iSSues Explorer (Nov 2017)

NOVEMBER 2017

ISS UES EXPLORER SOCIAL STUDIES SECONDARY UNIT

Developing Our Students as Informed, Concerned and Participative Citizens

01 - 05 SELECTION OF THE MONTH

06-07 Dice it up

Social Studies A Ten Year Curriculum

Use of Technology for Educational Purposes 08-11 What's simmering

Exploring Societal Issues

12-17 What's cooking

Professional Development

SELECTION OF THE MONTH Use of technology for educational Purposes The use o

e hno o o a a e he ansm ss on o now ed e s no a new end.

The magic lantern, invented in the 17th century was an early type of image projector. While it was originally used for entertainment purposes, lantern slides were later used for educational purposes in the 19th century. Film projectors, a direct descendant of the magic lantern came to be used in the classroom. In 1925, the radio began to be used in education. New York City’s Board of Education was the first to air lessons to schools through a radio station. The overhead projector made its way to schools in 1930. It provided a more convenient alternative to the blackboard – the teacher could write on the reusable transparency while facing the class. The 1950s saw the use of the videotape in classrooms. By the early 1960s, educational television programmes were available in schools in the US. In the 1970s, the Public Broadcasting System (PBS) was introduced – this allowed educational programming of a wide range of topics to be viewed on a television in the classroom or in the home environment.

START “Books… will soon be obsolete in the public schools. Scholars will be instructed through the eye. It is possible to teach every branch of human knowledge with the motion picture. Our school system will be completely changed inside of ten years.”

-Thomas Edison

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SELECTION OF THE MONTH The a emp o ha ness e hno o o edu a ona pu poses n he pas we e no w hou d u es.

For example, there was initial euphoria on how films might revolutionise teaching and learning but the use of films in the classroom proved challenging.

This was because the production of films was costly, and since educators were not involved in the production, films produced were not always useful for the classroom. However, in the last two decades, technology has progressed by leaps and bounds, possibly far more quickly than any time in history. The evolution of Internet technology now allows educators to be content producers.

This means that it is relatively easier for teachers to use technology for educational purposes, as compared to the past.

The ap d e hno o a de e opmen s o e he pas ea s ha e opened up man doo s o ea h n and ea n n n s hoo s oda .

The aim is to incorporate the use of technology to enhance classroom instruction; to tap on the strengths of both platforms appropriately so as to enhance teaching and learning. It is not about using technology for the sake of using it; but to harness technology to help students learn better. This is what blended learning is about.

Ble

d Le r

g

B ended ea n n an be de ned as a o m o ea n n ha a es p a e on wo p a o ms – a e- o- a e and on ne.

The Internet is involved, but it's more than showing a page from a website on the classroom screen. And it all comes back to teaching methodologies — pedagogies that change according to the unique needs of learners. Those who use blended learning environments are trying to maximize the benefits of both face-to-face and online methods— using the web for what it does best, and using class time for what it does best

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SELECTION OF THE MONTH How can technology help teachers in the Social Studies classroom?

1

Technology facilitates generation of ideas

Rather than allowing students to sit in class and be passive recipients of information, it would be helpful to get students to share their thoughts on an issue that will be discussed. One tool that can facilitate this brainstorming process is Padlet.

Padlet is a virtual wall that allows students to post their thoughts or share links and images with one another. Before starting on a topic, teachers can create a wall on Padlet for students to share what they know about a particular topic or what they wish to learn about it. It cuts down on time and is helpful for generating real time ideas. Teachers can also make use of this online tool to teach students to organize their ideas systematically. To avoid potential pitfalls such as inappropriate responses, teachers will need to establish expectations clearly and to monitor students' posts.

2

Technology facilitates DISCUSSIONS

It is important for teachers to carry out discussions in class and get students to share their views on issues. This is because it allows the class to see that there are different perspectives to an issue and it also gives students new insights.

