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Singapore Math: Meeting the Needs of the 21st Century Skills in the Context of the K-12 Curriculum

• 1. Singapore Math Meeting the Needs of the 21st Century in the Context of the K-12 Curriculum by Teacher Rochelle M. Razo
• 2. A brief background Rochelle M. Razo School Directress and Teacher John Dewey School for Children Congressional Avenue corner Mindanao Avenue Project 8, Quezon City Email: rochelle_razo@johndewey.edu.ph
• 4. The has dramatically changed and it will CONTINUE to CHANGE
• 6. Prepare 21st Century Students www.pisa.oecd.org
• 7. Prepare 21st Century Students www.pisa.oecd.org
• 8. Prepare 21st Century Students to deal with more rapid change than ever before www.pisa.oecd.org
• 9. Prepare 21st Century Students to deal with more rapid change than ever before www.pisa.oecd.org
• 10. Prepare 21st Century Students to deal with more rapid change than ever before to use technologies that have not been invented www.pisa.oecd.org
• 11. Prepare 21st Century Students to deal with more rapid change than ever before to use technologies that have not been invented www.pisa.oecd.org
• 12. Prepare 21st Century Students to deal with more rapid change than ever before to use technologies that have not been invented for jobs that have not been created www.pisa.oecd.org
• 13. Prepare 21st Century Students to deal with more rapid change than ever before to use technologies that have not been invented for jobs that have not been created www.pisa.oecd.org
• 14. Prepare 21st Century Students to deal with more rapid change than ever before to use technologies that have not been invented for jobs that have not been created to solve problems we don’t yet know will arise www.pisa.oecd.org
• 15. Prepare 21st Century Students to deal with more rapid change than ever before to use technologies that have not been invented for jobs that have not been created to solve problems we don’t yet know will arise - OECD, PISA Report 2009 www.pisa.oecd.org
• 16. How the demand for skills has changed Mean task input as percentiles of the 1960 task distribution Data from OECD www.pisa.oecd.org
• 17. OECD Report Data from OECD www.pisa.oecd.org
• 18. “The trouble with our times is that the future is NOT what it used to be.” - Paul Valery
• 19. Need to learn about today’s learners
• 20. “Because of the current technological revolution, our kids’ brains are evolving right now - at a speed like never before.” Our Generation Today’s Digital World Kids today live in a 600- We had little complex channel television access to knowledge. universe, 10,000-station Teachers and school radio universe accessible were the experts and the online, one trillion plus authority internet pages. Jukes, et. al. (2010), Understanding the Digital Generation
• 21. How are TODAY’s students DIFFERENT from our generation? • For today’s digital generation, play is work, and work is increasingly seen in terms of games and game play. Jukes, et. al. (2010), Understanding the Digital Generation
• 22. How are TODAY’s students DIFFERENT from our generation? • They network simultaneously with many others. They learn better through COLLABORATION. Jukes, et. al. (2010), Understanding the Digital Generation
• 23. How should we educate today’s learners? To develop students’ skills, knowledge, and habits of mind that will allow them to continuously learn and adapt to the changing world Jukes, et. al. (2010), Understanding the Digital Generation
• 24. Source:Partnership for 21st Century Skills, http://p21.org/
• 25. 21st Century Student Outcomes and Support Systems Source:Partnership for 21st Century Skills, http://p21.org/
• 26. 21st Century Student Outcomes and Support Systems Source:Partnership for 21st Century Skills, http://p21.org/
• 27. Core Subjects & 21st Century Themes • English, reading or language arts • Science • World languages • Geography • Arts • History • Mathematics • Government and Civics • Economics Source:Partnership for 21st Century Skills, http://p21.org/
• 28. Learning & Innovation Skills Source:Partnership for 21st Century Skills, http://p21.org/
• 29. Learning & Innovation Skills • Creativity and Innovation Source:Partnership for 21st Century Skills, http://p21.org/
• 30. Learning & Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving Source:Partnership for 21st Century Skills, http://p21.org/
• 31. Learning & Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration Source:Partnership for 21st Century Skills, http://p21.org/
• 32. Source:Partnership for 21st Century Skills, http://p21.org/
• 33. Life and Career Skills Source:Partnership for 21st Century Skills, http://p21.org/
• 34. Life and Career Skills • Flexibility and Adaptability Source:Partnership for 21st Century Skills, http://p21.org/
• 35. Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction Source:Partnership for 21st Century Skills, http://p21.org/
• 36. Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills Source:Partnership for 21st Century Skills, http://p21.org/
• 37. Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability Source:Partnership for 21st Century Skills, http://p21.org/
• 38. Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility Source:Partnership for 21st Century Skills, http://p21.org/
• 39. Are we preparing our students for the future?
