TCC Teaching and Learning
Group 33-37 and rename it 'TCC Teaching and Learning'
IdEa@work 33: interdisciplinary assignment(for Chinese): Science and Ethics 科学与伦理的思考
IdEa@work 33: interdisciplinary assignment(for Chinese): Science and Ethics 科学与伦理的思考
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Name of Team
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TCC curriculum team
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Title of Project
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interdisciplinary assignment(for Chinese): Science and Ethics 科学与伦理的思考
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Facilitator
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Team Leader
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Teng Chin Yang Sandra
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Secretary
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-
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Members
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Zhang Ronghua
Tye Seck Moy
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Initiated on (date)
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1/4/18
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Completion date
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31/8/18
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Objectives/Targets
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总目标：进一步深化学生的跨学科认知与应用能力，强化多学科的多元思维能力及分析问题，解决问题的能力。
分目标：
（1） 认识什么是科学，什么是伦理道德。
（2） 探讨科学与伦理道德的关系。
（3） 提升对各学科领域的综合认知能力（跨学科）。
（4） 提升发现与分析问题的能力。
（5） 对价值观念的深入构建。
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1. 设计一套针对TCC学生的跨学科研讨的研习作业。
2. 作业目标以“科学与伦理的辩证思考”为焦点进行自由探讨。
3. 作业形式以教师提供引导为前提，学生主动展开阅读研究，撰写相关报告。
4. 以TCC Analytic Rubric为蓝本，根据本次华文研讨内容，设定华文版评估准则（改准则采用横向与纵向的双向分层评估方式）。
5. 对学生作品进行评估与反馈。
6. 挑选优秀学生作品交流（发表《学而》等）。
（附上“详细报告说明”与“评估表格”。）
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Extent of Improvement/
Targets met
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1. 学生对于科学与伦理的关系有了较为全面的思考。
2. 学生更为有意识地从跨学科角度思考问题。
3. 学生获得了相应的学术研究方法。
4. 学生能更多从情感智商角度看待客观问题。
5. 学生都能完成有质量的研习报告，部分作品表现突出。
6. 更为自由灵活与有研讨意义的研习作业更有利于学生的能力培养，包括创新力与基本华文学习能力。
（附上学生作品一份。）
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IdEa@work 34: Integrated
Humanities Alternative Assessment – One
voice can make a difference
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Name of Team
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The
Connected Classroom
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Title of Project
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Integrated
Humanities Alternative Assessment – One
voice can make a difference
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Facilitator
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Vivien
Tok
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Team Leader
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Vivien
Tok
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Secretary
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Vivien
Tok
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Members
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Rachel
Khoo
Sandra
Teng
Ong
Lee Hua
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Initiated on (date)
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Term
1 Week 10
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Completion date
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Term
3 Week 2
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Objectives/Targets
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This task required
students to:
1.
to ask questions, gather information and background
ideas, and examine terrorism in the light of ethical journalism.
2.
explore and critically analyse the purpose and values of media reporting through
examining the messages journalists present when they report on terrorism.
3.
reflect and evaluate your understanding on terrorism
and the impact of irresponsible media reporting.
4.
examine misconceptions of terrorism
in Southeast Asia.
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Implementation Process
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Term 1 Week 10 – Briefed
students on the task and the various steps they needed to take.
Step 1: Students engaged
with the given resources.
Step 2: Students
chose two different reports from the media and compare and contrast them.
Step 3: Students
developed a short guide or a set of tips on the kinds of things to look out
for when trying to judge the viewpoints of a media report about modern day
terrorism.
Step 4: Students
posted their short guides or set of tips on Google+ S4-11 & S4-12 by 19 March
2018.
Step 5: Each student
viewed at least three of their classmates’ posts and responded to them using
the dialogue tools that they were
introduced to in OOEL. Responses to posts were submitted by 26 May 2018.
Step 6: Students to
make improvements on their guide or tips. With the help of the revised guide
or set of tips, students had to analyse and critique a media report
(different from the ones used in Step 2) on modern day terrorism.
Step
7: As a follow-up activity to Step 6, students then designed a poster to dispel
a misconception of terrorism in Southeast Asia. This was accompanied
by a short write-up of less than 500 words to explain the thinking behind
their posters.
Step
7: Students posted their poster cum write-up Google+ by 1 June 2018
Step
8: Once again, each student viewed their classmates’ posts and provided
feedback on their posts using the dialogue tools by 29 June 2018.
Step
9: Students refined their posters and write-ups based on the feedback
received and submit their products for grading on 3 July 2018.
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Extent of Improvement/
Targets met
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Students
exhibited good abilities to provide ask thought provoking and effective
questions to help their peers to generate deeper thinking.
They
provided quality feedback on the purpose and values of media reporting to
their fellow classmates, evidenced of the critical and analytical thinking
processes that had taken place. Many
of their feedback on the different use of images, colours, font sizes, etc to
present their poster and messages also reflected their critical and creative
thinking.
