04 November 2019
iSSues Explorer
Developing Informed, Concerned & Participative Citizens
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Selection of the Month
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Dice It Up
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What's Simmering
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What's Cooking
Brought to you by the Soci al Studi es (Seco n dary) Un i t
Selection of the Month
Engaging Students Through Game-based Learning
In 2017, a group of teachers from Zhenghua Secondary School embarked on a project to explore the use of games in Social Studies lessons. The aim was to make Social Studies lessons fun and engaging for students while helping them explore and understand societal issues. In this section, Mr Danny Cha, HOD (Humanities), shares his department’s experience. Background: Challenges in Engaging Students Over the years, we have observed how our graduating students, stressed out by revision for the national examinations, become disengaged during lessons. When new content is covered, the lessons are often teacher-centric, due to the misperception that older students should focus on preparing for the national examinations. Concerned about the impact on students’ motivation and interest in Social Studies, we sought ways to make lessons more exciting and engaging. Research: Game-based Learning One strategy we explored was game-based learning. Through our research, we found that children have an innate sense of play that helps them explore the world around them. However, a typical school day is designed with a clear demarcation between instruction and recreation (Mayer et al., 2010). By introducing games into lessons, we would bridge the divide between instruction and recreation, and consequently raise student engagement levels. Another discovery we made about game-based learning is how it contributes to the development of critical thinking and communication skills in a safe environment. When students apply what they have learnt to a game, they have the opportunity to process their thoughts and explain what they have learnt to their peers. The light-hearted nature of game-based learning provides students with a safe environment “to explore, think and try things out”; games also “provide motivation to succeed and reduce the sting of failure” (Kapp, 2012).
Our Game-based Learning Journey Recognising the value of game-based learning, we sought to incorporate it into our Social Studies lessons. Due to the lack of funds and skills to build an online gaming application, we created a physical board game instead. As a department, , we brainstormed for ideas to ensure that it would not have a simple question-andanswer format. We decided to create a board game that could be used to enhance students’ understanding of the different responses to tensions arising from the security impact of globalisation.
Game-based learning in a Social Studies lesson. Nov 2019 | 01
Selection of the Month SHAZAR as a Guide to Game Design In designing the board game, we came up with the acronym SHAZAR, which stands for Scope, How, All the rules, Zoom into the production details of the game, Assess knowledge acquired and Reflect. The following shows how we applied SHAZAR to the board game. Scope Consider the knowledge outcomes to be achieved through the game by referring to the Social Studies Teaching and Learning Syllabus. The game should be scoped to what students have already learnt.
Applying SHAZAR to the Game Design: How We intended for the game to be a tool for formative assessment. The game involves the use of Question and Answer cards. The questions on the Question cards are based on content students have learnt and help them check their understanding of the topic. The Answer cards provide students with feedback on the quality of their responses and how the responses can be improved.
How Decide how the game would support teaching and learning as a tool for: 1) formative assessment; and 2) inquiry into societal issues.
The game also includes tasks for students to complete. Some of the tasks may be in the form of source analysis, where students practise the source-based skills they have learnt and make evidence-based conclusions.
All the rules Determine the rules of the game and how the game should be played.
Click HERE for more details of the game.
Applying SHAZAR to the Game Design: All the rules The objective of the game is to be the first police officer to reach the endpoint of escorting a terrorist to a prison cell. Students play the game in groups of 4 or 5. During the game, students take turns to roll the die and move their game pieces around the game board. Depending on where their game pieces land, students either answer a question on a Question card or complete a task.
There are also role-play tasks that require students to take on the role of different members in society to describe the tensions that arise from the security impact of globalisation.
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Selection of the Month Zoom into the production details of the game Decide on the budget and the resources needed to produce the game set(s). Assess knowledge acquired Determine the mode of assessment required to assess students’ understanding of the topic after the game. Reflect Gather data about the effectiveness of the game in engaging students and reflect on how it can be improved. Applying SHAZAR to the Game Design: Reflect Our data was derived from a survey conducted with students after the game-based learning experience and observations made by our colleagues during the game. While students played the game, our colleagues looked out for their responses and reactions to the questions, tasks and game in general. Students were surveyed on the following questions. They could respond by selecting a range of responses (Strongly Agree, Agree, Disagree and Strongly Disagree): • I enjoyed playing the game. • The game was easy to play. • The game is a good way to summarise our learning. They were also invited to give suggestions to improve the game. The students’ feedback and teachers' observations of how the game was conducted were used to improve the gamebased learning experience.
