iSSues Explorer

SEPTEMBER 2017

ISSUES EXPLORER SOCIAL STUDIES SECONDARY UNIT

Developing Our Students as Informed, Concerned and Participative Citizens

01 - 06 SELECTION OF THE MONTH

07-08 Dice it up

Issue Investigation: Building upon HI & GI

Concept Teaching in Social Studies 09-12 What's simmering

Exploring Societal Issues

13-15 What's cooking

Professional Development

SELECTION OF THE MONTH CONCEPT TEACHING 1. WHAT IS THE VALUE OF CONCEPT TEACHING IN SOCIAL STUDIES? The philosophy of Singapore Social Studies Curriculum explains the importance of moulding our students as informed, concerned and participative citizens of Singapore. In an increasingly interconnected and interdependent global landscape, our students require a sound understanding of issues that affect Singapore, as well as the world.

How do we bring about such sound understanding? Many Social Studies educators can identify themselves with the tension that resides in deciding what should be presented to their students as part of the curriculum. Besides values and skills, knowledge is presented and acquired by students at rates faster than imagined. The key question remains as to whether mere knowledge can empower students to attain a sound understanding of issues that affect them, Singapore as well as the world.

In a manner that addresses the residing tension in knowledge acquisition, concept teaching has taken a signi cant role in Social Studies education. Knowledge acquisition has its role, though limited.

The signi cance of knowledge acquisition has been further diminished by the fast-paced changes brought about by globalisation, changing demographics and technological advancements.

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SELECTION OF THE MONTH Reorienting education from mere knowledge acquisition requires a paradigm shift in both educators and students. One common challenge faced by Social Studies educators is content coverage, in a bid to enable students to acquire the ‘needed’ knowledge. Overcoming this challenge requires Social Studies educators to explore concept teaching.

Concept teaching helps in developing enduring understanding which enables students to comprehend content better as such enduring understanding transcends content across various chapters.

2. WHAT IS A

CONCEPT

Erickson (2002) posits that concept-based instruction or teaching goes beyond knowledge acquisition. Concept-based teaching departs from the traditional context-speci c knowledge to broader, deeper understandings that bene t students and educators. According to Erickson, a concept is:

(i) an organising idea (ii) a mental construct (iii) timeless (iv) universal Concepts are beyond knowledge which is locked in time, place or situation. When students wear the conceptual lens, they are able to see connections in issues across time, culture and space. The closest analogy to concepts is symbols. When one view symbols, certain broad ideas appear and aid the cognitive processes that take place. Concept teaching is akin to presenting symbols that students can relate to as it enables students to think and make connections to different bodies of knowledge.

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SELECTION OF THE MONTH 3. BENEFITS OF CONCEPT TEACHING The bene ts of concept teaching certainly call for a paradigm shift amongst Social Studies educators. Concepts help students see patterns and connections within the Social Studies curriculum. Such recognition enable students to deepen their understanding of the issue at hand, as well as how the issue may be related to others in the curriculum.

For instance, the concept of trade-offs runs across the Social Studies curriculum through the different levels and issues. In understanding the concept of trade-offs in Issue 1 and Issue 3 of the Express/Normal (Academic) Social Studies syllabus, students are able to comprehend the concept of trade-offs by making connections that choices have to be made as individuals as well as countries. Through the understanding of trade-offs in Issue 1, students are able to comprehend how trade-offs are managed as a country in Issue 3. A good understanding of concepts enables students to extend their learning beyond specific contexts.

Concept teaching also enables students to represent their learning in different ways. Besides comprehending new information, students are also able to predict, synthesise and evaluate based on their ability to see patterns and connections. These are crucial skills in an ever-changing world.

Concept teaching also empowers students to engage in self-directed learning where students search for related content and construct knowledge to deepen their understanding of issues. This is important in knowledge construction, which is an integral process of the Humanities Inquiry Approach.

