new service learning and innovation through integrated project work partners... · 2018. 1. 5. ·...

Service Learning and Innovation through

Integrated Project Work (IPW @Haig Girls’ School)

P1 Curriculum Briefing

By Mrs Esther Tan

03 January 2018

What is Project Work?

• Project Work is a learning experience

- which allows students to:

1) synthesize knowledge from various areas of learning

2) critically and creatively apply it to real life situations

• Leaders of Character, Striving for Excellence in a Vibrant School

HGS Vision

• To nurture self-directed learners and critical and creative thinkers who lead and serve with integrity and compassion

HGS Mission

• Integrity, Commitment, Concern, Cooperation, Creativity

HGS

Shared Values

21st Century Competencies

21st Century Competencies

Interdisciplinary

English

Art

Social Studies

Science

How do we do it?

Authentic

Place-based

Problem-based

Value Creation

It is:

Level Project Description Approach Service Learning

P6 Code for the Community Interdisciplinary Problem-based,

Place-based Learning

(Community Areas)

Innovative products that solve everyday problems

(Extension of P5 IPW using Coding Skills)

P5 Science Innovation Fair: Science for the Community – Everyday Science!

Interdisciplinary Problem-based,

Place-based Learning

(Community Organisations)

Innovative products that solve

everyday problems

P4 The Inspired Museum

Explorers, Our Unique

Travels (TIMEOUT) -

Think! Contemporary

Interdisciplinary Problem-based, Place-based Learning [Storyline Method]:

(Singapore Art Museum & National Gallery Singapore)

Creative writing and contemporary art

installations that address the following

issues: immigration and identity,

heritage, nationhood and globalisation

P3 ACT! (Advocate, Conserve and Treasure) Joo Chiat

Interdisciplinary Problem-based,

Place-based Learning

(Joo Chiat neighbourhood)

Research and advocacy: design of

brochures to promote the heritage

and culture of Joo Chiat

P2 We Are One! Interdisciplinary Place-based

Learning

(Singapore Philatelic Museum)

Creative story writing to promote social integration

P1 Walking through Haig

Girls’ School

Interdisciplinary Problem-based,

Place-based Learning

(Jacob Ballas Children’s Garden)

Creative story writing to help new students assimilate to new environment

P1 Integrated Project Work

So are you ready to walk through HGS with us? Let’s go find out more!Students go on a learning journey to Jacob Ballas Children’s Garden to experience being in a new environment with new friends. They work together to complete a set of tasks.

Students set roles and responsibilities and individual and group learning goals.

Students gather information from print and non-print materials.

Students write a Class Dictated Story and dramatize their story with self-made props at class level.

Students complete reflection on their learning.

Subject Integration

P1 IPW

English

Art

CCE

Social Studies

• Students work in groups to set roles and responsibilities of group members

• Students set individual and group learning goals

• Students read the Social Studies book ‘New Girl in Town”

Pre-Learning Journey Activities

• Students visit the Singapore Philatelic Museum

Learning Journey • Students generate and gather information from print and non-print materials

• Students write a Class Dictated Story based on their experiences

• Students draw pictures of different ethnic groups

• Students design an e-Book based on the Class Dictated Story and the pictures they have drawn

• Students present their e-book and their experience on what they learn about the different ethnic groups

Post-Learning Journey Activities

P2

Students go on an interactive learning trail around Joo Chiat.

Students set roles and responsibilities and individual and group learning goals.

Students research on history, culture, food and houses in Joo Chiat.

Students draft their write-ups using the information gathered during the trail and from research.

Students use Microsoft Publisher to design their brochures.

Students present their findings and brochures to the P3 level.

Students complete a reflection on their learning.

So are you ready to ACT (Advocate, Conserve, Treasure) Joo Chiat? Let's go find out more!

P3

I fell in love with the inspiring artwork at the SingaporeArt Museum! I used to think museums were just placeswhere paintings were kept, but now I realise they holdgreat memories and stories from the past which we canlearn from. I have also learnt to work with others andput aside our differences to get things done.

- Jalene Toon (4 Joy)

Reflections:

TIMEOUT is an invaluable opportunity for studentsto learn and respond to art pieces in authenticmuseum spaces through the lenses of Art, Englishand Social Studies. I enjoyed pushing the boundariesof the children’s thinking and exposing them to themuseum culture and environment. TIMEOUTallowed the students and teachers the time, spaceand breadth to explore big ideas and concepts inways that would not have been possible otherwise.

- Miss Genevieve Wong (English Teacher)

I learnt that art does not have to be just a painting ora sculpture. I also became more confident inexpressing my ideas as I presented the artworksduring the launch of the exhibition.