Observation and Reflection When we studied the students’ responses in the reflection worksheets, we observed that they had gained a clearer understanding of the topic. The survey conducted also showed a high level of engagement and enjoyment among students. Some of the comments by the students include “I enjoyed the game as I learnt facts that are not found in the textbook and had a good time with my classmates” and “I got to reflect on the pictures (sources) and answer the questions”. Despite the relative success of the game, there are still areas we can improve on. For example, some of the sources that we used for the game were too complex for students to analyse within the short time given. Moving forward, we will review the choice of sources to ensure they are more manageable. We can also work on providing immediate feedback to students through the use of multiple-choice questions. Instead of responding to an open-ended question after analysing the sources in the game, students would have to make a choice and justify their decision. The Answer cards could include explanations on why the chosen answer is correct or wrong. This would give students immediate feedback on their strengths or gaps in understanding. References Kapp, Karl M. (2012). The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. San Francisco, CA: John Wiley & Sons, Inc. Mayer, B. & Harris, C. (2010). Libraries Got Game: Aligned Learning through Modern Board Games. Chicago, IL: American Library Association.
Nov 2019 | 03
Dice It Up Lesson Ideas: Challenges of Living in a Diverse Society The SLS Lesson
In Issue 2 of the E/N(A) syllabuses, students learn about the experiences and effects of living in a diverse society. This section suggests some lesson ideas based on the SLS lesson “Chapter 6 – What Are the Challenges of Living in a Diverse Society?” The SLS lesson focuses on helping students learn about stereotypes and prejudices and the importance of managing the challenges of living in a diverse society.
Lesson Idea #1
Click HERE to access the SLS lesson.
This lesson idea serves as a way for teachers to check for students' understanding. The lesson idea can be carried out after students have been exposed to the concepts of 'stereotypes' and 'prejudices' during lessons. The teacher may use the STP Teaching Action, Explaining My Thinking in Answering Two-Part Questions for this lesson idea. The teacher first explains the purpose of the task to students, emphasising the importance of articulating the thinking and rationale behind their answers.
How does this suppo rt the inqui ry process? The teacher invites students to attempt the first question in the tab
“What Are Stereotypes and Prejudices?” in the SLS lessons. Students are Students exercise reasoning when they explain their rationale for required to categorise statements under the categories ‘stereotypes’ or categorising the six statements during the class discussion. The ‘prejudices’. subsequent discussion that takes place as they identify the similarities Upon submission of their responses, teachers will have an overview of and differences between the concepts of ‘stereotypes’ and ‘prejudices’ the answers provided by students. facilitates construction of knowledge. The teacher refers to students’ responses and invites students to explain STP Teaching Ac tion: 'Expl aini ng My Thi nki ng i n their rationale for categorising the statements. Through the explanations provided by students, the teacher would be able to engage students in Answering Two-Par t Questions' discussion regarding their understanding of the concepts of 'stereotypes' The students' rationalisation of their answers provides the teacher and 'prejudices'. with information to plan for future instruction and the type of The teacher may take the discussion further by probing students to think feedback to give to students to clarify their misconceptions. about the similarities between the statements that have been As students listen to each other during the class discussion, they are categorised under the same group. In doing so, students demonstrate exposed to the perspectives of others and become aware of their their understanding of the characteristics of the concepts 'stereotypes' strengths and learning gaps. Knowing their learning gaps enables and 'prejudices'. The teacher may use this opportunity to clarify students to focus their attention on acting on the feedback given to misconceptions students may have. improve their understanding of the concepts. Click HERE to learn more about the STP Teaching Action, 'Explaining My Thinking in Answering Two-Part Questions'.
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Dice It Up Lesson Ideas: Challenges of Living in a Diverse Society Lesson Idea #2
This lesson idea encourages students to reflect on the importance of managing the challenges of living in a multi-cultural society. The teacher sets the context for the lesson by sharing about the recent incident involving an advertisement for an e-payment platform and the reactions to its publication. The teacher invites students to read the article “Goodwill Takes Years To Build, But Only Seconds To Destroy” in the tab “Why Is It Important to Manage the Challenges of Living in a Culturally Diverse Society?” After students have read the article, the teacher can conduct a class discussion using the STP Teaching Action, ‘Socratic Method of Questioning’. Teachers may use questions from the six types of probing questions (Paul & Elder, 2007) to direct the class discussion:
At the end of the discussion, students respond to the questions that follow the article "Goodwill Takes Years To Build, But Only Seconds To Destroy" via SLS. The teacher may use the students' responses to plan for future instruction and the type of feedback to give to students to clarify their misconceptions.
