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Anglo Singapore Parents' Seminar

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This was the presentation for parents made at Anglo Singapore International School in Thailand. It is a school in Bangkok that teaches the Singapore curriculum in all subjects.

This was the presentation for parents made at Anglo Singapore International School in Thailand. It is a school in Bangkok that teaches the Singapore curriculum in all subjects.

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Anglo Singapore Parents' Seminar Anglo Singapore Parents' Seminar Presentation Transcript

  • An Update on Singapore Education DrYeap Ban Har Principal Marshall Cavendish Institute, Singapore banhar@sg.marshallcavendish.com Director for Curriculum & Professional Development Pathlight School, Singapore banhar.yeap@pathlight.org.sg Anglo Singapore International School, Thailand
  • 1997 Thinking Schools Learning Nation 2003 Teach Less Learn More 2005 Strategies for Development and Engaged Development (SEED) Focus on Thinking Primary 6 class in Fuchun Primary School drawing a circle of circumference 6m. Such thinking tasks are common place in Singapore classrooms.
  • Mathematics Examples
  • Primary 2 class in Wellington Primary School – tasks that focus on visualization.
  • Task Lesson Study Problem Wellington Primary School Move 3 sticks to make 3 squares.
  • Move 3 sticks to make 3 squares.
  • Move 3 sticks to make 3 squares.
  • Task Move 3 sticks to make 2 squares.
  • Move 3 sticks to make 2 squares.
  • Move 3 sticks to make 2 squares.
  • Catholic High School (Primary) Primary 2 class learning the times table.
  • Lesson that focuses on visualization in a Primary 6 class at Anglo Singapore International School.
  • Anglo Singapore International School’s teachers in Thailand learning the importance of visualization.
  • Source PSLE Mathematics Singapore Examination and Assessment Board
  • Angela, Bala, and Cheng Hao have 872 marbles altogether. Angela has 4 times as many marbles as Bala. Cheng Hao has 50 more marbles than Bala. How many marbles does Bala have? Source Primary Three Examination Item from Henry Park Primary School, Singapore
  • Angela, Bala, and Cheng Hao have 872 marbles altogether. Angela has 4 times as many marbles as Bala. Cheng Hao has 50 more marbles than Bala. How many marbles does Bala have? Angela Bala 872 Cheng Hao 50 Source Primary Three Examination Item from Henry Park Primary School, Singapore
  • Angela, Bala, and Cheng Hao have 872 marbles altogether. Angela has 4 times as many marbles as Bala. Cheng Hao has 50 more marbles than Bala. How many marbles does Bala have? 1 unit = 822 ÷ 6 1 unit = 137 Bala has 137 marbles. Angela Bala 872 Cheng Hao 50 600 42 180 Source Primary Three Examination Item from Henry Park Primary School, Singapore
  • 2 4 3 5 6 Princess Elizabeth Primary School, Singapore
  • Princess Elizabeth Primary School, Singapore
  • Pedagogy that focuses on visuals, patterning and number sense.
  • 100 ohms 100 ohms Create your own circuit using some or all of these resistors and measure the potential difference across each of them. 200 ohms
  • 100 ohms 100 ohms 3V 3V 200 ohms
  • 100 ohms 200 ohms 2V 4V 100 ohms
  • 100 ohms 200 ohms 100 ohms 1.5V 3V 1.5V
  • 100 ohms 200 ohms 4.8V 1.2V 100 ohms 1.2V
  • 2 3 2 + 3 = 
  • 3 1 3 + 1 = 
  • Pick two colours. Find how many cubes there are altogether. + =
  • Engaging Pedagogies Learning by Doing Learning through Inquiry Learning by Collaborating Learning by Reflecting Learning in and about the Real World Ministry of Education 2009
  • Human Pie Chart
  • Photo: National Institute of Education
  • Learning by Doing
  • Circles Fuchun Primary School
  • Example To engage pupils in the learning of mathematics. Fuchun Primary School
  • Task 1 Find the longest distance between two points on a circle.
  • Learning through Collaboration
  • Task 2 Measure circumference and diameter of four circles.
  • Task 3 Draw a circle given that its circumference is 6 metres.