• 40. Low Completion Rate Legend: HE= higher education Data from: Presentation by Patricia Licuanan, Chairperson of TVET= technical vocational education training Commission on Higher Education available at DepEd website
• 41. Low Student Achievement National Achievement Test 2007-08 2008-09 2009-10 Grade 64.81% 66.33% 69.21% School High 46.84% 47.40% 40.38% School Source: Department of Education
• 42. International Assessment TIMSS (Trends in International Math and Science Survey) The only international comparative survey test the Philippines participated in. Students performed poorly in the 1998 and 2003 tests. 1998 – the Philippines ranked 36th out of 39 countries 2003 – 41st out of 45 participating nations Source: Luz, J.M. (2011) Brigada Eskwela
• 43. Philippines Scores in Math Average Mathematics Scale Scores of Fourth-grade Students (2003) Philippines: 358 International Average : 495 Singapore: 594 Hong Kong: 575 United States: 518 Source: http://nces.ed.gov/pubs2005/2005005.pdf
• 44. Philippines Scores in Math Average Mathematics Scale Scores of Eighth-grade Students (2003) Philippines 378 International Average 466 Singapore 605 Hong Kong 586 United States 504 Malaysia 508 Source: http://nces.ed.gov/ Indonesia 411 pubs2005/2005005.pdf
• 45. Weakest Competencies in Math • Using formulae to solve speciﬁc problems or to calculate certain results • Manipulating numbers and equations • Thinking conceptually and spatially (i.e. geometry, trigonometry) • Solving math problems using mathematical Source: Luz, J.M. (2011) Brigada Eskwela concepts and established
• 46. Data from the:World Economic Forum Global Competitiveness Report
• 47. The Philippines must catch up with the rest of the world. Data from the:World Economic Forum Global Competitiveness Report
• 48. The Philippines must catch up with the rest of the world. Country and Overall Rank 2008 2009 2010 2011 Singapore Singapore3 5 3 2 Malaysia Malaysia 21 24 26 21 Brunei Darussalam 5(6#)"*7%(611%/%8 39 32 28 28 Thailand 34 36 38 39 Indonesia Indonesia 55 54 44 46 Vietnam 70 75 59 65 Philippines Philippines 71 87 85 75 Cambodia Cambodia 109 110 109 97 Data from the:World Economic Forum Global Competitiveness Report
• 49. The Philippines must catch up with the rest of the world. Country and Overall Rank 2008 2009 2010 2011 Singapore Singapore3 5 3 2 Malaysia Malaysia 21 24 26 21 Brunei Darussalam 5(6#)"*7%(611%/%8 39 32 28 28 Thailand 34 36 38 39 Indonesia Indonesia 55 54 44 46 Vietnam 70 75 59 65 Philippines Philippines 71 87 85 75 Cambodia Cambodia 109 110 109 97 Data from the:World Economic Forum Global Competitiveness Report
• 50. The Philippines must catch up with the rest of the world. Data from the:World Economic Forum Global Competitiveness Report
• 51. The Philippines must catch up with the rest of the world. The Philippines ranks 5th among ASEAN countries in terms of QUALITY of education Data from the:World Economic Forum Global Competitiveness Report
• 52. The Philippines must catch up with the rest of the world. Data from the:World Economic Forum Global Competitiveness Report
• 53. The Philippines must catch up with the rest of the world. Country and Overall Rank 2008 2009 2010 2011 Singapore Singapore3 5 3 2 Malaysia Malaysia 21 24 26 21 Brunei Darussalam 5(6#)"*7%(611%/%8 39 32 28 28 Thailand 34 36 38 39 Indonesia Indonesia 55 54 44 46 Vietnam 70 75 59 65 Philippines Philippines 71 87 85 75 Cambodia Cambodia 109 110 109 97 Data from the:World Economic Forum Global Competitiveness Report
• 54. The Philippines must catch up with the rest of the world. Data from the:World Economic Forum Global Competitiveness Report
• 55. The Philippines must catch up with the rest of the world. The Philippines ranks 8th (last) in terms of QUALITY of Science & Math Education and Capacity for Innovation Data from the:World Economic Forum Global Competitiveness Report
• 56. Reasons for the Poor Academic Performance • Poorly trained teachers • Inadequate funding • Overcrowded classrooms • Lack of textbooks and instructional materials Source: Luz, J.M. (2011) Brigada Eskwela
• 58. Duration of Basic Duration of Country Education Pre-university Program Brunei Darussalam 11/12 13/15 Cambodia 12 13 Indonesia 12 13 Lao PDR 12 14 Malaysia 11 14/15 Myanmar 11 12 Philippines 10 10 Singapore 10/11 12/14 Thailand 12 12 Timor-Leste 12 12 Vietnam 12 14/15 Source:SEAMEO INNOTECH 2011
• 60. We are the last country in Asia and 1 out of only 3 countries in the world with a 10-year Pre-university Program Source: Department of Education
• 64. K to 12 Basic Education Program
• 66. K + 12 = Kindergarten + 12 Years Source: Department of Education
• 67. K + 12 = Kindergarten + 12 Years Source: Department of Education
• 68. K + 12 = Kindergarten + 12 Years Kindergarten Source: Department of Education
• 69. K + 12 = Kindergarten + 12 Years 6 years of Elementary Kindergarten Source: Department of Education
• 70. K + 12 = Kindergarten + 12 Years 4 years of Junior High School 6 years of Elementary Kindergarten Source: Department of Education
• 71. K + 12 = Kindergarten + 12 Years 2 years of Senior High School 4 years of Junior High School 6 years of Elementary Kindergarten Source: Department of Education
