Tuesday, August 11, 2015

More ideas for History and Social Studies

1. Comic strip for History Case studies.

2. Games for Case Studies

3. Pause video questions

4. Ask and Learn - Open-ended questions. ( How will the answers be presented to the students?)

5. Use of Avatar to Mimic Stalin's rise and impact for instance.

6. Use information from Britannica School

Saturday, June 6, 2015

Departmental Purpose

To develop a Humanities curriculum that cultivates higher order thinking skills and mindfulness in our students to make them confident, self-directed learners who are future-ready. 

Wednesday, June 3, 2015

Commission a History School Play

Stage a play on the events for one of the History Case studies:
Example: The Cuban Missile Crisis 
Example: The Impact of Stalin's Rule on the Soviet Union
Example: How Hitler came to power.
Example: How Stalin came to power.




Wednesday, May 27, 2015

In-house HI Upper Sec (Library Venue)


Having shared this idea with the History Unit, that we should explore the possibility of creating an in-house museum, the question remained as to exactly how it could be done. 

The best way is to Do, Learn, Adapt and Improve. But first we must act. So, with our RT Louis, 20 sources were picked. I decided that we should have a spread of data, pictorial and textual sources. The impact of Stalin's rule would be most appropriate for our Sec 3 Express Starting Semester 2. 

The sources (10 in the library) and another 10 linked to online resources or books in MJR library will allow for student groups to do their HI in a self-directed way. 

This current use of the boards and QR codes can be further improved to raise collaboration and self-directed learning. The team will need to think further as to how the in-house museum concept can help develop Higher Order Thinking in source analysis. 

Teachers are to configure different questions , exercises and projects with these 20 sources. 

Let's continue to get post-experience feedback from students and teachers. 

Let's Do Learn Adapt and Improve. 





Tuesday, May 26, 2015

HI Project Sources

Q: Did life improve under Stalin?

Source A: A poem published in ‘Pravda’ (a Soviet government-controlled newspaper), 1936.
O great Stalin, O leader of the people,
Thou who broughtest men to birth.
Thou who makes fruitful the earth,
Thou who restores the centuries,
Thou who makest bloom the spring,
Thou who makest vibrate the musical chords.
Thou splendour of my spring, oh thou
Sun reflected by millions of hearts.
https://makinghistoryatmacquarie.files.wordpress.com/2012/11/magnitogorsk12.jpg
Source B: This picture shows the booming impact of rapid industrialisation. Heavy industries like coal, steel, oil and electricity were built.


https://daliennation.files.wordpress.com/2013/11/holodomor.jpg
Source C: 6 Million perish in Soviet Famine partly due to collectivisation. This article is from Chicago, USA, a supporter of democratic leadership.






http://upload.wikimedia.org/wikipedia/commons/6/62/Smoke_of_chimneys_is_the_breath_of_Soviet_Russia.jpg
Source D: The Smoke of the Chimneys is the breath of the Soviet Union.
http://www.artic.edu/aic/collections/citi/images/standard/WebLarge/WebImg_000246/171340_2911218.jpg

Source E: Let Us Fulfill Stalin's New Five-Year Plan!






http://rlv.zcache.com/ussr_soviet_union_1934_collective_farming_posters-r593932884cfb40ee8482e01be143f3ea_v5kej_8byvr_1024.jpg
Source G: A Soviet poster portrays the harvest from collectivisation.






http://www.salem-news.com/stimg/july292009/no_gossip.jpg
Source H : A poster that says “Do not gossip”!






http://ncvpsapwh.pbworks.com/f/gulag.jpg
Source I : A camp in Siberia for political dissidents.





Source J : This poster shows that the farming discipline needs to be tightened.










Adopted from History of the Second World War, Vol.IV : The Hinge of Fate, Winston Churchill.
Source K : This is a conversation between Winston Churchill and Joseph Stalin.
Book Titled : Working with Evidence 2, The Modern World – Peter and Mary Speed , book location MJR LIBRARY 904-909 Pg 71
“After he has talked it over with them he always answers that he does not want the Collective Farms and he would rather do without the tractors.’
“These were what you call Kulaks?”
“Yes” He said, but he did not repeat the word. After a pause, It was all very bad and difficult – but necessary.’
‘What happened?’ I asked.
‘Oh Well.’ He said. ‘Many of them agreed to come in with us. Some of them were given land of their own to cultivate in the province of Tomsk or the province of Irkutsk or farther North, but the great bulk were very unpopular and wiped out by their labourers.’