There
were lots of co-construction of knowledge and much peer teaching and learning
that took place online throughout the whole process. The various steps were
spaced and sequenced progressively to provide room for iterations and
students were able to keep improving to their products without perceiving
their earlier versions as inferior. Their communication and decision-making
skills were put to the test when they had to justify and defend some of their
choices in the design of the poster and when they had to decide on whether to
adopt classmates’ suggestions.
Students
commented that they gained new perspectives from the feedback given by their
classmates and by interacting and exploring ideas with them. Overall it was a fruitful and meaning,
albeit taxing and demanding, learning journey for them.
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IdEa@work 35: TCC Biology-Chemistry Alternative Task
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Name of Team
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The Connected
Classroom
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Title of Project
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TCC Biology-Chemistry Alternative Task
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Facilitator
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Olivia Chee
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Team Leader
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Sandra Teng
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Secretary
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Sheena Cheong
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Members
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John Lee
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Initiated on (date)
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25th
June 2018
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Completion date
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10th
September 2018
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Objectives/Targets
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Implementation Process
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Extent of Improvement/
Targets met
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IdEa@work 36: TCC
Programme Evaluation after 4 years
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Name of Team
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The
Connected Classroom
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Title of Project
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TCC
Programme Evaluation after 4 years
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Facilitator
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Sandra
Teng
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Team Leader
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Sandra
Teng
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Secretary
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--
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Members
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Olivia
Chee, Sheena Cheong, Vanessa Heng Rachel Khoo, John Lee, Sharon Lee, Luis
Lioe, Agnes Ng, Sulastri Binte Noordin, Ong Lee Hua, Mark Shone, Gloria Teng,
Vivien Tok, Tye Seck Moy, Dina van Dijk, Zhang Ronghua
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Initiated on (date)
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Dec 2017
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Completion date
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Estimated
Jan 2019
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Objectives/Targets
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To investigate into the outcomes
of The Connected Classroom after the 4-year run.
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Implementation Process
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Reality check: TCC teachers
while they are planning and enacting the innovations in curriculum are
hard-pressed for space to research into the outcomes of the programme.
1. Proposal
to school for research by educational researchers (Dec 2017): financial
commitment was given to investigate into the outcomes of TCC
2. Engaging
NIE researchers, Dr. Tay Hui Yong and Lin Rongchan (Mar-Apr 2018): to co-plan
and execute programme evaluation
3. Data
collection (Apr to Nov 2018): video of team meetings, lesson enactments,
scoring of student artefacts, collation of student artefacts, student FGDs,
teacher FGDs, teacher interviews, interviews with HCI partners, transcription
4. Analysis
of data (Dec 2018) and summative report of findings and recommendations by
researchers (est. Jan 2019)
5. Discuss
next steps
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Extent of Improvement/
Targets met
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TCC teachers’ professional learning
and development:
·
SOLO assessment workshop to understand SOLO
design and rubric – this aided the design of rubrics for TCC alternative
tasks in Science, Chinese, English
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co-constructed the analytical rubric for
scoring student artefacts
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worked across department on the unit on Ethics,
a deliberate effort to draw connections and application for student
engagement
Research design: multiple data
points
Objectivity: NIE researchers’
expertise
Evidence: to inform next steps
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IdEa@work 37: Out of The Connected
Classroom (OOTCC) Walk-Malaysia (Sec 4 GCP)
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Name of Team
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The
Connected Classroom (TCC)
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Title of Project
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Out
of The Connected Classroom (OOTCC) Walk-Malaysia (Sec 4 GCP)
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Team Leader
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Sandra
Teng
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Members
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Ong
Lee Hua
Vivien
Tok
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Initiated on (date)
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1
March 2018
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Completion date
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19
Nov 2018
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Objectives/Targets
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This
trip marks the culmination of student learning and engagement over the past 4 years in the
TCC. It is organised with the following objectives in mind i.e. to provide
the TCC students a platform:
·
to make real world connections and
connections between different disciplines
·
to appreciate cultural differences as they
visit various communities located in different parts of Peninsula Malaysia
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to enable students to experience slow
looking, slow learning & slow journalism
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Implementation
Process
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March-May
2018:
-Conceptualisation of the trip by the
organizing team
June
2018:
-Recee
trip to Penang, Ipoh and Taiping conducted by the 3 teachers
July-October
2018
-Confirmation
of details of the programme and the logistics of the trip
-Briefing
of parents and students who have signed up for the trip
-3
pre-trip sessions organized for the students to prepare them for the OOTCC
Walk
-10
Nov-19Nov 2018
OOTCC
Walk Trip
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Extent of
Improvement/
Targets met
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-Students
and teachers were able to practice slow walking and slow journalism during the
10 day trip, making connections with the people they met, as well as
disciplinary/cross-disciplinary links to the real world issues/themes e.g. heritage
conservation and the arts, the environment, globalization, migration,
governance etc.
-Both
students and teachers shared their observations, stories, encounters and
reflections on an on-line blog and on the Instagram.
Links:
-The
19-member team was actively engaged in their learning and the documentation and
real-time sharing of their experiences.
Instagram-A
total of 50 posts were shared
Blog-To
date, about 47 posts (Chinese and English) consisting of observations,
reflective pieces, poems, creative non-fiction etc. were uploaded during the
10 day trip
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