership of completing the task and helps them achieve the learning outcomes of the lessons.

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iSSues Explorer Social Studies (Secondary) Unit

Dice It Up Smart Nation Singapore There have been concerns from the public over how government computers would have limited access to the internet. Before we start examining the challenges, let us take a step back and examine the larger context of why such a measure is necessary.

Launched in November 2014, Singapore’s Smart Nation initiative envisions Singapore to be a nation where people live meaningful and fulfilled lives, enabled seamlessly by technology, offering exciting opportunities for all. To succeed, people, businesses and the government need to work together, as citizens are at the heart of the Smart Nation vision, not technology. While infrastructures, policies, ecosystems and capabilities are put in place, a culture of experimentation and innovation is encouraged, with the government working with citizens and companies to co-create solutions.

For a start, the government has identified five key domains that will have significant impact on the citizen and society. They are: transport, home & environment, business productivity, health and enabled ageing, and public sector services.

The Smart Nation vision is intended to make our daily living more convenient with technologies like the ability to turn off electrical appliances using a phone and accessing public transport information that is readily available. It is also intended to strengthen our community and society as we can connect more effectively with others and be empowered to help one another. With social media, we are able to keep in touch with and care for one another. There will also be the creation of “Silver Infocomm Junctions�, which will provide affordable and customised IT trainings for seniors. This will help to ensure that technology is used in an inclusive way.

In order for the Smart Nation vision to materialise, there is a need to work on cybersecurity, as it is a key enabler. As more data is transferred through mobile devices and systems in order to make our lives more convenient, it is crucial to have secure systems. This includes preventing the stealing of sensitive information and preventing our systems and critical infrastructure from being attacked. For example, there is a need to protect the IT systems of hospitals from malware attacks, as such threats can have serious implications on the well-being of patients.

As more data is transferred through mobile devices and systems in order to

While we recognise that cyber infrastructures will not be completely impregnable, there is the need to ensure that our systems are as safe and secure as they can be. This is the reason why the measure to cut internet access from government computers was introduced. It is intended to keep government data secure as there had been efforts to attack government systems. Nonetheless, the government acknowledges that internet separation may not be feasible in some cases and relevant agencies will have to work with the Infocomm Development Authority (IDA) to determine how they should proceed forward.

Nonetheless, the move to cut internet access from government computers will bring about some challenges. For example, groups of government officers may have to share the dedicated internal terminals, which may result in lower productivity. In addition, should officers need to make reference to a particular article/webpage using their work computer, they need to convert before forwarding to their work email. Some critics

make our lives more convenient, it is crucial to have secure systems.

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have also questioned the effectiveness of this measure, as the forwarding of documents between government emails and personal emails may put public servants at additional risk.

While this new cybersecurity measure will no doubt result in some inconvenience and challenges, let us not forget why such measures were introduced in the first place. Teachers may wish to share such perspectives with students when discussing about the issue of cybersecurity in Issue 3 of the Revised Express and Normal (Academic) Social Studies syllabuses.

To find out more about Singapore’s Smart Nation vision, please visit the following websites: http://www.smartnation-forbes.com/ and http://www.smartnation.sg/ References 

Infocomm Development Authority. (2016). Smart Nation Vision. Retrieved from https://www.ida.gov.sg/Tech-Scene-News/Smart-Nation-Vision



Prime Minister’s Office Singapore. (2014, Dec 8). Transcript of Prime Minister Lee Hsien Loong's speech at Smart Nation launch on 24 November.

Retrieved from http://www.pmo.gov.sg/mediacentre/transcript-prime-minister-lee-hsien-loongs-speech-smart-nation-launch-24-november



Prime Minister’s Office Singapore. (2016, June 8). Smart Nation. Retrieved from http://www.pmo.gov.sg/smartnation



Tham, I. (2016, July 11). Parliament: Exceptions may be made for now in move to hive off Web surfing on public servants' PCs, says Yaacob Ibrahim. The Straits Times. Retrieved from http://www.straitstimes.com/tech/parliament-exceptions-may-be-made-in-move-to-hive-off-web-surfing -on-public-servants-pcs-says

What’s Simmering?