STP Teaching Ac tion: ‘Socrati c Method of Questioning’
The ‘Socratic Method of Questioning’ can be used to direct and to clarify students’ thinking. Through the use of the six types of probing questions, students are able to achieve deeper conceptual understanding and learning.
How does this suppo rt the inqui ry process? This lesson idea gets students to exercise reasoning as they rationalise the responses to the discussion questions. The probing questions used in the Socratic Method of Questioning promote reflective thinking by helping students to identify assumptions, evidence and lines of reasoning.
Note on Sensitivity
Discussions of students’ experiences of living in a diverse society may raise sensitive issues as they may have experienced stereotyping, prejudice or discrimination. Some students may also make insensitive remarks. Should such situations occur, teachers can take the opportunity to clarify students’ misconceptions. For more information on managing effective discussions of controversial issues, please refer to ‘Managing Effective Discussions of Controversial Issues’, pp. 118–121 of the Express/Normal (Academic) Teaching & Learning Guide. Nov 2019 | 05 Click HERE to learn more about the STP Teaching Action, ‘Socratic Method of Questioning’.
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 Is there enough support for caregivers of the elderly in Singapore?
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Issue 2: Living in a Diverse Society To what extent is Singapore’s social harmony under threat?
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Issue 3: Being Part of a Globalised World How can Singapore work towards strengthening its cybersecurity?
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Is there enough support for caregivers of the elderly in Singapore? With an ageing population, many younger Singaporeans are taking on the role of caregivers to their elderly family members, who may have disabilities. This responsibility is not without its challenges, as caregivers may face financial issues, inflexible work arrangements and lack of skills or know-how to care for their family members. The rollout of the Caregiver Support Action Plan, announced in Parliament recently, aims to provide caregivers with accessible care options and defray the costs of caregiving. While these measures have been well-received by caregivers, there are also concerns that they may be insufficient to support caregivers. This leads us to ask: Is there enough support for caregivers of the elderly in Singapore?
Knowledge Outcomes Students will be able to understand: the functions of government and how governments work for the good of society; and how citizens and organised groups can participate in working for the good of society.
Discussion Questions Is there enough support for caregivers of the elderly in Singapore? In your opinion, what are other ways to support caregivers of the elderly in Singapore?
Click HERE to access possible responses to discussion questions
What 's Simmering Issue 1: Exploring Citizenship & Governance
Links
Article 1: Greater support for caregivers, seniors Article 2: Making Singapore dementia-inclusive with community help Article 3: NTUC calls for more to be done so that caregivers can join workforce Article 4: Hiring untrained maids to take care of frail, sick elderly may not be safe or sustainable: Experts Article 5: Commentary: Three stories from caregivers show we still undervalue caregiving Article 6: The Big Read: Strides made in eldercare, but concerns arise over affordability and lack of information Nov 2019 | 07
To what extent is Singapore’s social harmony under threat? In a society that is as racially and religiously diverse as Singapore’s, the need to maintain social harmony cannot be underestimated. Through the efforts of individuals, community groups and the government over the years, different groups in Singapore have been able to live peacefully together. However, this social harmony cannot be taken for granted, as it can easily be destroyed. A recent survey conducted by the Institute of Policy Studies (IPS) revealed that while 70 per cent of the respondents believed that people of different faiths can get along when living close together, 15 per cent found Muslims threatening. The survey also found that nearly 46 per cent of the respondents aged 18 to 25 were open to allowing extremist views against other religions to be published on the Internet. Such findings, coupled with violent attacks by extremists around the world, have raised concerns that Singapore’s social harmony is under threat. To what extent is Singapore’s social harmony under threat?
Knowledge Outcomes Students will be able to understand: the experiences and effects of living in a diverse society; and the various ways in which governments and individuals can respond to the effects of living in a diverse society.
Discussion Questions To what extent is Singapore’s social harmony under threat? In your opinion, what else can be done to preserve Singapore’s social harmony?