• 72. K + 12 = Kindergarten + 12 Years 2 years of Senior High School HS Year 6 HS Year 5 HS Year 4 4 years of Junior HS Year 3 High School HS Year 2 New HS Year 1 6 years of Elementary Kindergarten Source: Department of Education
• 74. How the BEC will be enhanced Source: Department of Education
• 75. How the BEC will be enhanced Source: Department of Education
• 76. How the BEC will be enhanced Focus on the optimum development of the Filipino Source: Department of Education
• 77. How the BEC will be enhanced Focus on the optimum development of the Filipino Allows for mastery of the competencies Source: Department of Education
• 78. How the BEC will be enhanced Focus on the optimum development of the Filipino Allows for mastery of the competencies Continuum following an expanding spiral progression model Source: Department of Education
• 79. How the BEC will be enhanced Focus on the optimum development of the Filipino Allows for mastery Flexible to of the competencies local needs Continuum following an expanding spiral progression model Source: Department of Education
• 80. How the BEC will be enhanced Integrative, Focus on the optimum Inquiry-based, development of the Filipino Constructivist Allows for mastery Flexible to of the competencies local needs Continuum following an expanding spiral progression model Source: Department of Education
• 82. K to 12 Curriculum Model Source: Department of Education
• 83. K to 12 Curriculum Model Source: Department of Education
• 84. Math Curriculum in K-12 Parallel to Singapore Math as it covers basic concepts and ideas, skills and processes on: • Numbers and Number Sense • Geometry • Measurement • Patterns and Algebra • Probability and Statistics
• 85. K-12 Parallel to Singapore Math • Emphasis on the development of students’ critical thinking, problem solving, reasoning, communicating, making connections, representations and decisions in real life
• 86. Singapore Math Source: http://www.moe.gov.sg/education/syllabuses/sciences/ﬁles/ maths-primary-2007.pdf
• 87. TIMSS 2007 Source:Wikipedia http://en.wikipedia.org/wiki/ Trends_in_International_Mathematics_and_Science_Study
• 88. TIMSS 2007 Source:Wikipedia http://en.wikipedia.org/wiki/ Trends_in_International_Mathematics_and_Science_Study
• 89. High Performing Countries PISA 2009 Source:Wikipedia http://en.wikipedia.org/wiki/ Trends_in_International_Mathematics_and_Science_Study
• 90. A different approach to education Traditional instruction is not working as effectively as it once did in our homes and in schools. Jukes, et. al. (2010), Understanding the Digital Generation
• 91. We must keep pace and stay RELEVANT to keep students ENGAGED.
• 92. If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. - John Dewey
• 94. 21st Century skills require 21st Century Schools
• 95. 21st Century skills require 21st Century Schools • Increased innovation and curriculum ﬂexibility
• 96. 21st Century skills require 21st Century Schools • Increased innovation and curriculum ﬂexibility • Student-centered
• 97. 21st Century skills require 21st Century Schools • Increased innovation and curriculum ﬂexibility • Student-centered • Evidence-based practices
• 98. 21st Century skills require 21st Century Schools • Increased innovation and curriculum ﬂexibility • Student-centered • Evidence-based practices • Energizing networks connecting schools
• 99. 21st Century skills require 21st Century Schools • Increased innovation and curriculum ﬂexibility • Student-centered • Evidence-based practices • Energizing networks connecting schools • Systemic leadership wherein the strong help the weak
• 100. ecision Making Your involvement guarantees hav l decisions, whether large or small, our children’s future me influence on the performance of oth faculty and students.
• 101. REFERENCES • Department of Education of the Philippines. Enhanced K + 12 Basuic Education May 2, 2012 from http://www.deped.gov.ph/ quicklinks/quicklinks2.asp?id=100 • Jukes, I., McCain, T., & Crockett, L. (2010). Understanding the digital generation: Teaching and learning in the new digital landscape. Canada: Corwin. • Luz, JM. (2011). Brigada Eskwela: Essays on Philippine education. Philippines: Anvil Publishing, Inc. • National Center for Education Statistics. Highlights From the Trends in International Mathematics and Science Study: TIMSS 2003. Retrieved 20 December 2011 from http://nces.ed.gov/ pubs2005/2005005.pdf
• 102. REFERENCES • Ministry of Education Singapore. Mathematics Syllabus Primary. Retrieved 25 April 2012 from http://www.moe.gov.sg/ education/syllabuses/sciences/ﬁles/maths-primary-2007.pdf • Partnership for the 21st Century (2011). A framework for the 21st century learning. Retrieved 04 July 2011 from http:// www.p21.org • OECD Programme for International Student Assessment (PISA). Retrieved 20 May 2012 from http://www.pisa.oecd.org/pages/ 0,2987,en_32252351_32235731_1_1_1_1_1,00.html • Wikipedia. Trends in International Mathematics and Science Study. Retrieved 15 January 2011 from http://en.wikipedia.org/ wiki/Trends_in_International_Mathematics_and_Science_Study

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