Societal issues to pay attention to What makes Social Studies engaging for students is the relevancy, relatability and currency of the issues discussed. Thus, this section aims to uncover some of the perspectives surrounding three currently evolving societal issues and provide suggestions on possible discussion questions that teachers can use in the Social Studies classroom.

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



how citizens can participate in working for the good of society.

This article explores the Progressive Wage Model (PWM) that was introduced by the labour movement in 2012.

The PWM model is Singapore’s alternative to the ‘minimum wage’ policy, the latter involving a salary floor implemented across all industries. Even though the PWM model prescribes minimum wages in certain sectors, it differs from the ‘minimum wage’ policy as the PWM model focuses on increasing the salaries of low wage workers through upgrading of skills and improving productivity. Teachers may wish to use this article to explore the tensions and trade-offs that the Singapore government has to consider in the process of safeguarding the interests of citizens.

Teachers can initiate a discussion about the following: 

Before 2012, the Singapore government was rather hesitant in implementing the minimum wage model with Mr Lim Swee Say calling the concept as “something we don't embrace”. Why do you think this is so?



Why do you think the government soften their stance on wage intervention strategies such as the PWM model?

To access possible responses to the discussion questions suggested above, please click on this link (page 1).

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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 outlines two strategies shared by Deputy Prime Minister Tharman Shanmugaratnam at an international conference on intergenerational transfer, human capital and inequality at the National University of Singapore, on May 26 2016. The strategies involve developing human capital through early intervention in a child’s life, as well as integrating people with different socio-economic and ethnic backgrounds through the shared space of public housing. Teachers may wish to use this article to explore the role of the government and individuals in managing socio-economic diversity in Singapore.

Teachers can initiate a discussion about the following: 

What do you understand by the term ‘social mobility’?



Why do you think it is important for Singapore and Singaporeans to continue to strive for more upward social mobility?



Do you agree that integrating people with different socio-economic and ethnic backgrounds through the shared space of public housing will help improve social mobility in Singapore?

To access possible responses to the discussion questions suggested above, please click on this link (page 2).

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



different responses to tensions arising from some economic impacts of globalisation.

This article examines possible economic impact of Brexit on Europe and the rest of the world. While Britain’s exit from the European Union (EU) would no doubt have implications for Europe, economies across the rest of the world may also be affected, depending on the trade deals that Britain eventually negotiates with the EU and the speed at which this is done. Teachers may wish to use this article to explore the extent of interconnectedness and interdependence of economies around the world and the implications of having such interdependency.

Teachers can initiate a discussion about the following: 

How have globalisation affected the way a country’s economy functions today?



To what extent would Britain’s exit from the European Union affect Singapore’s economy?

To access possible responses to the discussion questions suggested above, please click on this link (pages 3&4).

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

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 the core content in the syllabuses. There are also links to readings that will deepen teachers’ understanding of societal issues in Singapore and the world, as well as useful resources that teachers can explore for their lessons.

Updates to ‘Did You Know’ feature Did you know: “Mr Chua Sian Chin was the Minister of Home Affairs from 1972 to 1985.”

Edit: Mr Chua Sian Chin was the Minister of Home Affairs from 1972 to

1984. He was also the Minister for Education from 1975 to 1979.

Social Studies Normal (Technical) Secondary 2A Coursebook - page 71

To find out more about Mr Chua Sian Chin, please click on the following link: National Library Board (infopedia)

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20 Collaborative Learning Tips and Strategies for Teachers

NE FORTE Here are some suggestions on how the articles and questions shared through NE Forte can be used by Social Studies educators.

29 June 2016 This edition of NE Forte explores the importance of getting students to look beyond themselves and their immediate surroundings to consider the broader national and global contexts. Through the case study of “Brexit”, students are made to reflect on the impact that Britain’s exit from the European Union would have on ASEAN and Singapore. Teachers can use these resources when examining Chapter Nine of the Revised ENA Syllabus – How do we respond to tensions arising from some economic impacts of globalisation?

(pages 2 & 3)

by teachthought

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually. This could be because groups tend to learn through discussion, clarification of ideas and evaluation of other ideas, which results in information being retained in the long term memory.

To access the 29th June edition, please click on this link.

This teachthought article provides 20 learning tips and strategies that can help teachers facilitate effective collaborative learning in the classroom.