  • Used the relationship between circumference and diameter
  • Did not use the relationship between circumference and diameter
  • Precious Water
  • Clean Water You are given a beaker of dirty-looking water. You have a ‘filter funnel’ made from plastic bottle. Choose two materials to fill the funnel so that you can remove as much of the solid particles in the dirty-looking water as possible. Try it out! How can we compare the results from different filter funnel designs? Learning through Inquiry
  • Monkey Story
  • Learning by Reflecting
  • Newspaper
  • The Six Questions What Who When Where Why How Learning in and about the real world
  • The Subway Problem Tokyo, Japan
  • Cupcake Recipe
  • Youth Olympic Games Singapore
  • JAMAICA'S Odane Skeen, who became the spring king of the inaugoral Youth Olympic Games when he won the 100m on Saturday, added another spring gold to his name when he helped the Americas to win the Boys 4 x 100m medley relay on Monday evening. The event provided a thriling conclusion to the six day long atheletics programme, as the Americas, made up of Skeen, Caio Dos Santos (Brazil), Najee Glass (US) and Luguelin Santos of the Dominican Republic, won in 1min 51.38sec. Briton David Bolarinwa who was beaten by Skeen in the 100m final, led Team Europe which took silver in 1:52.11. Oceania was third in 1:53.45. The Americas also won the Girls 4 x100m Medley Relay, clocking 2:05.62, just ahead of the team representing Africa (2:06.19). The gold will be especially precious to American sprinter Myasia Jacobs who was visibily upset by her lost to Nigeria's Josephine Omaka in the Gilrs 100m final on Saturday. Omaka and comparetriotNkirula Florence Nwakwe, who won the Girls 200m final on Sunday, was also part of the African team. The last day of competition was unfortunately marked by rain. However, the wet track at the Bishan Stadium did not stop VirginaNyambura of Kenya from clocking a personnel best in the Girls 2,000m steeplechase en route to winning the gold. She won in 6:29.97, ahead of TsehyneshTsenga of Ethiopia (6:37.81). Interestingly, the Boys 2000m steeplechase also witnesed the same 1-2 African finish. Peter MathekaMutuku of Kenya won in 5:37.63, also a personnel best time, ahead of HabtamaFayisa of Ethiopia (5:39.10).
  • Personal bests were also set by all three winners of the Boys Pole Vault. Spain's Didas Silas and Thiago Da Silva (Brazil) both cleared 5.05m but it was Silas who won the gold on count back. T. Chrysanthopoulos (Greece) took bronze with his 4.95m height. China's Lin Bin Bin was a clear winner in the Boys Hammer, his 73.99m effort, a good three metres ahead of nearest rival AlexandrosBursanidis of Cyrpus (70.30m). Cuba and France emerged as the biggest winners on the last day of competition after both countries won two golds each. Cuban hurdler Norge Lara Sotomayor held off a valiant effort by India's Kumar Durgesh in the Boys 400m hurdles to take the gold in 50.69sec. Durgesh was just a whisker behind in a personal best time of 50.81sec. In contrast, Sotomayor's compatriot RadaneFabar was a comfortable winner in the Boys tripel jump. He cleared 16.37m to ecllipse nearest challenger Fu Haitao of China who was 0.23m with his 16.14m effort. France's Alexia Sedykh won the hammer with a throw of 59.08m to make it two golds for France after her teammate AurelieChaboudez had won the 400m hurdles in 58.41sec in the morning. But it was Russia and Kenya who emerged the top countries at the end of the YOG atheletics competition. Both countries finished with three golds each.
  • The Secretary
  • You are selected to represent your class in the Speaker’s Corner event in October. The motion for this event is ‘Studying in a boys’ school has more benefits than studying in a mixed school.’ The teacher-in-charge has asked you to take down the details and rules for you to make the necessary preparation. Each blank should be filled with one word. As you listen, fill in the blanks with the information given. Q36. Thoughts and ideas may be written in __________ Q37. The scripts must be vetted by the __________ teacher before submission. Q38. The speech must be not more than __________ minutes. Q39. Submit the script by the end of __________ 2010. Q40. __________ entries will be rejected.
  • Use of Technology
  • ‘worked round the clock’
  • engaging pedagogy for preparatory programme study through lesson yeap ban har pathlight school www.banhar.blogspot.com
  • This presentation is to share about Engaged Learning and how teachers go about developing the knowledge to carry out Engaging Pedagogies.