Source L: Adopted from the book “GCSE Modern World History, second edition – Ben Walsh”
MJR LIBRARY 904-909 Pg 131
“By the late 1930s many Soviet Workers had improved their conditions by acquiring well-paid skilled jobs and earning bonuses for meeting targets. Unemployment was almost non-existent. In 1940 the USSR had more doctors per head of population than Britain. Education became free and compulsory for all and Stalin invested huge sums in training schemes based in colleges and in the work place.
But, on the other hand, life was very harsh under Stalin. Factory discipline was strict and punishments were severe. Lateness or absences were punished by sacking, and that often meant losing your flat or house as well. To escape the hard work and hard discipline, some workers tried to move to other jobs, so the secret police introduced internal passports which prevented free movement of workers inside the USSR.”





Source M: Adopted from  Historan E Roberts, Stalin, Man of Steel, published in 1986.
Book : GCSE Modern world history Second edition, Ben Walsh Pg 133
“Stalin, ignoring the great cost in human life and misery, claimed that collectivisation was a success; for, after the great famines caused at the time… no more famines came to haunt the Russian people. The collective farms, despite their inefficiencies, did grow more food than the tiny, privately owned holdings had done. For example, 30 to 40 million tons of grain were produced every year. Collectivisation also meant the introduction of machines into the countryside. Now 2 million previously backward peasants learned how to drive a tractor. New methods of farming were taught by agricultural experts. The countryside was transformed.”


["In the midst of the new and visionary I found an inefficiency that could drive one to desperation. I suppose it's because they've had to be so hurriedly trained and have no experience, and centuries of apathy to overcome, and perhaps just because they can get jobs whether they're good or not. But it takes days to get anything done. They never make an appointment, they tell you to come and then they'll arrange when you must telephone again to ask for an appointment. Lifts are always out of order; a current anecdote has a 'lift factory' entirely devoted to manufacture of the notices LIFT OUT OF ORDER".]



[“I was going to be one of the many who cared not to own a second pair of shoes, but who built the blast furnaces which were their aim. I would wager that Russia’s battle of ferrous metallurgy alone involved more casualties than the battle of the Marne. All during the thirties the Russian people were at war. . . In Magnitogorsk I was precipitated into a battle. I was deployed on the iron and steel front. Tens of thousands of people were enduring the most intense hardships in order to build blast furnaces, and many of them did it willingly, with boundless enthusiasm, which infected me from the day of my arrival.”]


Source P: This statistics shows the GDP per head increase in USSR, compared to Latin America after the implementation of collectivisation and rapid industrialisation.

http://www.ljplus.ru/img4/h/i/himmelwerft/allen-b3.gif




Source Q: This picture shows the expectation and reality of Stalin’s 5-year plan from 1927-1937.
Adopted from the book “GCSE Modern World History, second edition – Ben Walsh”
MJR LIBRARY 904-909 Pg 129
C:\Users\t0003255c\Downloads\IMG_1089.JPG

SSI and HI project

Progress up till March 26th 2015

Topic: Impact of Stalin's rule

Sources: 20 sources - 12 pictorial, 6 text and 4 data

10 offline for display and 10 online connected by QR code or in library books.

Students will have to construct - 5 Source-based questions of their own
1. 1 inference question
2, 1 comparison
3. 1 reliability
4. 1 utility
5. 1 use all sources

Task 1: Students must construct the answer at the highest level of response.

Task 2: Students must also complete the answering of the HI question. 

Monday, May 18, 2015

Comparison of purpose

1. Teach students that it is just doing an inference of purpose x 2
2. Get students to focus on the provenance - fish out the audience
3. Determine the message
4. Get them to be in the shoes of the audience - what will the audience think, feel and act? How will their feelings, thinking and behaviour change after understanding the message?


Post Exam gap closing

1. Use the markers' report - make sure it specifically points out areas for improvement. Just 1 area per question would be enough to lift the marks by 30% to 40% across the cohort.