13 July 2016 This edition of NE Forte explores the importance of getting students to better appreciate Singapore’s cultural heritage and understand how different communities have worked together to create the special blend of harmony that we enjoy in our country. Through the articles shared, students can reflect on the their role in helping Singapore to thrive amidst our racial and religious diversity. Teachers can use these resources when examining Chapter Six and Seven of the Revised ENA Syllabus – What are the Experiences and Effects of Living in a Diverse Society? and How can We Respond in a Diverse Society?

A historical virtual tour of the Old Supreme Court (pages 2 & 3)

To access the 13th July edition, please click on this link.

Useful Readings to deepen teachers’ understanding of societal issues in Singapore and the World.

Think twice before you shoot off your mouth

Prima Deli case: Toast the racist, not the race, so we can have our cake & eat it too

[An article on the newly introduced Administration of Justice (Protection) Bill which specifies what is contempt of court]

[An article on how one should not associate racist actions/ comments made by an individual with a particular race]

(The Middle Ground)

(Mothership)

Access Singapore governance in a troubled post-Brexit world

Access

(IPSCommons)

Cyber conflicts and Singapore’s ‘Total Defence’ strategy

Access

(RSIS)

Access Decades of investment in education have not improved social mobility (The Guardian)

Access

IS attacks Southeast Asia during Ramadan (RSIS)

Access

Those who have not visited the Old Supreme Court can now do the next best thing! The Old Supreme Court app (developed by the Singapore Academy of Law) takes users on an interactive virtual tour of the court in a first person perspective. Set to stirring music and accompanied by clear, engaging narration from a cast of characters, the user is introduced to various points of interest in the Old Supreme Court, including the basement holding cells, the jury box, the Chief Justice’s court and the foundation stone. Photos and audio recordings from David Marshall and former Chief Justice Wee Chong Jin are embedded within the tour, providing interesting anecdotes on Singapore’s legal history.

Teachers can use this app to spark students’ curiosity about the Judiciary system in Singapore, which is one of the three organs of state provided by the constitution.

To preview the affordances of the app, please click here.

To download the IOS version for free, please click here.

To download the ANDROID version for free, please click here.

Do also look out for resources on the Constitutional Gallery, which is expected to open at the National Gallery in August 2016. The gallery will showcase Singapore’s key constitutional documents and tell the story of Singapore’s constitutional development – from the time of Sir Stamford Raffles, when modern ideas of a constitution first emerged, to the nation’s independence in 1965.

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iSSues Explorer Social Studies (Secondary) Unit

National Day Special

Dynamic Content

Citizens on Patrol An example of how individuals can play a part, individually and collectively, in safeguarding the peace and security of our homes and society.

Citizens on Patrol is a community-initiated effort where volunteers staying in a neighbourhood patrol the housing estate to enhance the security of the estate. This initiative seeks to achieve three key aims:

1. To educate residents about key messages or initiatives (e.g. the SG Secure Movement) This is especially crucial as there are groups in the community who might not be aware of initiatives communicated through mainstream or social media platforms due to language barriers or lack of access to such information.

Volunteers involved in Citizens on Patrol will go door-to-door during scheduled patrol dates to explain these initiatives to heighten awareness of these security measures.

2. To inform the police of suspicious activities and characters in the neighbourhood Such collaborations are necessary as the police force cannot be present all the time to prevent the occurrence of illegal activities.

Volunteers act as the “eyes and ears of the police force� by informing the police if they spot any suspicious activities or characters.

This includes identifying those who are involved in the smuggling of contraband cigarettes, as well as preventing youths from getting into skirmishes during gatherings at nights.

3. To look out for potential hazards and inform the relevant authorities Public utilities such as lightings along walkways, uneven road surfaces and even malfunctioning lifts can pose risks and inconveniences to residents. Thus, volunteers will report such occurrences to the Town Councils or other authorities so that actions can be taken to remedy the situation. This helps to improve the overall living experience and security for the residents in the neighbourhood.

The work of volunteers involved in Citizens on Patrol can result in close working ties between citizens and the police force and heightened awareness of residents in the neighbourhood. Through this, we can see that individuals can play impactful roles that contribute towards improving the safety and security of their community.

Read the following article to find out more about the work done by volunteers involved in the Citizens on Patrol initiative.

Happy National Day!