TCC Teaching and Learning
Remark: combine 50-53
IdEa@work 50: Connected Unit – Out of Eden Learn (OOEL) Journey 2: The Past and the Global
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IdEa@work 50: Connected Unit – Out of Eden Learn (OOEL) Journey 2: The Past and the Global
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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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Connected
Unit – Out of Eden Learn (OOEL) Journey 2: The Past and the Global
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Facilitator
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Sandra
Teng
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Team Leader
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Ong
Lee Hua
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Secretary
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Cheng
May Ling
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Members
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Vivien
Tok
Zhang
Ronghua
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Initiated on (date)
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January
2016
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Completion date
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June
2016
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Objectives/Targets
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·
To make different subject connections and
interdisciplinary thinking visible
·
To provoke students to think critically,
to expand their view of the world (locally and globally) and their ability to
navigate and interact with it
·
To allow students to use their creative
capacities to see the world they live in and give them reasons to find
expression for their thoughts and feelings about their past and the global
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Implementation
Process
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1. Team
met to study the OOEL J2 curriculum to map connections with core syllabi in
each subject (English, Chinese, History, Geography). See http://learn.outofedenwalk.com/
2. Teachers
sign TCC classes up on OOEL platform
3. Classes
grouped with students from other schools from across the globe as walking
partners to begin engagement with the curriculum and other students
4. Class
time to allow students to engage with the thinking processes (e.g.
See-Think-Wonder, Parts-Purposes-Complexities) and using interaction tools.
5. Tasks
and assignments were designed paced to leverage on the work students do on
OOEL to feed into core skills and content in the various subjects:
a. History:
Interview with an older family – What in Singapore is worth preserving?
b. English
LA: Finding global forces in everyday objects (photographs and writing of
poems); later translated into writing of performance poetry
c. Geography:
extending on skills of inference to examining photographs from the world to
discuss housing
d. Chinese:
descriptive writing using PPC, etc.
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Extent of
Improvement/
Targets met
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The
students completed Journey 1 in Sec 1. With this second journey, they were
more ready to pace themselves and to interact with their walking partners.
This is reflected in their Writing Portfolio reflections: some found pleasure
and new knowledge from these interactions. The level of interaction was also
more targeted and demonstrating global understanding.
The
tasks and assignments designed by the teachers also found impetus from the
real-world connections the students made.
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IdEa@work 51: Student-run
Parent-Child Conference
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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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Student-run
Parent-Child Conference
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Facilitator
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nil
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Team Leader
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Sandra
Teng
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Secretary
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Gloria
Teng
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Members
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Vivien
Tok
Zhang
Ronghua
Sheena
Cheong
Mark
Shone
Ong
Lee Hua
Molyyati
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Initiated on (date)
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May
2016
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Completion date
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Term
2 Week 10
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Objectives/Targets
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This
proposed format would enable us to
·
share
more aspects of students’ learning in TCC with parents,
·
build
students’ confidence in presentations to an adult audience,
·
encourage
teamwork in TCC students,
·
engage
the students and parents more with richer sharing of their combined
experiences.
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Implementation
Process
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Extent of
Improvement/
Targets met
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Students
demonstrated the 3Rs:
Took
personal responsibility for their
part in the presentation and sharing where they had to work in small teams; responsive to both the brief for this
year’s approach to PCTD and demonstrated a high level of confidence in
addressing the parents and answering the questions fielded by parents – there
was a sense of ownership and pride in their learning in the first semester;
the artefacts chosen were thoughtfully chosen and honestly reflective of their learning.
Parent
feedback: they were amazed by the trust teachers placed on the students to
take charge of the presentations (no rehearsals or vetting); some saw for the
first time the ability of their children to speak with such confidence in
front of a group of adults
Teacher
observation: there was a high energy, positive and affirming atmosphere all
around for the students and parents.
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IdEa@work 52: TCC
Upper Secondary Option
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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
Upper Secondary Option
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Facilitator
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Sandra
Teng
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Team Leader
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Ong
Lee Hua, Sheena Cheong
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Secretary
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Gloria
Teng
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Members
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Zhang
Ronghua
Cheng
May Ling
Mark
Shone
John
Lee
Vivien
Tok
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Initiated on (date)
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July
2016
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Completion date
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November
2016
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Objectives/Targets
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To
continue the work and iteration of TCC in Upper Secondary
To
offer TCC students the option to continue in this approach
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Implementation
Process
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1. The
questions were raised at different levels (team, department, Principal):
“What happens to TCC?” & “What next for TCC students?” The team sentiment
was that TCC cannot end in Sec 2 and the students go back to learning subjects
in silos.