2. Use exemplars of good and bad scripts

3. Use LORMs

4. Specifically point out areas for improvement

5. Teach less STUDENTS DO more. After giving clarity to what needs to be improved, immediately follow up with sustained writing and hands-on by the students to DO THEIR CORRECTIONS based on the 1 area if improvement per question stated in the Markers' Report 

Sunday, May 17, 2015

Does reading thematic articles linked improvement competency in social studies?

Thematic article reading linked to vocabulary development linked to Social Studies and English Language vocabulary development for comprehension and writing could improve the speed and accuracy of source comprehension.

2 possibilities:
a) Students cut their own articles ( from Sec 3)
b) Students read pre-cut articles (with and without direct testing of vocabulary)


Use of Ipads - Mindmaple

Could the use of tablets in teaching lead to improved engagement in students?

Mindmaple can be used to teach idea and concept connection. Can the use of a stylist and tablet aid in the use of mindmaple to teach more effectively and efficiently?


Does remediation improve test scores?

Remediation means more time spent with lower achieving students. The quality of this additional contact depends on several factors such as:
1. Quality of teaching
2. Quality of materials used
3. Student motivation level

A pre-post test for test scores across
1. Maths
2. Humanities
3. English
4. POA
5. Science

can be conducted to see if the remedial program has achieved its aims. This can be considered as part of the After Action Review (AAR) process. 

Thursday, April 23, 2015

How can we be more effective in offering feedback

Coded FB like in English

We can do so when we have a common code for SEQ and SBQ skills. Yes it can be done.


Turning the humanities Room into a learning room

Walls of learning,

Have clusters of resources for reach topic in US History or/and SS.

Each sub-area will have a cluster of removable sources for:
1. Rise of Hitler and Impact on Germany
2. Rise of Stalin and Impact on Soviet Union
3. Cuban Missile Crisis
4. Korean War

Each cluster will have about 6 to 8 sources. 

SSI and HI using boards, Books and QR codes.

Have boards with sources - about 4 in the library and link QR code to books and websites. students will then be led onto read new sources. From here, the student discovers new sources and then can do their evaluation of the assertion for the HI or the SSI. The URLs may also them to instructions where they have to visit these places. e.g. NKF or AiC to find out more about how well Singapore has managed the issue of an ageing population or how well Singapore is caring for the healthcare needs of Singaporeans. 

Subject Examination Notice

Allows students to focus and to be very clear about what they should be study and spending time on for their exam preparations. There is no ambiguity. 

BLP in the Humanities


Today's BLP sharing session
1) Look through the muscles and think up of a practical lesson plan as explain how your would use this lesson as a teachable moment for BLP or deliberately insert this into your lesson plan.

Teachable moments for BLP

Plan to use the Muscles in a lesson of your choice.

BLP language when we give feedback: Replying/responding, reflective/nudging, evaluative and tracking,

2) Deliberate use of the muscles in GI and HI

Use a common language and use it often. Getting students to use the BLP muscles will be second nature when we ourselves have mastered the muscles and can identify the muscles when we see the muscles in action. Then we can insert the muscles and highten the students' use of them when we need to. 

Planning

The lesson on planning went as such:

What are the ingredients for a good plan?
1. Goals ( Added that the Goals had to be SMART. The authentic goal was for the students to think and plan for what they wanted to achieve for their MYE)

2. Desired Outcome ( Added that the desired outcome would be the WHY behind the Goals - I made reference to the purpose and the golden circle)

3. Time (Time means how much time they need to spend on each subject every week. e.g. 2 hours)

4. Resources ( Such resources

5. Obstacles ( These may be distractions which are physical e.g. noisy environment or psychological or emotional such as BGR etc)

The reason why the original lesson for planning a class outing was replaced with planning for the MYE was because this is an authentic and real situation as opposed to the class outing which is imaginary. While it may have been easier to plan in theory a class outing, it was never going to be carried out and so the idea of planning and the steps of planning would never have been practised.

Could we have used GROW ME as the method to plan? Possible...except volition is attained only when we discuss Goals, Current Reality, Options, motivation, what's next and monitoring and evaluation.

Sunday, April 19, 2015

Goal setting - a graduated approach

I provided my history students with target setting mechanism that stated the goals they wanted to attained from class test 2.

How far were they from they targets at the end of class test 2?

