iSSues Explorer (Feb 2018)

1 FEBRUARY 2018

ISSUES EXPLORER SOCIAL STUDIES (SECONDARY) UNIT

Developing Our Students as Informed, Concerned & Participative Citizens

01 - 03

07 - 10

SELECTION OF THE MONTH Strategies to Open Up Talk in the Social Studies Classroom

WHAT'S SIMMERING Exploring Societal Issues

04 - 06

11 - 13

DICE IT UP

WHAT'S COOKING

Lesson Ideas from the Singapore Student Learning Space (SLS)

Professional Development Opportunities

Selection of the Month

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Open Up Talk in the Social Studies Classroom!

Background

John Zola is an internationally-recognised expert in facilitating discussions and has extensive experience in conducting trainings for teachers around the world. During the workshop "Effective Social Studies Education: Strategies to Open Up Talk in the Social Studies Classroom" held at the Academy of Singapore Teachers (AST) in September last year, Zola shared several strategies with participants to use in conducting discussions during lessons. In this section, we share some of the learning and participants' experiences in using these strategies. We hope these strategies will empower teachers to engage students in regular and rich discussions. The benefits will be well worth the time and effort, as students who engage in discussions become active participants in civic life as adults.

I don't have time to conduct discussions!

John Zola

Discussions can be targeted and efficient in getting student responses. Once you start such routines or habits, discussions can be done efficiently, even in a larger class!

STRATEGY#1: SPEED DATING Objectives: To generate ideas on focused topics; to encourage effective dialogue; to ensure everyone in the groups participates in a “low-stakes” way.

Decide on your aims and develop questions/prompts.

Divide students into two groups and form two concentric circles.

Have the students in the inner circle pair up with those in the outer circle.

Introduce the topic to the students and have the students take turns to talk about the topic for about 2 minutes.

Rotate partners for subsequent rounds of conversation.

Debrief as needed with regard to content, dialogue processes, etc.

My shy and reluctant students are now more willing to speak up, thanks to Speed Dating!

Ms Peh Lee Chin HOD Humanities Bukit View Sec

I use Speed Dating to dissect questions & further examine overarching issues. I intend to use this strategy in the evaluation portion of SRQs, where students are required to share the reasoning for their views.

Mr Kartik Raj Teacher Juying Sec

Selection of the Month Discussions provide a platform for students to appreciate diverse perspectives. A meaningful and authentic discussion engages students in their learning.

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Students leave my lesson with a simple, single perspective!

STRATEGY#2: FLOW CHART Objectives: To engage students in critical thinking and sharing of perspective; to allow students to develop a narrative that informs their understanding of concepts.

Flow charts are useful to get students to think critically.

There shouldn’t be any one correct way to organise the concepts in the flow chart.

Extract 6-7 key concepts from course content. Ensure these concepts can be arranged in more than one way. Print the concepts on sheets of paper.

Print sufficient ‘one-way’ and ‘two-way’ arrows. One-way arrows imply causation, while two-way arrows imply a reciprocal relationship.

Place the concepts and arrows on the ground.

Divide the class into small groups and invite them to organise the Mdm Suharti Saifee concepts using the arrows and come to a common understanding of the Teacher concepts.

Bukit View Sec Pre-planned discussions hold the students accountable for what they share with their peers.

The use of rubrics would also help students identify gaps in their reasoning.

My students' discussions lack depth and structure!

STRATEGY#3: SCORED DISCUSSIONS Scored Discussions encourage students to speak with the incentive of receiving 'points' for participation. The setting of Scored Discussion encourages the quieter students to speak and be heard.

Mdm Rosnah Ghazali Senior Teacher New Town Sec

Objectives: To develop in students an awareness of a good argument; to share content and build on collaborative skills situated in an alternative assessment.

Inform students to research on assigned topic beforehand.

Prepare a peer assessment rubric on discussion with criteria such as making relevant comments, not giving contradictory statements, identifying irrelevant comments made by others, turn-taking, drawing others into the discussion etc.

Organise students into two concentric circles, with a member of the inner circle pairing up with a member of the outer circle.