- Lau Yu An (4 Kindness)

For some of the students, it was their first time at amuseum, so it was great to see their excitement. Theywere also very interested in listening to the detailedexplanations to understand the artworks better. Thebest part is that they got to exhibit their own artworksat the museum, just like professional artists!

- Mdm Salinah (Art Teacher)

P4

E.gs. Of Deliverables (P3 & P5)

Each team will first identify a problem in the different community organisations. They will thenproduce a creative product that helps to solve the problem.

The emphasis will be on using science and mathematical concepts and skills to solve a problemcreatively. Various creative processes can be adopted, such as the inquiry-based approach, theproblem-solving approach or the demonstration of a working model.

Class Community Organisations Partnered

5 Charity Mountbatten Vocational School

5 Grace Dialogue in the Dark

5 Humility PCF Marine Parade Kindergarten

5 Joy MOE Kindergarten

5 Kindness GoodLife!

P5

The objectives of the project are to:

1) Engage students as active contributors and concerned citizens through involvement in community problem solving and advocacy;

2) Value-add the community by collaboratively using technology to create innovative products that solve everyday problems.

P6

How do we incorporate Service Learning into IPW at HGS?

2E2R Approach

(Explicit Teaching, Experience, Role-Modeling and Reflection)

2E2R Service Learning

Explicit Teaching Pre Service Learning Briefing

Experience Learning Journey

Role-Modeling Teacher Demonstrations

Reflection Post Service Learning Reflections

Integrated Project Work and Service Learning is used to assess the internalization of school values and 21st century competencies.

School Values How it is carried out in IPW?

Integrity • speaks the truth• does not take what is not hers / honors other

people's property• can be trusted to keep her word and do her part

Intellectual Property and Plagiarism

Commitment • does her best in whatever she does• is responsible for her own learning• perseveres / does not give up when faced with

difficulties or adversity

Setting Learning Goals Planning a Schedule for completion of projects

Concern • cares for others / is kind to others• is helpful to others / those in need• shares what she has with others

Understand the needs of the community and create innovative solutions to address the needs of the community

Cooperation • participates actively in group activities• puts aside her differences and work together with

others.• listens to and respects her friends' ideas and

suggestions, even if they are different from hers• when she disagrees with someone, she knows how

to express it politely

Working well within the group and listening to one another’s viewpoints and presentations

Creativity • Refer to IPW Rubrics Creative solutions to community problems

Intellectual Property and Plagiarism

•Speaks the truth

•Does not take what is not hers / honors other people's property

•Can be trusted to keep her word and do her part

Pupils are explicitly taught to:• Acknowledge their Sources (Writing a Bibliography)

(b) Pupils are also explicitly taught to:• Synthesize their information through the use of ICT (Popplet)

(2) Experience

Places of Experience

Primary 1 Jacob Ballas Children’s Garden

Primary 2 Singapore Philatelic Museum

Primary 3 Joo Chiat Neighbourhood

Primary 4 Singapore Art Museum & National Gallery

Primary 5 Marine Cresent PCF, Joo Chiat CC, Marine Parade

CC, Mounbatten Vocational School, Singapore

School for the Deaf etc.

Primary 6 Community Area – Haig Road Food Court

(3) Role Modeling

• Make the implicit explicit

• Make a conscious effort to articulate what we are modeling as teachers

• Facilitate dialogue, reflection and debriefing with students

(4) Reflection

• Understand what they already know

• Identify what they need to know in order to advance understanding of the subject

• Make sense of new information and feedback in their own context

• Guide choices for future learning

VIA Reflection Template:

VIA Reflection Template:

What do we achieve through Service Learning?

• learning and development through active participation in thoughtfully organized service that is conducted to meet the needs of the community.

• fostering of civic responsibility by being aware of the community’s needs and being a part of the solutions

• enhancement of the academic curriculum

• structured time for students to reflect on the experience

Evaluation

To evaluate the effectiveness of IPW:

•Rubrics are used to assess students’ 21st century competencies in the areas of self-directed learning, collaboration, critical thinking and creative thinking.

•Rubrics are progressive in their design, calibrated with different expectations for different levels (Primary 1-2, Primary 3-4, Primary 5-6)

• In addition to teacher assessment, the school involves students in self-assessment, peer-assessment and the writing of reflection logs.

Please contact: • Mrs Esther Tan (HOD English) Esther_e_tzy_kwei@moe.edu.sg

• Mrs Nikki Lin (SH Citizenship Education)yeo_yu_nian_nikki@moe.edu.sg

concerning IPW matters.