However, at times, discussions may be hogged by more dominant students, or the shy and quiet students may find it intimidating to express themselves. The use of online discussion forums may be able to address some of these concerns.

The advantage of online discussion forums is that discussions can start in the classroom and continue even after the class ends. Teachers can also refer to students’ posts in the forums and address possible learning gaps in the next lesson. An online platform may also encourage the quieter students to share their views. Additionally, to ensure that students do not go off-tangent, teachers can moderate or appoint student moderators to ensure discussions stay on course. At the same time, it is important that teachers monitor the discussions and address undesirable behaviours.

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SELECTION OF THE MONTH How can technology help teachers in the Social Studies classroom?

3

Technology facilitates the flipped classroom

The flipped classroom is a pedagogical model that turns the traditional way of teaching on its head. Traditionally, delivery of instructional content would be carried out face-to-face in the classroom and then students will work on tasks or assignments outside of the classroom. The flipped classroom reverses this order. Instead, the delivery of instructional content would take place outside of the classroom and activities that used to be completed outside of the classroom can now be carried out in the classroom.

To deliver instructional content outside the classroom, teachers can choose to create online lessons to teach the required content. One possible way for students to understand the basic content of a topic is to screen a short video on the topic. Teachers can use relevant videos that are available on the Internet e.g.

TED-Ed videos. An alternative is for teachers to record their lesson and upload it for students to access online before going to class.

When using videos to deliver the required content, teachers need to bear in mind a few considerations.

BOOSTER

1. Videos should not be too lengthy so that it would be manageable for students.

Take note!

2. Teachers may want to identify a few key areas that students need to think about as they watch the video. That way, students would not be watching the video without purpose.

Flipped classrooms have the benefit of allowing face-to-face time in class to be used for in-depth discussions on issues that can enhance students’ understanding of issues. Moreover, as instructional content is posted online, it allows students to have the flexibility of learning at their own time and place and to review the lessons at parts that are not clear. Students can also have access to the content even after the lesson and can use the content for revision.

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SELECTION OF THE MONTH The challenge is the time and effort needed to create the online lessons and to assess students’ understanding of the resources so as to ensure the face-to-face time with students become more meaningful. Another consideration is to not overwhelm students with lengthy online resources.

A platform such as the Student Learning Space (SLS), an online learning portal which will be rolled out from 2018, will be helpful to teachers since it contains online learning packages that teachers can get students to access. This allows students to learn at their own pace, revisit concepts and read up on other areas of interest.

START “Technology will never replace great teachers, but technology in the hands of great teachers can be transformational.”

George Couros on us on Technological progress has made it easier for teachers to be content generators and also given teachers greater access to tools that can be used to facilitate teaching and learning. Given that teachers are now teaching a generation of digital natives, it makes sense for teachers to blend the use of technology in their teaching.

References “The Ultimate History of Technology in Education” Our ICT. June 7, 2017. http://www.ourict.co.uk/technology-education-history/ “Books will soon be obsolete in the schools” Qu e Investigator. https://qu einvestigator.com/2012/02/15/books-obsolete/ “The Leaning Machines: A graphic history of classroom technology from the writing slate to the electronic tablet” The New York Times, September 15, 2010. http://www.nytimes.com/interactive/2010/09/19/magazine/classroom-technology.html Guide to Effective Professional Development Volume 2 – Blended Learning. MOE, 2016. http://tinyurl.com/Effective-PD-Blended-Learning Blended Learning: Where Tradition Meets Technology. Sept & Oct. 2010. http://singteach.nie.edu.sg/wp-content/uploads/SingTeach_Issue26.pdf Osguthorpe, Russell T., and Graham, Charles R. “Blended Learning Environments: De nitions and Directions.” The Quarterly Review of Distance Education, Vol 4(3), 2003. //05

DICE IT UP S O C I A L S T U D I E S

A 10 YEAR CURRICULUM We may have read in the Teaching and Learning Syllabus and Teaching and Learning Guide that the Social Studies curriculum is a ten-year curriculum. What do students learn in primary school?