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SELECTION OF THE MONTH 4. HOW CAN CONCEPT TEACHING BE USED IN THE CLASSROOM? There are several strategies to facilitate the use of concept teaching in class. Concept Attainment is an instructional strategy that empowers students to understand a concept through a process that involves elements of inquiry.

How to carry out concept teaching in class: 1 Teacher chooses the concept to be developed and shall not reveal the term to students (e.g. globalisation) 2 Teacher makes a list of positive (yes) and negative (no) examples of globsalisation. The examples can be put on sheets of paper or flash cards or written on the whiteboard.

3 Positive (yes) examples contain attributes of the concept to be taught. The list of examples should include the idea that globalisation is dependent on several drivers.

Negative (no) examples contain attributes 4 that are opposite of globalisation. Your list of examples should include ideas such as selfreliance (opposite of interdependence).

Designate one area of the whiteboard for 5 positive examples and one area for negative examples.

Invite students to classify the examples 6 according to the designated areas.

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SELECTION OF THE MONTH How to carry out concept teaching in class: 7

Repeat this process until there are at least three examples under each designated area.

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Invite students to look at each designated area at one time and consider how the examples are alike. Ask them what they have in common.

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Continue with step 6 with the remaining examples.

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After classifying all examples, students begin to hypothesize a name for the concept.

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These hypotheses shall be tested with further positive (yes) examples and negative (no) examples provided by the teacher.

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Students to determine which hypotheses are acceptable and which ones have to be rejected based on the examples.

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Teacher to discuss the process with the class.

Students should be asked to explicitly de ne the hypothesis and identify characteristics.

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Students are then asked to define the concept.

Adapted from Concept Attainment (Bruner, 1977)

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SELECTION OF THE MONTH Besides the Concept Attainment strategy by Bruner (1977), the Frayer’s Model of concept attainment can also be done in class as a collaborative peer task. Teachers can refer to the Express/Normal Academic Social Studies Teaching and Learning Guide (TLG) pages 181 182 for detailed explanation of the model.

While there are sound classroom strategies to enable concept-teaching to take place in class, educators need to bear in mind that understanding concepts is a gradual, cumulative process. A student’s comprehension of a concept is reinforced when connections are made across curriculum. Understanding of a concept deepens when students start relating their life experiences to the concept.

The teacher’s role in a concept-teaching class is more facilitative than prescriptive. Students are positioned and empowered to learn their own concepts and generalisations. Concepts are acquired and reinforced when students make their own connections to the curriculum. Teachers have a signi cant role in making this happen. Understanding how concept-teaching can empower and transform students’ learning is crucial for all Social Studies educators. Given the need for students to make sense of the happenings around them in an ever-changing world, the importance of concept-teaching can never be overstated.

References Erickson, H.L. (2002). Concept-Based Curriculum and Instruction: Teaching Beyond the Facts, 56-58.

Fraser, J.W. (1997). Reading, Writing, and Justice: School Reform as if Democracy Matters, 83-85.

Merrill, M. D., & Tennyson, R.D. (1977). Teaching concepts: An instructional design guide. New Jersey: Educational Technology Publications.

Gopinathan, S. (1988). Being and becoming: education for values in Singapore. In W. K. Cummings, S. Gopinathan and Y. Tomoda (Eds.), The Revival of Values Education in Asia and the West. Oxford: Pergamon, 131-145.

Sim, H.W.(2006). Conceptual Teaching in Primary Social Studies: Teaching the Primary Three Reader, “Making the Little Red D Blue and Brown” in a Conceptual Way. Singapore: National Institute of Education (Singapore) Savage, T. V., & Armstrong, D. G. (2008). Effective teaching in social studies (6th ed.). NJ: Prentice-Hall.

Ministry of Education (2016). A Guide to Teaching And Learning For Upper Secondary Social Studies.

Express Course and Normal (Academic) Course. Year of Implementation: 2016, CPDD, MOE.

