iSSues Explorer (Jan 2019)

01 January 2019

ISSues Explorer

Developing Informed, Concerned & Participative Citizens

Brought to you by the Social St u dies (S econ dary) Un i t

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Selection of the Month

04 Dice It Up 06 What's Simmering 10

What's Cooking

Selection of the Month Using the Concept Attainment Approach to Deepen Students' Understanding of Concepts In the 2018 run of the Assessment Workshop for New SS Teachers, Renuka Krishnah, Lead Teacher from Holy Innocents’ High School, shared how she helped students deepen their understanding of concepts in Social Studies using the Concept Attainment Approach. In this section, we share the key learning points from Renuka’s sharing and lesson materials for use in the classroom.

What is a Concept?

"Concepts are mental constructs that are abstract, timeless, and universal."

(Erickson & Lanning, 2014) A concept is defined by critical characteristics shared by all examples of the concept. For something to be an example of a concept, it must contain all these critical characteristics.

(Parker, 2018) In Social Studies, concepts refer to “broad, organising ideas that can be expressed in one or two words and they are defined by key characteristics or attributes.”

(Baildon, Lin & Chia, 2016)

What is Concept Attainmen t?

Concept attainment, also known as concept formation, occurs through students discovering or understanding the key characteristics of a concept and hence stating the concept they have discovered in their own words (Bruner et al. 1956).

In the Social Studies classroom, the concept attainment approach is similar to the inquiry process that students experience, as students gather data and exercise their reasoning to co-construct knowledge in the form of a new concept.

Concept attainment is an inductive teaching strategy that helps develop students’ understanding of a concept through the study of a small set of examples of the concept. When students form a concept from its examples, the ideas they have gathered are more vivid and goes beyond the superficial knowledge of a vocabulary word.

(Parker, 2018) January 2019 | 01

Selection of the Month Using the Concept Attainment Approach to Deepen Students' Understanding of Concepts The Concept Attainment Approach

The approach comprises an 8-step process based on the book “Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management”(Larson & Keiper, 2011).

Step 1: Selecting a Concept

Step 4: Noting Differences

Select a concept that is abstract for students and can be built upon in future lessons. A concept should have critical attributes, or key characteristic traits, which are easily agreedupon.

Students identify differences in the examples.

This step helps students realise that even though an example may display a different attribute from the rest, it is still an attribute of the given concept.

Step 2: Studying Examples & Gathering Data

Step 5: Noting Similarities

Prepare a graphic organiser for students to capture their responses. The graphic organiser should include 1) 3 to 5 examples for students to study and 2) a set of focus questions that direct students’ attention to the critical attributes of the concept evident in the examples. The examples for students to study could include text, video clips or images.

Step 3: Reporting Information Students work in groups to share and compare their findings based on their understanding of the examples and their responses to the focus questions. This enables students to clarify questions they had difficulties with and to verify their findings with others.

Teacher poses the question "In what ways are the examples all alike?" This question directs students to their responses to the focus questions. Identification of similarities among the examples adds clarity of the critical attributes and brings about a conscious awareness of the key traits of the concept to be discovered.

Step 6: Synthesising

Students jot down their own definitions of the concept, incorporating the similarities they have identified in the previous step. Students share their definitions with each other to ensure that all the similarities identified are included. This definition would be an accurate reflection of the concept that students have developed through their own study of the examples.

Step 7: Labelling Students decide on a label, in the form of a word or phrase, which captures the essence of their definitions and the similarities the class has identified. Students should be able to explain how the label is related to the critical attributes of the concept. The teacher then provides students with the conventional word for the concept and explains why the word is used when referring to this concept. The explanation allows students to deepen their understanding of the concept.

Step 8: Assessing with Clarifying Tasks

After the concept has been formed and labelled, teacher assesses students’ understanding by engaging them in clarifying tasks which provide students with the opportunity to apply their knowledge of the concept to a new context. The clarifying tasks also serve as a way for teachers to assess students’ understanding of the concept.

Click HERE to access a sample lesson planning document.

January 2019 | 02

Selection of the Month Using the Concept Attainment Approach to Deepen Students' Understanding of Concepts Click HERE to access a sample student worksheet based on the Concept Attainment Approach.

Strengths of the Concept Attainment Approach Students develop greater awareness and more in-depth understanding of concepts through co-construction of knowledge. They would also better appreciate how the concept is applied across the Issue.