  • Engaged Learning
  • Princess Elizabeth Primary School SEED Initiative The Strategies for Effective Engagement and Development was introduced to Primary 1 and Primary 2 teachers in 2005. Welligton Primary School CHIJ Our Lady of Good Counsel
  • Engaging Pedagogies Learning by Doing Learning through Inquiry Learning by Collaborating Learning by Reflecting Learning in and about the Real World Ministry of Education 2009
  • Examples from Pre-Schools
  • workshop SEED Institute lesson study CHIJ Our Lady of Good Counsel
  • lesson plan revise lesson plan research lesson post lesson discussion
  • research theme lesson plan PCF Kindergarten TelokBlangah research lesson revise lesson plan To develop a sense of confidence when performing movements and not to be self-conscious post lesson discussion
  • PCF Kindergarten TelokBlangah
  • lesson plan revise lesson plan research lesson post lesson discussion PCF Kindergarten TanjongPagar
  • PCF Kindergarten TanjongPagar A teacher said she learnt about the tens frame. The main point students should learn when they move from addition within 10 to addition within 20 is the ‘make ten’ strategy to give a strong foundation for place value which is important in addition with 40. Tens Frame
  • research theme lesson plan PCF Kindergarten PasirRis West research lesson revise lesson plan To develop a sense of wonder post lesson discussion
  • lesson plan revise lesson plan research lesson post lesson discussion PCF Kindergarten PasirRis West
  • PCF Kindergarten PasirRis West
  • lesson plan revise lesson plan research lesson post lesson discussion
  • PCF Kindergarten PasirRis West It became clear that students were so engaged in doing the measuring that they did not seem to do anything else – much less wonder if they would need more or less cups of water to fill the container than the one before.
  • PCF Kindergarten PasirRis West Students were not wondering how many cups were needed to fill the containers. They immediately started to measure. It was then suggested that the estimating should be done as a class before the measuring task.
  • lesson plan revise lesson plan research lesson post lesson discussion
  • PCF Kindergarten TanjongPagar
  • While concrete materials help most students in doing addition, for some it is a hindrance. In this lesson, teachers learnt about students who already can perform addition without concrete materials. PCF Kindergarten TanjongPagar
  • PCF Kindergarten TanjongPagar
  • Students later drew things by the sea that move. During the post-lesson discussion, teachers could be engaged in discussing reasons for movements which would deepen teachers’ content knowledge. PCF Kindergarten TelokBlangah
  • Teachers learnt about students’ perspectives through their drawings. PCF Kindergarten TanjongPagar
  • PCF Kindergarten Zhenghua
  • PCF Kindergarten Zhenghua
  • Teachers saw that there were students who were not ready to move from comparing to classifying. Teachers learnt about students’ thinking. PCF Kindergarten Zhenghua
  • PCF Kindergarten Tampines East
  • Teachers saw that students were capable of using different techniques to work on the straws. In particular, they seemed to have some awareness of structures that contribute to stability. PCF Kindergarten Tampines East
  • PCF Kindergarten Tampines East
  • Rigour in content is not mutually exclusive from pedagogies that engaged students well. Students were learning about controlling variables in an experiment. PCF Kindergarten Tampines East
  • Assessment
  • Keys Grade School, Manila, The Philippines
  • Keys Grade School, Manila, The Philippines
  • Keys Grade School, Manila, The Philippines
  • Keys Grade School, Manila, The Philippines
  • Keys Grade School, Manila, The Philippines
  • Keys Grade School, Manila, The Philippines
  • Keys Grade School, Manila, The Philippines
  • Conclusion
  • content knowledge
  • pedagogical knowledge
  • students’ thinking
  • Primary Mathematics 1A
  • Number Bonds PCF Kindergarten TelokBlangah
  • Number Bonds PCF Kindergarten TelokBlangah
  • mathz4kidz Learning Centre, Penang, Malaysia bruner’s theory concrete A lesson from Earlybird Kindergarten Mathematics
  • mathz4kidz Learning Centre, Penang, Malaysia concrete experiences
  • from concrete to pictorial mathz4kidz Learning Centre, Penang, Malaysia
  • from pictorial to abstract All Kids Are Intelligent Series
  • mathz4kidz Learning Centre, Penang, Malaysia symbols
  • PCF Kindergarten PasirRis West, Singapore