A school student will go through Social Studies lessons from the time he/she is in Primary 1 till the end of his/her secondary education. There are five themes that shape the primary and secondary Social Studies curriculum:

5 THEMEs 1. Identity, Culture and Heritage 2. People and Environment 3. Governance and Organisation of Societies 4. Conflict, Cooperation and Resolution 5. Economy and Globalisation Social Studies These themes are evergreen and remains relevant to help a student understand his/her society and the world we live in. When designing the Express/Normal (Academic) as well as Normal (Technical) curriculum, we look into what students learn in the primary school, both content and skills, to ensure that there is continuity in a child’s understanding of societal and global issues as well as development of skills.

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DICE IT UP These are what our students learn in the area of content in primary school:

Understanding what students learn, as well as the depth of knowledge gathered in the Primary school, will help in ensuring that what students learn in Social Studies at secondary level will help to broaden and deepen their understanding of various issues.

Hence, by the time students end their secondary education, they will have a better understanding of the society and world we live in, as well as develop the relevant skills and dispositions to be informed, concerned and participative citizens.

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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 An Inclusive Society Exploring Citizenship and Governance

ISSUE #2 How can we manage sensitivities in a diverse society?

Living in a Diverse Society

ISSUE #3 How has globalisation impacted local SMEs? 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 An Inclusive Society Exploring Citizenship and Governance An inclusive society is one that overlooks differences among its people to provide equal opportunity to all. Beyond encouraging compassion towards those who need help, such as the low-income, disabled and persons with special needs, being inclusive is also about providing meaningful support to these persons so that they have the opportunity to fulfil their potential. For example, instead of treating them as beneficiaries of donations, an inclusive society helps them become self-reliant persons by providing opportunities for long-term employment. The following articles look at efforts by the public and private sector working together to provide such opportunities for these persons.

Links

Article: Article: Article: Article:

A ‘long way to go’ in acceptance of special-needs workers here Giang the adventurer: Grab's first blind coder makes the world see past limitations

Article:

Special support at work

Cooped up at home no more: Adults with disabilities get better access to support Enabling Masterplan 3

Accompanying Video

KNOWLEDGE OUTCOMES

Students will be able to understand:

1. The role of the government and groups in contributing to the needs of society; and 2. The role of citizens in working for the good of society. : S S U C DIS

1. What has the government done to support persons with disabilities and special needs?

2. What are some challenges faced by persons with disabilities and special needs?

3. In your opinion, what can citizens do to support the integration of persons with disabilities and special needs in society? 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 #2 How can we manage sensitivities in a diverse society?

Living in a Diverse Society Though diversity can bring a wealth of positive experiences and effects, it may lead to experiences that are undesirable. Actions, opinions and feelings expressed irresponsibly could erode trust and weaken cohesion between people. These articles show how an advertisement by Dove became an advertisement of contention when some individuals saw the advertisement as being racist. Others saw the advertisement as an attempt to celebrate ethnic diversity. How do we manage such differing interpretations in a diverse society?

Links

Article: Dove apologises for 'offensive' advertising campaign Article: I am the woman in the ‘racist Dove ad’. I am not a victim Article: Black model who appeared in controversial Dove ad says it was not racist Article: Is this ad racist?

KNOWLEDGE OUTCOMES

Students will be able to understand:

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

SS DISCU

:

1. According to the articles, why is the advertisement by Dove considered o ensive?

2. Why did Lola Ogunyemi, the black woman featured in the advertisement, not see the advertisement as being racist?

3. In your opinion, what can we do to manage such sensitivities in a diverse society? 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 SIMMERING ISSUE #3 How has globalisation impacted local SMEs?