Here's what the heading looks like:

Combined Humanities – What I want
“Whatever the mind can conceive and believe
It can achieve.”



Where I am now

Where I want to be in
Where I want to be in
Where I want to
be in
Where I want to be in
Where I want to be in
Where I want to be in
Combined
Humanities


March 2015
April 2015
(Class Test)
May 2015
(MYE)
June
2015
(Extended Curriculum)
July
2015
(Practice papers)
August 2015
(Prelim)
Sept
2015
(Post-Prelim)
WHAT I WANT TO ACHIEVE
Class
Name
My
Grade:
My
Grade:

My Grade:

My
Grade:

My
Grade:

My Grade:

My Grade:

GCE O Level Grade

Software that could create self-directed learners

https://www.boundless.com/

Achieving self-direct excellence in SBQ

1. Self-checking and visualization 
Did self-checking work? Well, it has to go hand-in-hand with visualization. This is because visualization will ensure that students can see in their mind's eye what they need to do in terms of steps to complete an SBQ. Gets students to regularly walk through in their mind's eye
(2 to 3 minutes) how they would successfully complete the different SBQ skills before they write.

2. Pick the correct words to support any claim or assertion. 
Students must read for understanding and pick out the right evidence.

3. Explain evidence in your own words 








Does the PDEEL structure aid thinking when students write SS and History essays

I have decided that PEEEL or PEEL or FEEL just does not work as a format for writing a paragraph for SS or HY. The acronyms do not match those of the LORMs.

So I have decided that we will use PDEEL. This is better.

Students wil then know if the just do the P and D, they can expect only L2 marks.

It forces them to also think of writing to address the issue in the question. This is an important heuristic so that students can be more self-guided in their writing.

Has self-guiding worked?

Answer: Somewhat. It produces less of a robotic answer and students seem to be thinking as they write to address the question. The SS marks appear to show this although about 1/5 of the students about 7 in a class of 35 still need more scaffolding. Where do their difficulties lie? The best way is to ask them in a survey or dialogue.


  

Wednesday, April 15, 2015

can target setting be used as a key to progress?

We need to give feedback and monitoring and movement towards the target. 

Drive motivation 3.0

1.create fun at work
2. As a manager am I motivated?
3. Purpose and profit motive
4. Flow
5. Open classroom - same lesson to be taught by diffrent people
6. Mastery requires going through pain with purpose. 

Tuesday, April 7, 2015

Does self-checking work?

I need to be continuous conscious for the need ti get students to do their own self-checking so that students will become more cognisant to the need to address the questions in a particular way.

Before each exercise and after, as students to carry out self-check and peer checking. will this enhance the quality of the students' answers. 

Better self-directed writing for SEQ



How can we help students learn content more effectively and to recall information better?

Steps
1. Look over the notes and place the letters
P = point
D = description
E = Explanation
E = Explain the Example(s)
L = Link

Students must be familiar withe marking LORMs so that he/she keeps in mind the difference in a descriptive and a explanatory answer.

Hence, I have done away with PEEL and created P-DEEL. This fits nicely into the LORMs for SEQ

After classifying the information,the student reads over again and he verbally walks the explanation through the PDEEL.

Committment to Long-term memory comes about only by rehearsal.

In the exam , the students should scribble down the key points according to PDEEL and then use this to address the Type I or II. 

Saturday, April 4, 2015

Using the right words when inferring

While doing the SBQ on Cod Wars, some students wanted to find a single word to describe the British attitude. They chose the words " Oblivious" and "ignorant". They believe that it meant the same as "not bothered by" and "unaffected by" and "nonchalant".

In place of "nonchalant" they could have used the words to describe the British attitude as "feeling or appearing casually calm and relaxed; not displaying anxiety, interest, or enthusiasm."

"Oblivious" comes close in meaning but is not exactly the same meaning as "nonchalant". 

Reading for understanding in Humanities

Students need to read sources carefully as they scan for information to answer questions in SBQ.

1 good technique to read for understanding is to notice that there is informational clues before and after.

Example: 2013 O level paper on Cod Wars.


Tuesday, March 31, 2015

Action research areas

3 research topics for 2015
1. Incremental target setting improves student grades.

2. Self-check mechanisms improve student performance in Humanities.

3. Target setting with staff using GROW ME improves teacher performance.

Books to read: Assessment