In preparing for concept attainment lessons, teachers develop a heightened awareness of the key concepts for each Issue through the sourcing of interesting and engaging resources, as well as the enactment of meaningful classroom activities and clarifying tasks.

References

Potential Challenges of the Concept Attainment Approach

Overcoming the Potential Challenges

The need for preparation and planning time – identifying critical attributes & crafting focus questions, sourcing for interesting and engaging resources that can sustain students’ interest

Collaboration and cooperation within the department in brainstorming, planning and creating resources for use in lessons Sharing of resources and effective strategies with the teaching fraternity

The need for many periods dedicated to activities to deepen students’ understanding of concepts

Mindset shift as a department to view clarifying tasks as formative in nature – informing teachers of gaps in students’ understanding

A tendency for teachers to resort to drill and practice in preparation for assessment instead of identifying gaps in students’ understanding of concepts

Consider the use of readily available Social Studies resources on SLS to complement classroom activities.

Students can complete part of the activities outside the classroom, freeing up classroom time for activities that help deepen students' understanding of concepts.

Baildon, M., Lin, M., & Chia, G. (2016). Developing Conceptual Understanding in Social Studies Using Technology and Discussion. HSSE Online, 5(2), 94-102. Retrieved November 28, 2018, from https://www.hsseonline.edu.sg/journal/volume-5issue-2-2016/developing-conceptual-understanding-social-studies-using-technology Bruner, J.S., Goodnow, J.J. & Austin, G.A. (1956) A Study of Thinking. Chapman & Hall, Limited. London Erickson, H. L., & Lanning, L. A. (2014). Transitioning to concept-based curriculum and instruction: How to bring content and process together. Thousand Oaks, CA: Corwin, a SAGE Company.

Larson, B. E., & Keiper, T. A. (2011), Instructional Strategies for Middle and Secondary Social Studies, Methods, Assessment, and Classroom Management. New York: Routledge Morgan Chua & Justin Zhuang (2010), Divercity Singapore: A Cartoon History of Immigration. Singapore: Mix Media

January 2019 | 03

Dice It Up Lesson Ideas: Singapore's Diplomatic Efforts The SLS Lesson

In Book 2A of the Normal (Technical) syllabus, students learn about Singapore’s efforts to build peace with other countries through diplomacy.

This section provides suggested lesson ideas based on the SLS lesson “Book 2A: Building Peace with Other Countries Through Diplomacy”.

Click HERE to access the SLS Lesson.

The SLS lesson focuses on helping students learn: The definition of diplomacy; and Singapore’s efforts to ensure good relations with other countries.

Lesson Idea #1

Before the lesson, have students access the SLS Lesson to go through the interactive activity in the ‘Objectives’ tab that explores the concept of diplomacy through the use of an analogy. This interactive activity would help students gain an understanding of diplomacy before participating in classroom discussion.

Consider using the STP strategy of ‘Know, Want to know and Learned (KWL)’ at the start of the lesson. Begin the lesson by inviting students to complete the ‘Know’ column of the KWL graphic organiser by writing down what they know about the term ‘diplomacy’.

Scenario-based interactive activity using the analogy of two students in the classroom

How does this support th e Inqui r y Process?

The interactive activity in the SLS lesson activates students' prior knowledge by getting students to relate the concept of diplomacy to the relatable analogy of borrowing a book from a classmate. (SPARKING CURIOSITY) The ‘Know’ section of the KWL graphic organiser allows the teacher to assess what students know about diplomacy. It can also assist the teacher in linking what the students know to the inquiry question and address any misconceptions that may arise.

January 2019 | 04

Dice It Up Lesson Ideas: Singapore's Diplomatic Efforts Lesson Idea #2 Direct students to the tab ‘How Does Sending Aid and Assistance to Countries Help Singapore Maintain Good Diplomatic Relations?’ and have students go through the media object on the earthquake that shook Japan in 2011, and read the letter penned by the Prime Minister of Japan in 2011 in response to Singapore's efforts.

Invite students to respond to the question “How has providing assistance to other countries in times of need, such as Japan, helped Singapore maintain good diplomatic ties with them?” via SLS. Students pair up to discuss what they want to know about diplomacy before completing the ‘Want to know’ column. Based on what they have written in the ‘Want to know’ column, students can be tasked with researching another occasion where Singapore provided assistance to another country in need.

How does this support th e Inqui r y Process?

The use of the Japanese example helps students extract relevant information from the sources of information they have encountered. In responding to the question via SLS, students are required to describe, explain and analyse the information and infer potential implications.