Click HERE to access possible responses to discussion questions
What 's Simmering Issue 2: Living in a Diverse Society
Links
Article 1: 15% of respondents find Muslims threatening: IPS report Article 2: Man arrested in connection with racial slurs scribbled near Aljunied MRT station Article 3: More important than ever to discard prejudices Article 4: S’pore has done much to forge a cohesive, multiracial society, but two challenges remain Article 5: Strong links between faith, ethnic groups key Article 6: Singapore’s religious harmony laws must be up to date to deal with new threats: PM Lee Article 7: Breaking fast at church, in a synagogue: Interfaith leaders in Singapore take a stand against violence their own way Nov 2019 | 08
How can Singapore work towards strengthening its cybersecurity? In an increasingly interconnected world, threats to the security of countries are continually evolving. Singapore's growing reliance on technology as it works toward being a Smart Nation has increased the country's vulnerability to threats such as deliberate cyber attacks, online falsehoods and the theft of personal data by hackers. These threats have the potential to disrupt Singapore's stability and affect our way of life. In response to such threats, Singapore introduced Digital Defence as the sixth pillar of Total Defence on 15 February 2019. Singaporeans at all levels – individuals, community groups, businesses and even the government – play a critical role in proactively contributing to our Digital Defence. Singaporeans are encouraged to practise good cybersecurity habits, guard against fake news and disinformation, and build digital literacy as individuals and as a community. While there are preventive measures in place to ensure Singapore’s cybersecurity, their effectiveness is limited by the attitude and behaviour of Singaporeans. How can Singapore work towards strengthening its cybersecurity?
Knowledge Outcome Students will be able to understand the different responses to tensions arising from the security impact of globalisation.
Discussion Questions What are some cybersecurity challenges experienced by Singaporeans as we become more interconnected? In your opinion, how can Singapore work towards strengthening its cybersecurity?
Click HERE to access possible responses to discussion questions
What 's Simmering Issue Issue 3: Being Part of a Globalised World Links
Video 1: Singapore’s Digital Defence is ours to safeguard
Article 1: Fact Sheet: Digital Defence
Article 2: Digital defence key to success of S’pore’s Smart Nation drive: Iswaran Article 3: The big read – As more cyber attacks loom, Singapore has a weak ‘first line of defence’ Article 4: Commentary: The way companies look to fend off cyberattacks needs a rethink
Article 5: The big task – instilling a culture of taking cyber security seriously
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What 's Cooking Massive Open Online Course Globalization: An Introduction The National Institute of Education (Singapore) has created a self-paced Massive Open Online Course (MOOC), Globalization: An Introduction. This online course aims to address the following key questions: What is globalisation? What are the benefits of globalisation? How globalisation has brought about new challenges? What are some responses to globalisation? The course comprises 12 online lessons of 2 to 3 hours, examining the following concepts through various modalities of learning: What is globalisation? (lesson 1) Ideology (lesson 2 - 3) Economy (lesson 4 - 5) Governance (lesson 6 -7) Inequalities (lesson 8) Culture (lesson 9 - 10) Migration / mobility (lesson 11 - 12) You may choose the lessons which would benefit you the most and go through them at your own pace. Through these online lessons,you would gain a better understanding of globalisation, which translates into improved lesson design for your students.
Enrolling for the Course Step 1: Access the course website by clicking HERE. Step 2: Click on Enroll and you will be prompted to sign in or create an account.
Step 3: Upon enrolling, you will be able to access the course.
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What 's Cooking Additional Resources for Classroom Activities Click on the links below to access the resources.
Issue 1
About 1,000 homeless people sleeping rough in Singapore, first-ever academic study finds
Issue 2
Video: Videos that 'attack another race' cross the line, says Shanmugam on rap video by Preetipls
Issue 3
EU-Singapore trade deal set to take effect on Nov 21, after approval from EU Council
Commentary: What’s next for e-scooters after the footpath ban?
Survey finds rise in perception of work-related discrimination among Malays, Indians in Singapore
Video: Talking Point Ep 9: Doxxing How Does It Affect Me?
Resource: Board Game - Building Singapore
Goodwill takes years to build, but only seconds to destroy: Indranee
Four lessons from the Christchurch terror attack
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Nov 2019 | 12 Aug 2019 | 11