After introducing the topic, allow members of the inner circle discuss the topic for 2 to 4 minutes, while those in the outer circle observe and score their partners based on the rubric.

Swap roles at the end of the first discussion.

Debrief as needed with regard to content, discussion processes, etc.

Selection of the Month My students do not respond to my discussion questions!

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Get your students to move to make a stand! This strategy provides opportunities for even the most unwilling student to participate in discussions.

STRATEGY#4: OPINION CONTINUUM Objective: To encourage students to express their position on controversial topics in a congenial environment Frame the controversy in one clear sentence, which students will be asked to agree or disagree with.

Label opposite sides of the classroom, “STRONGLY AGREE” and “STRONGLY DISAGREE’’. Place the sign “THE MIDDLE” on the floor between the other signs.

Read the statement to the class and ask students to think about their position on the statement.

Invites students to position themselves at any of the 3 signs.

At their respective positions, students collaborate to generate arguments to convince others of their stand.

Once the discussions are over, invite students at each position to share their arguments.

After the sharing, invite students to reconsider their own positions and move to other positions, if needed.

Have students who have shifted their positions to share the most convincing argument that convinced them to move.

Students in the middle of the continuum can be asked to share which end of the continuum they are most compelled to move to after listening to all the arguments.

References Hess, Diana, and John Zola. "Professional Development as a Tool for Improving Civic Education." in Making Civics Count: Citizenship Education for a New Generation. Cambridge, MA: Harvard Education Press, 2012.

Zola, John, and Andri Ioannidou. "Learning and Teaching with Interactive Simulations." Social Education 64, no. 3, 2000.

Zola, John. "Effective Social Studies Classroom: Strategies to Open Talk in the SS Classroom."

Lecture, Academy of Singapore Teachers (AST), Singapore, September 14, 2017.

Lesson strategies can also be found on: www.johnzola.com/JohnZola.com/Teaching_Strategies.html

DICE IT UP

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Overview of Dice It Up With the launch of the Singapore Student Learning Space (SLS), all students and teachers will gain access to a host of online learning resources that have been curated and created by CPDD. Some of you may already be thinking of how to incorporate these resources into your lessons.

This year’s “Dice It Up” section will feature a series of lesson ideas to get you started on planning your lessons using the resources on SLS. Unlike lesson plans which are more structured, lesson ideas are learning activities based on SLS resources, which teachers can use at any point of the lesson to help deepen students’ understanding of the content or concept taught.

Upon logging in to SLS for the first time, do take the time to explore the resources available!

The Resource In Issue One, Chapter 3: "How Can We Work for the Good of Society?", students will learn about the role of the government and the role of individuals in working for the good of society.

The Learning Package contains resources which focus on the roles of the government and citizens in ensuring the security of society.

Resources in this Learning Package:

Video: What are the Roles of the Different Government Agencies

Interactive Activity: Supply of Water - A Security Issue?

The Learning Package is available here. *Note: An SLS account is required to view the resources.

DICE IT UP

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1 # A E D I N O S S LE What are the objectives?

How can this lesson idea be used?

SPARK CURIOSITY

Students will be able to: learn about the different government agencies and how they contribute to Singapore's security; and learn about what they can do as a citizen to ensure Singapore's security.

Conduct a poll using Poll Everywhere before screening the video "How Do We Keep Singapore Safe and Secure?"

Possible Poll Questions

Do you feel that Singapore is a safe place to live in?

Who do you think is responsible for keeping Singapore safe?

What are the suggested activities? #2: Stretch Task! #1: Watch & Discuss

After watching the video, invite students to share their responses (individually or in groups) to the following questions: How do the agencies featured contribute to the security of Singapore?

How can individuals contribute to the security of society?

Student may submit their responses via SLS.

To deepen the thinking of higher progress students, consider asking the following question: Why do you think it is important to ensure Singapore's security?

Invite students to discuss in pairs or groups before sharing their thoughts with the class using online tools like Poll Everywhere or Mentimeter.

How do I assess students' learning?

The use of online tools like Poll Everywhere helps to aggregate student responses. By capturing the data visually, teachers can use it to think about how to follow up on identified learning gaps, misconceptions or pin-point areas that require more in-depth student understanding.

