iSSues Explorer (Feb 2017)

FEBRUARY 2017

ISSUES EXPLORER SOCIAL STUDIES SECONDARY UNIT

Developing Our Students as Informed, Concerned and Participative Citizens

01 - 04 SELECTION OF THE MONTH

05 Dice it up

Principles of Governance?

Building Academic Vocabulary 06-09 What's simmering

ExploringSocietal Issues

10-11 What's cooking

Professional Development

SELECTION OF THE MONTH #1

BUILDING STUDENTS' ACADEMIC VOCABULARY

A strategy to help unpack concepts in the classroom

Definitions of concepts do not come easily to students, especially when these concepts are complex or difficult to understand. One likely response you might encounter as a teacher when asking for the definition of a concept is a textbook definition memorised by the student. This will probably bring you to the next question – Does the student really understand the meaning of the word? In this issue of iSSues Explorer, we would like to introduce to you a simple pedagogical tool, “Building Academic Vocabulary” by Robert J. Marzano, to assist you in the teaching of concepts through the use of core and dynamic content.

According to Marzano, the development of one’s vocabulary is similar to attaining background knowledge. He argues that having related background information on a subject helps a person learn new information about that subject much better than if he or she did not have that knowledge. Marzano recommends a direct-instruction approach based on the following six characteristics of an effective approach to direct vocabulary.

Characteristics of an effective approach to direct vocabulary instruction

by Robert J Marzano

o It does not rely on definitions but rather on descriptions o Students MUST represent their knowledge in both linguistic and non-linguistic ways o Involves gradual shaping of word meanings through multiple exposures o Students should discuss the terms they are learning o Students should play with words o Focus on terms that have a high probability of enhancing academic success

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1. SELECTION OF THE MONTH

Marzano recommends a six-step process to help students build their academic vocabulary through a series of activities to understand a new concept. These six-steps allow students to create their own understanding of the concept by drawing and then having them write the definitions in their own words.

Provide a description, explanation or example

Step #1

Step #2

Step #3

Step #4

Step #5

Ask students to restate or re-explain meaning in their own words

Ask students to construct a picture, graphic or symbol for each word

Engage students in activities to expand their word knowledge

Ask students to discuss vocabulary words with one another

Have students play games with the words

Step #6 This six-step process can be further categorised into two stages where the first three steps help educators introduce a new concept to students and develop initial understanding in them, while the next three steps help students to sharpen their understanding as well as to build on the knowledge that they have just attained.

The first three steps is used to help students grasp the meaning of one concept and it would have to be repeated several times before moving on to the remaining three steps for consolidation of knowledge.

Some examples are illustrated using the concept of 'trade-offs' in Issue 1 and 3.

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1. SELECTION OF THE MONTH Step #1

Provide a description, explanation or example

This step allows for the teacher to provide initial information through either telling a story, using pictures and videos, or telling a story relating to the concept. When a new term is learnt, students only have a rather informal understanding of it, rather than a dictionary definition, which is more formal. Thus, this step allows for a more natural starting place for students when learning a new term.

Example

Trade-offs in Issue 1, GQ2: How do we decide on what is good for society?

Trade-offs in Issue 3, GQ 2: How do we respond to tensions arising from some economic impacts of globalisation?

The tensions of trying to meet the competing needs and interests of different groups in society arise from a combination of limited resources, differing priorities and unequal sharing of costs.

The positive and negative economic impacts of globalisation create tensions and trade-offs at different levels.

- Differing priorities would impact resource allocation in order to meet differing needs and interests.

- In meeting the differing needs and interests in society, some individuals or groups will bear greater costs of development than others.

Step #2

- Individuals can benefit from the global economy as they have greater access to employment opportunities overseas and better job prospects and income. Individuals also face increased competition from both within and beyond the country.

Ask students to restate or re-explain meaning in their own words

Students to write down a definition of the new concept IN THEIR OWN WORDS after receiving information about it in Step 1. It is essential that the student pens a definition that is not copied or lifted from the information provided. This is done so that they can make meaning of the new concept taught and this would allow them to internalize the meaning of the word and store it in their long term memory.

Example

Trade-offs in Issue 1, GQ2: How do we decide on what is good for society?

Trade-offs in Issue 3, GQ 2: How do we respond to tensions arising from some economic impacts of globalisation?

“I think that a trade-off is made when somebody suffers while other people benefit.”

“I think that a trade-off is made when somebody suffers while other people benefit.”