(EXERCISING REASONING) Using the information they have gathered via the SLS Lesson, students can reflect on the knowledge gained via the KWL graphic organiser.

Teachers can direct the students’ learning by asking students to reflect on what they know about diplomacy and whether the understanding has changed after the SLS lesson and why. By reflecting on what they have learned, students would develop a deeper curiosity and be prompted to seek more information on how Singapore builds peace with other countries through diplomacy. (REFLECTIVE THINKING)

Students can share their research through a presentation in class. At the end of their presentations, students can then complete the last column of the KWL graphic organiser, ‘Learned’, to consolidate their learning.

STP Teaching Actions: Kn ow, Wa nt to kn ow and Learned (KWL) The use of KWL encourages students to reflect on what they know, to articulate what they would want to know more about the new knowledge or skills, and finally to reflect on what they have learned.

Click HERE to learn more about KWL.

Letter from the Prime Minister of Japan, in response to the aid and assistance provided by Singapore January 2019 | 05

What 's Simmering What makes Social Studies engaging for students is the relevance, relatability and currency of the issues discussed.

This section looks at three current societal issues and provides suggestions on possible discussion questions that teachers can use in the Social Studies classroom.

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Issue 1: Exploring Citizenship & Governance Should socially-conscious enterprises run hawker centres?

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Issue 2: Living in a Diverse Society How can social inequality be tackled?

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Issue 3: Being Part of a Globalised World Are protectionist policies an effective response in a globalised world?

January 2019 | 06

Should socially-conscious enterprises run hawker centres?

Hawker centres have a prominent role in Singapore society. Featuring affordable and diverse cuisines and located all over the island, hawker centres serve as community spaces for locals to enjoy a meal. While the National Environment Agency (NEA) manages most hawker centres, the Socially-conscious Enterprise Hawker Centre (SEHC) model was introduced in recent years as an alternative. The SEHCs were set up with the intent of meeting the changing demands of the community, attracting younger hawkers to the trade and keeping food affordable. However, allegations that such hawker centres have been charging hawkers additional costs and introducing unfavourable terms and conditions have been met with much criticism by Singaporeans. In light of the claim that the hawker centres under the SEHC model are no longer living up to their social objectives, the effectiveness of the model is put to question. In response to the situation, NEA reviewed the contractual terms of SEHC operators and introduced improvements to serve the interests of hawkers and consumers better. Should socially-conscious enterprises run hawker centres?

Knowledge Outcomes Students will be able to understand: the challenges of determining what is good for a society; and how citizens and organised groups can participate in working for the good of society.

Discussion Questions Should socially-conscious enterprises run hawker centres?

In your opinion, which party plays the most important role in contributing to the effective management of hawker centres in Singapore?

Click HERE to access possible responses to discussion questions

What 's Simmering Issue 1: Exploring Citizenship & Governance

Links

Video 1: Social enterprise hawker centre model 'generally sound', market mechanism working: Masagos Article 1: The Big Read: Grumbling and rumbling at social enterprise hawker centres — what’s the rub?

Article 2: Please Preserve our Public Hawker Centres by KF Seetoh

Article 3: Petition lodged by hawkers paying the price for tray returns at Jurong West Hawker Centre Article 4: Commentary: Can the real social enterprise hawker centre please stand up?

Article 5: Update On Review Of Contractual Terms Between SociallyConscious Enterprises And Hawkers January 2019 | 07

How effective are efforts to tackle social inequality in Singapore?

In the Commitment to Reducing Inequality Index 2018, Singapore has been ranked 149 out of 157 countries in the world for its efforts to reduce inequality.

This report was released by Oxfam, a United Kingdom-based charity organisation dedicated to improving poverty. According to the report, Singapore’s low ranking was due to its harmful tax practices, where the wealthy are undertaxed, and corporations were encouraged “to avoid or evade taxes by having very low tax rates or providing tax havens." Singapore was also identified for its low expenditure on public spending in areas such as education, health and social protection. Such practices are considered detrimental to efforts in tackling inequality in Singapore. The Singapore government has refuted Oxfam's claims by explaining how Singapore has measures in place to tackle inequality, which do not require high taxes and public spending. Such measures have enabled Singapore to achieve 90 per cent homeownership and the lowest infant mortality rate in the world. How effective are efforts to tackle social inequality in Singapore?

Knowledge Outcome Students will be able to understand the various ways in which governments and individuals can respond to the effects of living in a diverse society.