Being Part of a Globalised World

Small and medium enterprises (SMEs) make up 99 per cent of Singapore’s enterprises and contribute to more than 50 per cent of economic output. However, globalisation has resulted in the spread of bigger multinational corporations (MNCs) that offer the same products and services, causing some SMEs be unable to compete with these larger companies. In order to support SMEs to be more competitive, some initiatives have been introduced by the Singapore government earlier this year during Budget 2017 to start SMEs on their digitalisation journey.

Links Challenges faced by local SMEs

Article: The growth challenges facing Singapore’s SMEs Article: Addressing the top 4 globalisation challenges faced

by Singapore SMEs

Initiatives that are taken to manage the challenges faced by local SMEs

Article: Help for local SMEs to go into e-commerce Article: Did Budget 2017 do enough to help SMEs prepare Article:

for the future?

IMDA partners telcos and banks to help SMEs expand digital capabilities

KNOWLEDGE OUTCOMES

Students will be able to understand:

1. The role of SMEs in the local economy; 2. The challenges faced by SMEs as a result of globalisation; and 3. The initiatives taken to manage the challenges of globalisation on SMEs. SS: DISCU

1. What are some challenges faced by local SMEs as a result of globalisation?

2. What are some of the initiatives introduced to help local SMEs manage the impact of globalisation?

3. In your opinion, apart from expanding digital capacities, what else can SMEs do in order to manage the challenges of globalisation? Explain your answer using two strategies.

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

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WHAT'S COOKING PROF SIONAL DEVELOPMENT COURS

January & February 2018

Issue Based Seminar (Issue 1) 18th Jan 2018 (Thu) at AST TRAISI: 22360 Online spaces provide forums for active citizenship but have also led to people posting information that is inappropriate, insensitive or hurtful.

When and in what ways does the behaviour of ‘keyboard warriors’ and cyber-vigilantes who use these spaces to shame and ame others become undesirable? What motivates people to engage in this behavior and can/should it be regulated somehow? This seminar will raise the question of what citizens’ responsibilities are in online spaces and the extent to which being a ‘participatory’ citizen becomes undesirable.

Customising Performance Task for N(T) TRAISI: 21846 8th Feb 2018 (Thu) at AST This workshop provides an overview of the Performance Task for the Social Studies N(T) stream. Teachers will also be introduced to strategies to customise the PT to suit the learning pro les of their students.

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WHAT'S COOKING PROF SIONAL DEVELOPMENT COURS

March 2018

Inquiry Based Learning: From Syllabus to Classroom Practices TRAISI: 22320 1st Mar 2018 (Thu) at AST

NEW

The inquiry based learning approach complements the teaching of an issues-based SS curriculum so that students can be involved in their learning, formulate questions, gather relevant information to questions and build new understandings. Participants will learn to unpack the syllabus and integrate discussion based strategies and/or case studies in lesson design. Participants will also have opportunities to re ect on the teaching of concepts. content, skills and values in light of signi cant societal issues.

Assessment Workshop for New SS Teachers TRAISI: 22638 28 and 29 Mar 2018 at AST Participants will cover the objectives behind assessment items (SBCS and SRQ). Participants will be introduced to the basics of setting and marking of the SBCS and SRQ of the Revised EN(A) Social Studies syllabus.

For further enquiries, email Ng_Niann_Yeu@moe.gov.sg //13

WHAT'S COOKING

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

WHAT'S COOKING

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WHAT'S COOKING

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WHAT'S COOKING USEFUL R OURC

Building a gracious society in Singapore

Population woes?

There's a happier story

Multiracialism key to cutting terrorism from its base

Today Online

The Straits Times

Today Online

Three scenarios for the global economy

Today Online

Commentary: Singapore’s ASEAN chairmanship a chance to make practical progress on South China Sea

The World Once Laughed at North Korean Cyberpower.

No More.

Channel News Asia

New York Times

What is diversity?

You asked Google – here’s the answer

Beyond 50: ASEAN’s Role in the Evolving Regional Order

The Guardian

RSIS

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