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DICE IT UP ISSUE INVESTIGATION: BUILDING UPON HI AND GI When the Revised Syllabuses for Social Studies were implemented in 2016, Humanities teachers were not familiar with the requirements of the ‘Issue Investigation’ and wondered if it is very different from the Geographical Investigation (GI) and Historical Investigation (HI) that students go through in Lower Secondary. Let’s examine it.

As all three investigations follow the same inquiry process (Sparking Curiosity, Gathering Data, Exercising Reasoning and Reflective Thinking), teachers and students would find the skill sets developed through Issue Investigation closely related to the skill sets developed through GI and HI in lower secondary.

The following examples are how the different skill sets developed through HI and GI can be built upon when conducting an Issue Investigation in Social Studies.

Step 2: Gathering Data Lower Secondary

HISTORICAL INVESTIGATION • Gather and select sources - Examine and comprehend sources from these locations - Explain how information in the sources are relevant to the HI question

GEOGRAPHICAL INVESTIGATION • Identify relevant information via library and online searches • Apply random and systematic sampling appropriately

For Example:

Upper Secondary ISSUE INVESTIGATION • Identify data in relation to the chosen issue (e.g. stakeholders and their different perspectives, constraints and available resources • Locate data • Gather data

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DICE IT UP Step 3: Exercising Reasoning Lower Secondary

HISTORICAL INVESTIGATION • Examine selected sources • Construct individual responses to the HI Question

GEOGRAPHICAL INVESTIGATION • Data Presentation • Data Interpretations • Draw Conclusions

Upper Secondary ISSUE INVESTIGATION • Evaluate sources of information • Demonstrate sound reasoning and responsible decision-making that is mindful of the consequences of their actions on those around them

Given the familiarity of most students with the basic requirements of these skill sets, teachers can focus on reinforcing and deepening their understanding and application of these skills through Issue Investigation. This will also help students to see the relationship between the different Humanities subjects and appreciate the skill sets developed through the disciplines, which would contribute towards their development as informed, concerned and participative citizens.

Hence, teachers and students would find the skill sets developed through Issue Investigation closely related to the skill sets developed through GI and HI in lower secondary.

Please refer to Figure 6.4 on page 264 of the Teaching and Learning Guide (TLG) for more information on the different skill sets developed through HI and GI and how the skill sets can be built upon when conducting an Issue Investigation.

Click here for the online TLG

Click here for the online TLS

Click here for the SSS OPAL resources

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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 Contributing to the good of society

Exploring Citizenship and Governance

ISSUE #2 How can a sense of national identity forge a more cohesive society?

Living in a Diverse Society

ISSUE #3 How should the threat of self-radicalisation* be managed?

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 Contributing to the good of society

Exploring Citizenship and Governance These articles look at an inspiring effort by an ordinary Singaporean who contributes his time and effort to do good for society. With only six full-time staff and a committed group of volunteers, Mr Tony Tay, who founded Willing Hearts in 2003, delivers one daily meal to 6000 beneficiaries seven days a week. For his effort, he was awarded the Magsaysay award in 2017 by the Rockefeller Brothers Fund based in New York City with the concurrence of the Philippine government. Mr Tay becomes the third Singaporean to receive the award after two pioneer ministers Mr Lim Kim San in 1965 and Dr. Goh Keng Swee in 1972. He is an example of how an ordinary citizen can work for the good of society.

Links Article: 'Quiet, abiding dedication' to sharing food wins Willing Hearts founder Tony Tay the Magsaysay awards Tony Tay - Mobilizing collective goodwill to address hidden hunger Article:

KNOWLEDGE OUTCOMES

Students will be able to understand:

1. How citizens can participate in working for the good of society D IS C U

SS:

1. Why do you think Willing Hearts was set up?

2. How do you think Mr Tay is able to do so much for the community?

3. In your opinion, how can Singaporeans learn from Mr Tay and contribute for the good of society? Explain your answer giving two suggestions.

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

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WHAT'S SIMMERING ISSUE #2 How can a sense of national identity forge a more cohesive society?

