Infusing thinking skills through the use of graphic organizers in primary mathematics to enhance weak pupils’ learning
A popular topic for local mathematical research is investigating the factors underlying difficulties encountered by weak pupils in word problem solving. With the emphasis on infusing thinking skills into English, Mathematics, Science and Social Studies in primary classes, there is now an urgent need to look for alternative ways of helping weak pupils to learn thinking skills through mathematics word problem solving. Thinking strategies such as the use of graphic organizers that build thinking skills have been successfully used to teach English, Science and Social Studies to slow learners. The organizers have helped pupils to decompose problems into smaller parts for easier understanding, to organize information into schemata and to establish links between the schemata. This paper attempts to show that weak pupils in primary school could be helped to learn and think in mathematics classes through the use of graphic organizers while solving word problems. The thinking processes illustrated are part-whole, sequencing, comparing and contrasting, decision making and predicting.
The use of video recording as a research tool and feedback: Advantages and disadvantages
The use of video-recording as a means of research in psychology is not new but it is not often used in Singapore for a number of reasons. Manpower, lack of technical assistance and time constraints are some comely cited reasons for the reluctance to use video-taping as a form of record taking. But the extensive use of video-recording by Prof. Jim Stigler in a substudy of the TIMSS on the comparison of classroom practices has given compelling evidence on the versatility of the use of video-recording in comparative research. Encouraged by the powerful evidence provided by the TIMSS, the writers have attempted video-recording in a comparative study of classroom practices in primary mathematics. The process of video analysis is undoubtedly time-consuming, but it is also an invaluable learning experience. This paper attempts to discuss the advantages and disadvantages of using video-recording as a form of research record keeping and for feedback in learning–teaching situations.
Developing employability skills through SEL competency training
Based on a research study of multinational companies in some countries, Brown (2003) stated many CEOs are still in a "war for talents" because few people have "employability" - a quality reflecting one’s self-reliance, personal drive and interpersonal skills. According to Kathleen Cotton, there are 3 components in
Employability Skills: Basic Skills, Higher Order Thinking Skills and Affective Skills.
When interviewed on the expectations of employers for the fourth public university, they expressed unanimously the need to develop soft skills in the graduates of the fourth university. SEL is currently taught to all students at all levels. Through the 5 components of SEL( Self Awareness, Self-Management, Social Awareness, Relationship Management, Responsible Decision Making) which emphasize on self efficacy, perspective taking, appreciating diversity, respect for others, organization skills, cooperation, team work, problem solving and ethical responsibility, the communication, higher order thinking and affective skills required on employability can be fostered in students with relevant experiential learning.
An exploratory analysis of current pedagogical practices in primary mathematics classrooms
Fostering critical thinking and effecting the transfer of thinking in English language, maths and science in a primary school
According to Mr. Thaman Shanmugaratnam, Minister for Education, in his address at the "Innovation and Enterprise in our Schools" Workshop on 16 Feb 2004, the core of I&E is about developing intellectual curiosity, a willingness to think originally, a spirit of initiative, a willingness to do something differently and developing strength of character. Hence one of the key elements that underpin innovation and enterprise is getting our young to question as they learn, thus nurturing the spirit of enquiry. But how could teachers develop this spirit of enquiry in young primary children? Over a period from 1969 to 1986, Matthew Lipman developed a programme for primary and secondary students to foster the development of questioning and reasoning skills. Through the use of specially developed thinking stories as triggers, teachers engage students to discuss philosophical issues, such as friendship and beauty embedded in the stories. In April 2006, Mr. Thaman Shanmugararnam spoke of the need for a 4th R in Education: Reasoning at the Conference on Philosophy for Schools (Straits Times, 8 April 2006, H7) The students discover the importance of supporting the views they express by means of convincing reasons. They learn to appreciate the difference in perspectives within the same group through discussion. As they share the tasks of discerning problems and discovering meanings, they begin to build a community of inquiry. Lipman called his inquiry programme "Philosophy for Children" or P4C. He strongly recommends the P4C to be offered to all primary students. To promote the spirit of enquiry in young primary children, an intervention study was undertaken in a neighbourhood school. P4C lessons were implemented in two Primary Three classes. The duration of treatment was three semesters. The project classes were tested on their reasoning skills before and after the implementation of P4C. Video tapes on the philosophical lessons show encouraging progress in the development of enquiry and reasoning skills in the young children.