Do you know that you can embed a live poll using Poll Everywhere into your Keynote slides, PowerPoint slides or Google slides? You will need a (free) educator’s account and a working Wi-Fi connection.

To learn more, click on the following links: Get Started with Poll Everywhere

Embed Live Polls in PowerPoint (Windows)

Embed Live Polls in PowerPoint (Mac)

ICT TIP!

DICE IT UP

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2 # A E D I N O S S LE What are the objectives?

Students will be able to: broaden their understanding about security by associating this concept with other aspects, such as water scarcity, that can affect Singapore’s security.

How can this lesson idea be used?

EXERCISE REASONING This idea can be used in the development stage of the lesson to exercise reasoning, after students have established a common understanding of the concept of security through the contributions of various government agencies.

What are the suggested activities? #1: Flipped Classroom Assign students to attempt the interactive activity "Water Security" before the lesson. In the subsequent lesson, draw references to the interactive activity as you conduct your lessons.

#3: Stretch Task!

As an extension activity, teachers can get students to read up more on the recent hikes in water tariffs in this article. Teachers can probe students for deeper understanding by getting them to think about the following question: Why do you think Singapore needs to increase water tariffs?

#2: Class Discussion Organise students into groups or pairs to share their responses to the following questions: Some countries have more (water) and some countries have less (water). Suggest one reason for the unequal distribution of water.

How does Singapore manage its water needs besides using technology?

What are some disadvantages of relying on external sources for water?

Explain how water supply affects the security of Singapore.

Students may share their responses verbally or via SLS.

How do I assess students' learning?

Similar to lesson idea 1, teachers can use this lesson idea to help students gain a more in-depth understanding of the concept of security. An online poll can be conducted to capture students' understanding or learning gaps. Teachers can then follow up with in-depth discussion to clarify students' understanding.

What's Simmering

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What makes Social Studies engaging for students is the relevance, 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: Exploring Citizenship & Governance Singapore's Citizens' Jury

Issue #2: Living in a Diverse Society Class Divide in Singapore

Issue #3: Being Part of a Globalised World Singapore as ASEAN Chair

What's Simmering

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Issue #1: Exploring Citizenship & Governance Singapore's Citizens' Jury These articles look at a citizens’ jury that was formed to discuss and suggest ways to promote a healthier lifestyle among Singaporeans in order to counter the effects of diabetes. The citizens' jury shared recommendations which include promoting the drinking of more water, incentivising Singaporeans to walk and take more steps, aside from raising Medisave ceilings to aid in the management of diabetes. How effective is the citizens' jury, and is there a place for the citizens' jury in Singapore?

LINKS Article 1: Inaugural Citizens’ Jury reveals recommendations for the War on Diabetes Article 2: Singapore adopts South Australia’s inclusive approach Article 3: Govt sets up 75-member Citizens' Jury to crowdsource ideas for war on diabetes

Knowledge Outcomes

Discuss

Students will be able to understand: 1. The important role citizens play in providing suggestions to the government; and 2. The positive and negative impact of having a citizen’s jury.

Do you think the role of a citizens’ jury is important in the decision making process of the government?

What do you think will happen if citizens never had an opportunity to voice their opinions to recommend suggestions to the government?

In your opinion, what are two issues faced by Singaporeans that a citizens’ jury could discuss and recommend?

Click HERE to access possible perspectives regarding these issues.

What's Simmering

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Issue #2: Living in a Diverse Society Class Divide in Singapore In Singapore, common space provides opportunities for people of different nationalities, races and ethnicities, religions and socio-economic status to come together to work, play, live together and have common experiences. They provide a conducive environment for interaction to take place. However, based on a recent study conducted by the Institute of Policy Studies, there is evidence of class divide in Singapore. What can be done to mitigate this challenge, and encourage more interactions between Singaporeans from different socioeconomic status?

LINKS Article 1: Study finds evidence of class divide in Singapore Article 2: The Government needs to do more to bridge the class divide, but so do we Article 3: Singapore’s approach to addressing socio-economic inequality has ‘served it well’ Article 4: Keeping a class divide here at bay Article 5: Disrupting social circles to boost cohesion Article 6: We should not let social class stratify us

Knowledge Outcomes

Discuss

Students will be able to understand: 1. The experiences and effects of living in a diverse society; 2. The various ways in which individuals, the community and government can respond to the effects of living in a diverse society.