Living in a Diverse Society

In Issue 1, we learnt that one of the attributes that shapes citizenship is having a sense of shared identity with those from the same country. In Issue 2, we learn that having a strong sense of identity can bring people closer together or result in challenges due to competing influences. Hence, as Singapore becomes more diverse, how can we forge a more cohesive society?

Links

Article: Article: Article: Article: Article:

Singaporeans have evolved a distinctive identity: PM Lee Hsien Loong George Yeo on the Singaporean identity Is Singapore's identity less clear today?

Enhancing Singapore's identity vital for cohesion Hot, small and crowded, Singapore is having an identity crisis

KNOWLEDGE OUTCOMES

Students will be able to understand:

1. There are possible challenges in forging a sense of national identity; and 2. Building a strong sense of national identity can help to bring people closer together.

D ISC U

SS:

1. According to the articles, does Singapore have an established national identity?

2. What are the challenges in forging a national identity?

3. In your opinion, what can we do to forge a a more cohesive society in Singapore? Explain your answer by providing two suggestions.

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

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WHAT'S SIMMERING ISSUE #3 How should the threat of selfradicalisation* be managed?

Being Part of a Globalised World In June 2017, three Singaporeans were arrested under the Internal Security Act (ISA) for radicalism. They were not the first cases of individuals being self-radicalised in Singapore.

Thus far, the government has used the ISA to detain various individuals who had been selfradicalised. However, the use of ISA has also been criticised – it was feared that the ISA might be abused to maintain political power. So, how should the threat of selfradicalisation be managed?

Links Recent cases of selfradicalisation in Singapore

Article: Article:

Updates on terrorism-related arrests under ISA Auxiliary police officer detained under ISA for planning to undertake armed violence in Syria

Managing the Threat of Self-Radicalisation

Article: Article:

The myth of trade-offs IPS-Nathan Lectures: Ho Kwan Ping on Security and Sustainability

* Self-radicalisation is the process by which an individual teaches himself or herself about an extremist interpretation of certain worldviews and in the process becoming a strong believer and follower of these extremist views.

KNOWLEDGE OUTCOMES

Students will be able to understand:

1. Trade-offs involved in the government’s use of ISA to manage the threat of self-radicalisation 2. Roles that individuals, community and the government play in addressing the threat of selfradicalisation D IS C U

SS:

1. What is a possible trade-off when the ISA is used to manage the threat of self-radicalisation?

2. In your opinion, how can the threat of selfradicalisation in Singapore be managed? Explain your answer using two suggestions.

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

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WHAT'S COOKING PROFESSIONAL DEVELOPMENT COURSES

STRATEGIES TO ENGAGE N(T) LEARNERS IN SOCIAL STUDIES 29 Sept 2017 (Fri) 9am- 5pm @ AST TR8 TRAISI code: 21845 At the end of the workshop, participants should be equipped with knowledge on how to better achieve lesson objectives and expand their repertoire of strategies relevant to better engage the N(T) students in SS.

DESIGN OF ISSUE INVESTIGATION 12 Oct 2017 (Thu) 9am-5pm @ AST TR7 TRAISI code: 21842 At the end of the workshop, participants will acquire the skills of using social research methods to analyse societal issues related to the Social Studies syllabuses. Through role modelling and discussion activities, participants will be taken through different methods of data gathering, analysis and evaluation of data for their Issue Investigation. Participants will also be able to gain ideas on how to customise and plan the Issue Investigation for their students. //13

WHAT'S COOKING

Click here for the link to the Proposal Submission //14

WHAT'S COOKING USEFUL RESOURCES National Day Rally Highlights

National Day Rally 2017

Is your lifestyle healthier than PM Lee's?

PMO

ST Interactive

Weighty themes underpin the issues highlighted

(ST, 21 Aug 2017)

Other useful resources

Regardless of Religion

Regardless of Race

A-Z guide to Presidential Election 2017

Channel News Asia

Channel News Asia

(ST, 3 Sep 2017)

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