Discussion Questions What has the government done to tackle social inequality in Singapore?

What do you think are some trade-offs if the government increased taxes on wealthy individuals and corporations?

What else can be done to tackle inequality in Singapore?

Click HERE to access possible responses to discussion questions

What 's Simmering Issue 2: Living in a Diverse Society Links Video 1: On Parliament’s agenda: Tackling social inequality, helping Singaporeans stay employable Article 1: Singapore in bottom 10 of Oxfam index on efforts to tackle inequality Article 2: Singapore refutes Oxfam report on its performance in tackling inequality Article 3: Commentary: Use the right lamp to light the way forward on inequality

Article 4: Singapore must ensure no one is left behind as country progresses: PM

Article 5: Let's talk about poverty and inequality today

January 2019 | 08

Are protectionist policies an effective response in a globalised world?

Globalisation has resulted in countries being more interconnected and interdependent on one another. One positive impact of globalisation has been the economic growth of countries around the world. With increased trade and investments among countries, companies experience higher profits and people enjoy higher incomes. While most countries have benefited from globalisation and strongly advocate free trade, some countries may choose to protect their economies through protectionist policies. The introduction of tariffs, or tax on imports, is one such way. The recent dispute between the United States (US) and China over tariffs on resources such as steel and aluminium have led to economic and political tension within the international arena. An issue that was initially between two countries has the potential to affect the rest of the world that is more interconnected and interdependent. Are protectionist policies an effective response in a globalised world?

Knowledge Outcome Students will be able to understand the different responses to tensions arising from the economic impact of globalisation.

Discussion Questions What is the impact of the protectionist policies introduced by the US and China?

What can be done to minimise the negative impact of protectionist policies?

Click HERE to access possible responses to discussion questions

What 's Simmering Issue 3: Being Part of a Globalised World

Links

Article 1: Trade wars, Trump tariffs and protectionism explained

Article 2: A global trade war may produce a recession in the U.S., Stanford economist says Article 3: For China, more worrying impact from trade war is slowdown in technology transfer: S&P

Article 4: The Trade War Has Claimed Its First Victim

Article 5: Trade war fallout likely to hit Singapore soon, says MAS

Article 6: How Asian countries are navigating the trade war January 2019 | 09

What 's Cooking Upcoming Professional Development Courses Jan - Feb 2019 Social Studies: Design of Issue Investigation and Performance Task

Social Studies: Issue Based Seminar (Issue 1)

TRAISI Code: 22319-00003 Date/Day: 24 January 2019, Thursday Time: 0900 - 1700 Venue: AST Training Room 21

TRAISI Code: 22360-00004 Date: 19 February 2019, Tuesday Time: 1400 - 1730 Venue: AST Training Room 22

Synopsis: 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.

Synopsis: This workshop provides participants with a deeper understanding of the content related to the Issues in the Revised Syllabus by examining perspectives in assigned readings and videos, which will then be discussed at the Seminar.

January 2019 | 10

What 's Cooking Thank you for your participation in the Social Studies Curriculum Leaders' Sharing Session 2018!

Access the materials from the event by clicking HERE. (OPAL log-in required)

January 2019 | 11

What 's Cooking Additional Resources for Classroom Activities Click on the links below to access the resources.

Issue 1 Issue 2 Issue 3

6 young Singaporeans receive nation's highest youth accolade for community contributions

Report of the Select Committee on Deliberate Online Falsehoods Executive Summary

Gen Y Speaks: What does it mean to love Singapore?

Making Singapore more senior-friendly

Nearly half of low-income students in Singapore attend the same schools: OECD report

'Keep the escalator moving up': DPM Tharman urges Singapore to maintain social mobility

2 Singaporeans charged over placing toy grenades in public places

Opportunities and strategies Singapore can take against protectionism: Chan Chun Sing

Why did Dyson pick Singapore to build its electric car?

January 2019 | 12

What 's Cooking

Nomination of Singapore's Hawker Culture onto UNESCO Representative List of Intangible Cultural Heritage In his 2018 National Day Rally, Prime Minister shared plans to nominate Singapore's Hawker Culture onto the UNESCO Representative List of Intangible Cultural Heritage, joining the likes of batik from Indonesia and yoga from India.

Learn more about the nomination and pledge your support for the nomination by clicking on the hyperlink on the right.

Source: Ministry of Culture, Community and Youth January 2019 | 13

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January 2019 | 14