If you would like the student to provide an example, this could be one:

This could be a more specific explanation:

“So if an empty field which I use to play football is converted into a new hawker centre, the community benefits as they have another eating place to visit but I now have to look for another place to play football”.

“Just as Singaporeans often get opportunities to work overseas, people from other countries can also come to Singapore to work even though a local can do the same job. I guess globalisation works both ways.”

NB: The same definition could be used if student views ‘trade-off’ to be general in nature. //03

1. SELECTION OF THE MONTH Step #3

Ask students to construct a picture, graphic or symbol for each word

This is the time when the students draw out the meaning of the word. The drawing can be abstract, as long as it brings out the meaning of the concept. They may need a little modelling and guidance when they do the activities for the first time. This allows the information to be presented non-linguistically and helps the student mentally connect with the linguistic definition made in Step 2. The drawing would help the student remember the meaning of the concept and as long as he or she is able to explain how the drawing defines the concept, the student has shown understanding. After Step 3 is done several times, the students would have learnt a handful of concepts. After which they can move on to Steps 4 to 6.

Step #4

Engage students in activities to expand their word knowledge

Use strategies such as comparing and contrasting, word bank books, mind mapping, etc to help students expand their knowledge with words that have links to the new concept taught. Doing so helps students to build their dynamic content, which is the knowledge needed to amplify and deepen their understanding of the core content introduced earlier. By exposing them repeatedly to the new concept, students are provided opportunities to interact with the concept in different ways.

Step #5

Ask students to discuss vocabulary words with one another

Through various methods of group work, such as ‘Think-Pair-Share’ or Structured Academic Controversy, students should talk to one another about the concept learnt and possibly how to apply them in various situations. Collaboration with others about what we are learning deepens the understanding of everyone involved.

Have students play games with the words

Step #6 Games can help students keep their understanding of the new concepts fresh in their minds and allow students re-examine understanding of terms. Games are used to help and encourage many learners to sustain their interest and work and help the teacher to create context in which the vocabulary is useful and meaningful.

Reference: Excerpted from Building Background Knowledge for Academic Achievement: Research on What Works in Schools (pp. 70 – 89), by R. Marzano, 2004, Alexandria, VA: Association for Supervision and Curriculum Development.

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DICE IT UP #2 Ideas Shaping

Governance

In Issue 1, the phrase ‘Ideas shaping governance’ is used when referring to four principles that shaped governance in Singapore, namely: having good leadership, anticipating change and staying relevant, providing a stake for everyone as well as practising meritocracy. In the legacy syllabus, these were referred to as ‘Principles of Governance’. Do you know that the narrative on Principles of Governance, initially presented in 2004 by PM Lee Hsien Loong, has shifted through the years?

Principles in general are important to contribute to successful governance.

However, with progress, there is a need for principles to be re-translated for changes in the current context. If the principles are not suitable for the changes, then there may be a need to think of new principles.

One way the coursebook reflects how a principle was modified to ensure they remain relevant was through sharing the evolution of the understanding of the term ‘meritocracy’. Emeritus Senior Minister Goh Chok Tong spoke about making meritocracy work for all in 2013 while Deputy Prime Minister Tharman Shanmugaratnam shared in 2014 about the need to move towards meritocracy through life.

Do you know that the narrative on Principles of Governance, initially presented in 2004 by PM Lee Hsien Loong, has shifted through the years?

Besides that, we are moving away from a model of leadership that is top-down, where the government sets the direction for our country, to one that is multi-level, where different stakeholders see a role for themselves in driving change. There is a greater focus on active citizenry, where citizens play an active role in coconstructing policies and programmes that would affect our country’s development.

There are various challenges in our country that can only be managed through the collaboration of various stakeholders. Some of these efforts include the Yellow Ribbon Project as well as SG Haze.

In understanding Singapore society today, it is important for us to critically analyse how the principles that contributed to the governance of Singapore may have evolved and whether they are still relevant in our society.

Reference: https://www.cscollege.gov.sg/Knowledge/Ethos/Ethos November 2004/Pages/Singapore Four Principles Of Governance.aspx

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WHAT'S SIMMERING #3 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 looks at three currently evolving societal issues and provide suggestions on possible discussion questions that teachers can use in the Social Studies classroom.