The role of metacognition in the learning of mathematics among low-achieving students
Metacognifion is often regarded as a higher order thinking skill that benefits mainly higher achieving students. Weaker students, on the other hand, often encounter mathematics as a form of drill and practice exercise. It is no wonder that many weaker mathematics students become school dropouts and live to believe that mathematics is beyond the common folk. As we enter into the new knowledge-based economy, we need to raise the educational level of the masses - we need to seek breakthroughs. This paper takes a look at some strategies to promote the use and learning of metacognitive skills for weaker students.
Empowering trainee teachers with metacognitive knowledge and skills for proficient teaching practice
Trainee teachers have to undergo both theoretical amd practical training in all teacher education programmes. But it is the teaching practicum which is the acid test for differentiating the making of proficient teachers and those who are less effective in the classroom. Some of the missing or weak "knowledge and skills" commonly observed in trainee teachers are: the inabiliry to multi-task, conditional knowledge(the whys and whens in strategy choice), students' diversity in ability and behaviour, group motivation,time-management,self-awareness of affective resources, management and organizational skills. A combined lack of the above mentioned knowledge and skills can lead to a lesson plan heavy in subject content, with little consideration for students' needs, diversity and reactions to lesson. Few trainees realize the importance of metacognitive knowlege and regulation BEFORE, DURING and AFTER a lesson Scaffolding of trainee teachers with metacognitive knowledge and skills should take place BEFORE the Practicum, DURING and AFTER each lesson observation through group focus discussion and coaching. Trainee teachers need to be empowered with metacognitive knowledge and skills in order to prepare. execute, monitor and evaluate a good lesson.
Fostering critical thinking in a primary school
"The present study aims to - 1. train primary teachers to be reflective teachers and imbue them with good questioning techniques to promote critical and analytical thinking in their pupils, and 2. develop primary pupils into critical thinkers with good logical reasoning skills through the introduction of P4C lessons over three semesters." -- p. 3.
The use of multi comparison groups in quasi-experimental designs
The use of control groups in experimental designs allows the researcher to determine whether a treatment has had an effect or whether one treatment is more effective than another. This is particularly the case for medical and psychological research. However, the use of 'intact classes' in educational research, resulting in the cases of quasi-experimental design, control groups pose a number of threats to the internal validity of such designs. This paper discusses the issues of such designs and the related threats, and proposes a design which incorporates instead suitable use of multiple 'comparison groups' in such designs from the perspective of a study on the mathematical learning and achievement of lower secondary students using metacognitive strategies. It will also be shown how such a use of multiple 'comparison groups' allows for a more cautious and reliable basis for acceptance and rejection of hypotheses, thus providing a way of examining common threats to the internal validity of such studies.
Developing global citizens through Gardner's "Five minds for the future"
There is a number of definitions to the term "global citizenship". To the young and trendy, it means international exposure through extensive travelling and having an overseas education. But a philosophical and sociological review of the term in a global and multiracial society like Singapore indicates that matters like knowledge of other cultures, races, religions, economic issues, health issues, unemployment, critical review of information from a wide range of media, justice and integrity should be of concern to a global citizen. Compassion, respect and social responsibility transcend beyond geographical borders, race, language , gender and religious barriers Developing Singaporean students into global citizens may not be easy as many aim single mindedly for good grades, a well-paid job and speedy promotion. Howard Gardner published Five Minds for the Future in 2006. In his book, he stresses that for people to move forward in the 21st Century, they need to have a: 1) Disciplined Mind for lifelong learning; 2) Synthesized Mind to critically select and integrate relevant information; 3) Creative Mind to develop new products and new approaches to problem solving; 4) Respectful Mind to appreciate diversity; and 5) Ethical Mind to ensure integrity and justice. Conscious attempts to develop the Five Minds in students may help to promote global citizenship.