According to the study, what has contributed to the growing class divide in Singapore?

Why is it important to ensure that the class divide in Singapore does not widen?

In your opinion, what can be done to encourage more interactions between Singaporeans from different socioeconomic status?

Click HERE to access possible perspectives regarding these issues.

What's Simmering

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Issue #3: Being Part of a Globalised World Singapore as ASEAN Chair These videos and articles study the impact of Singapore taking on Chairmanship of ASEAN in 2018, a role that is rotated annually among members of the regional organization. As a member of ASEAN, Singapore has enjoyed many economic, political and social benefits. How will the role of ASEAN Chair affect Singapore’s involvement in regional affairs? What challenges lie ahead for Singapore?

LINKS Video 1: ASEAN Summit: Singapore takes over chairmanship for 2018 Video 2: ASEAN 2018 - Resilient and Innovative Article 1: Vivian Balakrishnan sets out Singapore's priorities as 2018 ASEAN chair Article 2: Why ASEAN is good for Singapore Article 3: Singapore takes the hot seat: Steering ASEAN amid challenges Article 4: Challenges ahead for S'pore's ASEAN chairmanship

Knowledge Outcomes

Discuss

Students will be able to understand: 1. The role of ASEAN in the region; and 2. What ASEAN Chairmanship in 2018 means for Singapore.

How has Singapore benefited from its participation in ASEAN? In your opinion, what is the most important role of the ASEAN Chair?

How will Singapore contribute to ASEAN in 2018?

What are some challenges Singapore faces in taking on ASEAN Chairmanship?

Click HERE to access possible perspectives regarding these issues.

What's Cooking

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PROFESSIONAL DEVELOPMENT COURSES

FEB - MAR 2018

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

NEW

Inquiry Based Learning: From Syllabus to Classroom Practices 1 Mar 2018 (Thu) at AST TRAISI: 22360 This workshop allows participants to understand the syllabus intent and learn to integrate discussion-based strategies and/or case studies in lesson design.

Participants will reflect on the teaching of concepts, content, skills and values in light of significant issues and tensions related to Social Studies education in Singapore.

Audience: Teachers who graduated from NIE prior to 2017 For further enquiries, email ng_niann_yeu@moe.gov.sg

What's Cooking

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PROFESSIONAL DEVELOPMENT COURSES

MAR - APR 2018

Assessment Workshop for New SS Teachers TRAISI: 22638 28 & 29 March at AST This workshop provides an overview of the assessment objectives of SBCS & SRQ, and hands-on opportunities for setting and marking SBCS & SRQ of the Revised Social Studies Syllabus.

Audience: Newly-deployed Social Studies teachers

Issues-Based Seminar (Issue 2) 5 Apr 2018 (Thu) at AST TRAISI: 22639 This workshop provides a deeper understanding of the content related to Issues in the Revised Syllabus through examining perspectives in assigned readings and videos, which will then be discussed at the Seminar.

Design of Issue Investigation & Performance Task TRAISI: 22319

NEW

26 Apr 2018 (Thu) at AST

This workshop provides an overview of the application of the inquiry-based approach to Issue Investigation and Performance Task. Participants will acquire the skills of using social research methods to analyse societal issues related to the Social Studies syllabus.

For further enquiries, email ng_niann_yeu@moe.gov.sg

What's Cooking USEFUL RESOURCES

Act of volunteering will help foster better Singapore: PM Lee

Partial conservation of Dakota Crescent gives heritage enthusiasts hope

Channel NewsAsia

The Straits Times

The domestic context of S’pore’s foreign policy and the threats to a small country’s resilience Today Online

Commentary: As information warfare enters a new age, time for a Total Defence upgrade Channel NewsAsia

Opinion: The World in Singapore

A Study on Social Capital in Singapore

The Straits Times

IPS

First playground co-designed and built by residents Today Online

Editorial: A Welcome Thaw in Korean Peninsula The Straits Times

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