Reflections on visit to a school in Singapore

The following video was taken at Holy Innocents Primary school in Singapore. This visit was one of the highlights of the Global Math Forum held in Singapore in September. Marshall and Cavendish organised a most valuable and professional forum as  discussed in my previous posts. Enjoy the video and feel free to comment.

A Model of Lesson Study in Singapore

The Lesson Study portrayed in the following video was presented to representatives from South Africa by Peggy Foo, MCI at Evergreen Primary School in Singapore

Lesson Studies are used as a Professional Development Tool. Teachers use this tool to engage in and to systematically examine and reflect on their teaching

Lesson Study is:

1. 1.       Teacher driven
2. 2.       Job embedded
3. 3.       Collaborative learning

Teachers identify the research theme which will be based on the school’s vision. Once the research theme has been identified, the lesson plan is designed and a research lesson conducted. Research lesson is conducted by the research teacher, observers can be internal and external teachers and experts who adhere to observation protocol (not to communicate with pupils, with fellow observers, observe few pupils closely, take detailed notes etc)

In post lesson observation, recapping of the research theme and research lesson are conducted. Comments from observers from lesson study plan teams and from other experts are all taken and a summary is done.

In the research lesson conducted in Evergreen Primary School, the research theme is “thinking and self directed learners”. The aim of research is to identify principles/factors for promoting thinking.

The research lesson was on fractions conducted with a Grade 2 class. It was an interesting lesson conducted using a cake to illustrate whole, halves and quarters.  The recap on terms was followed by the teacher referring to a fraction as part/piece, thereafter putting in order fractions from greatest to smallest and vice versa. Pupils working in pairs were using manipulatives to do the worksheets.

In post observation sessions, the following comments from observes were reflected:

1.       The importance of the use of good questions to check misconception (if 4 is bigger than 2, how come half is bigger than quarter?)

2.       Examine carefully, the use and types of manipulatives.

3.       When using real life examples such as the cake – to utilise it further and in the young group tell stories to probe questions to check prior learning

4.       When group work is required, ensure paired pupils work together nicely without being overtaken by dominant character

5.       Pupils completed work quite quick, which may imply that worksheets were too easy for them. To promote thinking, it may have been advisable to remove manipulatives for the last two questions in the worksheets.

I like the idea of Lesson Study as a PD Tool. I think it is a great way to reflect on any teaching. Though for it to be effective, it has to be run by subject and teaching experts.

Singapore Math roll out in township schools in South Africa by ORT SA

At the recent Global Math Forum organised by Marshall and Cavendish in Singapore, I presented the following Prezi on the Singapore Math roll out in township schools in South Africa by ORT SA.

Notes for the Prezi:

My presentation started with a general background on South Africa, followed by a rather gloomy and most depressing picture of the state of
education in the country.

In a previous post , I portrayed the “Ticking bomb” as described by the Ministry of Higher Education; the distressing situation of the high unemployment rate of a young cohort group, this data being  of Government concern as it has huge implications on the future, as well as the present crime rate and poverty.

When discussing the state of education, it is important to take note of the past, and though 17 years have passed since Apartheid and “the past can no longer serves us as an excuse” as many critics may state, it is interesting to note that 96% of the current teachers were trained during the pre 1994 period with its deep inequalities, leaving them under-prepared for the new system and curriculum.

Therefore the Need-
South Africa is producing too few teachers, especially in key subjects such as Maths and Science.  Moreover,, existing teachers spend too little time in the classroom and many teach poorly when they are in the classroom. With research overwhelmingly showing that good teaching is vital
for better student results, this is a worrying situation. (CDE Recent research).

Government has taken many measures post 1994, and the Curriculum reforms in the form of Curriculum 2005, RNCS and NCS were all based
on “Outcomes Based Education” approach. What is known as OBE is based on Student Centre Learning, with focus on empirically measuring students’ performance (called outcomes). This approach does not specify nor require any particular style of teaching or learning and is based on constructivist methods, discouraging traditional education based direct instruction.

Professor Gopinathan from the NIE Singapore noted in his speech that the Singapore Government when designing its policy, some 30 years ago, based its strategy on building strong fundamentals before introducing flexibility, choice and diversity.

In 2010, the DOE of SA introduced the CAPS Curriculum and “kicked OBE approach out of the door”…some may argue, 16 years too late.

ORT SA Math Programme incorporates three critical factors that contribute to its success as shown in learners’ performance and teachers increased competence, confidence and motivation:

1. The use of high quality materials (the Singapore Math books published by Marshall and Cavendish). These materials have the MCK (Math
Content Knowledge) and MPCK (Math Pedagogical Content Knowledge) both embedded in them. And its structure and focus approach compensate a lack of strong Curriculum.

2.  Intensive teachers training, coaching and on-site support to upgrade teachers’ skills and knowledge and support them in implementation.

3. Assessment of learners and teachers to measure impact of project on their performance and bridge the gaps where necessary.

Lessons learnt

• ORT’s model of high quality books, PD and Assessment proves to improve teaching and learning of Math in township schools in SA
• Phase Approach (Starting from Grade 1) is recommended to introduce the Singapore methodologies progressively and build strong foundations
• Show case success via functions, awards ceremonies, visits to schools. These show cases are a source of motivation and pride to teachers and schools
• Importance of partnerships with DOE, Corporates, other NGOs all sharing the same aims and goals

Challenges

• Parents’ involvement is a big challenge. Not only in encouraging and supporting children’s work and instill in them the values in education, but also  ensuring the safety of the school
• Language – not enough research has been conducted to evaluate the implications of using English written textbooks in the Foundation Phase level, when policy requires the use of home language (there are 11 official languages in SA)
• Minimal influence on policy and reforms in education. (accountability, compensation of teachers, shared data with DOE on pupils assessment)

Prezi