ISSUE #1 Changes to the Retirement and Re-employment Act Exploring Citizenship and Governance

ISSUE #2 Civil servants no longer grouped by education level

Living in a Diverse Society

ISSUE #3 Economic Impact of Globalisation Being Part of a Globalised World

To access possible perspectives regarding these issues, please refer to the Word Doc. attachment

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WHAT'S SIMMERING ISSUE #1 Changes to the Retirement and Re-employment Act

Exploring Citizenship and Governance

This article looks at the changes to the Retirement and Re-employment Act which will apply to Singaporeans and permanent residents who turn 65 from July 2017. In response to the increased proportion of residents aged 60 and above in the labour force from 5.5 per cent in 2006 to 12 per cent in 2015, older workers will be able to work until age 67, if they have satisfactory performance and are healthy and able to continue working. If employers cannot find work for such workers in their companies, they can transfer them to their subsidiaries or another employer with the workers' consent, or give them a one-off payment as a last resort. Additionally, employers will also not be allowed to cut the salary of workers who turn 60.

KNOWLEDGE OUTCOMES

Students will be able to understand:

1. The challenges of determining what is good for a society 2. The tensions of trying to meet the competing needs and interests of different groups in society

D ISC U

SS:

1. Why do you think the government made the changes to the Retirement and Re-employment Act?

2. Do you think the revised Retirement and Re-employment Act will impact companies positively or negatively?

3. In your opinion, how can the employability of older workers in Singapore be improved? Explain your answer using two recommendations.

To access possible perspectives regarding these issues, please refer to the Word Doc. attachment

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WHAT'S SIMMERING

ISSUE #2 Civil servants no longer grouped by education level Living in a Diverse Society

This article looks at the challenge of allocating resources in society. While there have been changes in the understanding of meritocracy to ensure that it continues to be relevant in ensuring equal access to opportunities in Singapore, the application of meritocracy must still remain objective and relevant in order to draw out the best in every individual. This article reports on the change in the longstanding practice in the civil service to distinguish between graduates and non-graduates, with employees grouped into divisions according to their paper qualifications.

KNOWLEDGE OUTCOMES

Students will be able to understand:

1. The experiences and effects of living in a diverse society 2. The various ways in which governments and individuals can respond to the effects of living in a diverse society

D ISC U

SS:

1. Why is there a change in the way the civil service groups their officers?

2. Identify two examples in support of this change.

3. In your opinion, how can this change encourage people to develop in their civil service careers? Explain your answer using two recommendations.

To access possible perspectives regarding these issues, please refer to the Word Doc. attachment

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WHAT'S SIMMERING ISSUE #3 Economic Impact of Globalisation Being Part of a Globalised World

Article 1 outlines US President Trump’s views on the negative impacts of globalisation

on the USA.

Article 2 outlines the opinions of the managing director of the Monetary Authority of Singapore (MAS) on the economic outlook for 2017. He examined the possible impacts of proposed policies by US President Trump on the global economy and implications for Singapore. He also examined Singapore’s strategies to sustain economic growth.

KNOWLEDGE OUTCOMES

Students will be able to understand: Different responses to tensions arising from some economic impacts of globalisation

D ISC U

SS:

1. Do you agree or disagree that participation in global economy through trade and business can be detrimental to a country?

2. In your opinion, what are some values/attitudes that Singaporeans should develop to meet the challenges of an uncertain global economy? Explain your answer using two recommendations.

To access possible perspectives regarding these issues, please refer to the Word Doc. attachment

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WHAT'S COOKING PROFESSIONAL DEVELOPMENT

Revamped opal page Organised according to the different syllabuses, you will be able to find the TLS, TLG, lesson plans, videos, useful links and other resources in the respective sections!

To access the page, please click here

Content Updates 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.

Social Studies Normal (Technical) Secondary 1B Coursebook Pg 16

Updates to Population Trends Source:

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WHAT'S COOKING PROFESSIONAL DEVELOPMENT COURSES

MARCH

31 March 2017: SS N(T) Performance Task Workshop Traisi Code: 21846 9am - 5pm @ AST

APRIL

3-4 April 2017: Assessment Workshop for New SS teachers for Revised E/NA Syllabus Traisi Code: 22638 8.30am - 5.30pm @ AST 6 April 2017: Issues-based Seminar for SS Secondary [Issue 2] Traisi Code: 22639 2.30pm - 5.30pm @ AST 24 April 2017: Design of Issue Investigation Traisi Code: 21842 9am - 5pm @ AST

For more information on the various courses, please refer to our email blasts!

Additional Resources Useful readings to deepen teachers' understanding of local and global societal issues.

President Trump's Inaugural Address

Is Singapore the sick man of Asia?

Value of research in the social sciences //11