2. The
team studied and considered the curriculum and leadership landscape and
developments in NYGH (e.g. IDU in Sec 1, going on to Sec 2, and plans for IDU
to be offered in 2017 to Sec 1)
3. To
avoid a confused and confusing offering of programmes (if TCC were to be
offered also in Sec 1 in 2017) and completing resources and manpower, the
team decided it was more feasible to continue TCC in upper secondary
(2017-18).
4. Principal
gave approval for the proposal: TCC Upper Sec option is given only to present
TCC students (Note: the team was open to opening it up to other students)
5. The
team worked in consultation with their own department heads to discuss how their
subjects may be offered and also deployment of teachers.
6. The
team worked on best possible subject combination and talent options, keeping
in mind the intent and purpose of TCC: broad
(2 languages, 2 math, 2 sciences, 2 humanities); the subjects will already be
differentiated due to the connected and integrative nature of TCC, so Advanced Math and Science subjects
as such are not options in TCC (technically, TCC math or science subjects
form the third offering that is distinct from IP and Advanced math and
sciences). I.e. Students desiring to take up triple sciences and/or Advanced
Math or Science subjects would need to opt out of TCC; given the more broad
and liberal TCC option, students with a strong suit for the humanities could offer a third
humanities subject together with HP class (Note: the proviso was that they
must qualify, like the rest, for HP to be given this option. They were to be
TCC-HP students.)
7. The
team used google apps (separate from the main online facility) to collect and
sort TCC students’ subject combination and options.
8. The
team consulted Dean/Curriculum on timetabling and deployment.
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Extent of
Improvement/
Targets met
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63
opted (of 100) to continue with the upper secondary option.
9
students qualified for HP (i.e. 9 of 23 places offered)
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IdEa@work 53: From
Kampong to HDB-CU2
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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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From
Kampong to HDB-CU2
(Classes
involved: 206,207 and 208)
Write-up:
This
connected unit explored the theme of 'home', more specifically how the historical
context, physical and human environments shaped the understanding of what
makes a home. The creation of a story map in this unit challenged the pupils
to apply historical and geographical skills to document and chart the change
and continuity of their family's housing experience.
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Facilitator
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Team Leader
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Ong
Lee Hua and Vivien Tok
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Secretary
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Members
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Initiated on (date)
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11
July 2016 (Term 3 week 3)
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Completion date
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26
July 2016 (Term 3 week 5)
A total of 8
lessons per class for this unit
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Objectives/Targets
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1.To
allow students to make interdisciplinary connections (history and
geographical way of knowing) in understanding the concept of “Home” and the
development of housing in Singapore
2.To
enable pupils to make connections between their self, family and history of
Singapore in documenting their family’s experience of moving and settlement
3.To
develop pupils’ inquiry and research skills as they interview their family
members and present their story using ICT tools for story-mapping
4.
To provide platform and opportunity for teacher innovation
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Implementation
Process
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Planning
May-June
2016
-Discussion
and planning of unit by members
Implementation
11
July 2016-26 July 2016
-Student
lessons and student reflection
Reflection by
members
18
August 2016
-Meeting
with Ms. Flossie Chua from Harvard Project Zero
-Feedback
given by Ms. Chua on unit and reflection by members
-Possible
areas for improvement identified
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Extent of
Improvement/
Targets met
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There
is a definite improvement from past practices where housing was taught
separately in the subjects of History and Geography. Lessons were not planned
to help pupils see the connections of how knowledge and ways of knowing from
both subjects could help pupils deepen understanding of housing and how it is
related to home and sense of belonging.
Through
the use of narrative and story-telling, the topic of housing comes alive when
pupils see how human emotions, past experiences and context shaped how one
makes a choice. The geographical way of knowing helps enhance it when the
dimension of space/environment was added in and pupils have to explain how
the various forces interacted to shape people’s decisions and attitudes.
More
could be done to design the reflection activities to better capture the
pupils’ integrative learning i.e. how they see both history and geography
coming together or how this topic will need both history and geographical way
of knowing
Student
end product:
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