the right choice

CommonwealthSecondary SchoolCommonwealthSecondary School(autonomous since 1995)

A Case Study on Building a Sustainable Eco-System for School-wide Curriculum

InnovationGlobal Education Conference

12 July 2012

Presenters: Mrs Cheah Mei Ling, Principal

Miss Britta Seet, ex-HOD/Curriculum Innovation and DevelopmentMr Yuen Kah Mun, HOD/Humanities

Background Making-A-Difference@Commonwealth

Programme (M.A.D.@CSS)o Planningo Implementation

M.A.D.@CSS Programme Evaluation Findings

Learning Points

Outline

In 2009 Review of school vision to determine progress Articulate desired outcomes of Commonwealth Graduate

Gaps identified Vision: ‘illuminate new frontiers’ not fully addressed Innovation culture could be strengthened Desired student outcomes:

Creative Problem Solver Environment Champion Servant Leader Driven by Purpose and Passion

Wanted: A school-wide programme to address the gaps, and catalyse a culture of innovation and experimentation

Background

Adapted from Future Problem Solving Programme Futures-based orientation Supports the development of 21st century

skills, focusing on creative and critical thinking, and research skills

Making-A-Difference @Commonwealth Programme (M.A.D.@CSS)

To develop students to integrate disciplinary knowledge adeptly to produce novel solutions that address future problems, and hence make a difference to the world community

Student outcomes: Develop Commonwealthians as creative and

critical thinkers and problem-solvers Encourage Commonwealthians to contribute

back to the community

M.A.D.@CSS: Planning Objectives

School-based 3-year Problem Solving Curriculum Target audience: Sec 1 – 3 Exp / NA /NT Design Principles

Progression Skills, Scope

Relevance and Coherence Students see the applicability to daily life and

inclined to use it Knowing and Doing (Most of the time, if not all)

Challenging yet Achievable

M.A.D.@CSS: PlanningDesign Principles

M.A.D.@CSS: PlanningThe Curriculum

Students are taught 4-step Creative Problem Solving Process and associated thinking tools

Fact Finding

• Gathering the data• Defining the problem

Idea Finding• Producing ideas• Developing ideas

Solution Finding• Evaluating and selecting

solutions• Developing an action plan• Implementing an action plan

Project Reviewing• Evaluating project outcomes• Reflecting on learning process• Identifying gaps for further

development• Proposing strategies to address gaps

Affinity DiagramIshikawa Diagram

BrainstormingSCAMPER, Force-Fitting,Idea Box

Diagnostic Thinking

Divergent Thinking

Convergent Thinking

Reflective Thinking

Reflective Journaling

Evaluation Matrix,ALoU, Hits & Hot Spots

M.A.D.@CSS: PlanningThe Curriculum

Level

Teaching Focus

Context Theme Inter-Disciplinary

Sec 1

Ability(Process, Tools)

Futures Problem Solving (FPS)

Environment

Environmental EducationEnglish LanguageProject Work / Service Learning

Sec 2

Sensitization

Community Problem Solving (CMPS)

Enabled Living

Project WorkService Learning

Sec 3

Inclination Global Problem Solving (GPS)

Governance

Humanities / Social Studies

Developmental (ASI) approach; rehearsal in different contexts

M.A.D.@CSS: PlanningThe A.B.C.D. Eco-System

Identify Champion (s)Signal Importance

Engage Stakeholders

TimeResources; Funds

InfrastructureManpowerPartners

Student PlatformsTeacher Platforms

Formal TrainingSupport

ADVOCACY BACKING

DEMONSTRATION CAPACITY

2010 2011 2012

Sec 1 CMPS FPS FPS

Sec 2 CMPS CMPS

Sec 3 GPS (1 class)

M.A.D.@CSS: ImplementationApproach

Phased rolled-out

M.A.D.@CSS: ImplementationDeployment

ADVOCACY Actions

Identify Champions

• Creation of post of HOD/Curriculum Innovation and Development

• Supported by interdisciplinary MAD Committee

Signal Importance

• Annual theme to focus the school on creativity and innovation

• Setting up MAD Seed Fund by students for students• Setting up MAD Award to recognise outstanding

student teams

Engage Stakeholders

Communications to staff, students, parents, community

M.A.D.@CSS: ImplementationDeployment

BACKING Actions

Time Allocating 1 hour per week for 1 semester for Sec 1 and 2

Funds / Resources

• Autonomous School Teaching and Learning Fund• Cluster Innovation Fund

Infrastructure

Set up MAD Lab - flexible setups that facilitate ideation as well as collaborative and independent group work; leverage on ICT

Manpower 2 form teachers per class for lower sec to teach MAD

Partners Tapping on community resources and leadership

M.A.D.@CSS: ImplementationDeployment

CAPACITY

Actions

Formal Training

• Phased approach for FPSP Coach Training: o Committee Members: Core teamo Teachers: Just in time

• School-based training for all staff

Support • Modeling by HOD/CID - Group lectures• Handholding by HOD/CID and Comm Members

o Clarity of Instructions; Briefings to check understanding; Co-teaching;

• Allocation of 1 hr per week for teacher conferencing• Development of curricular resources• Setting up e-portal for easy access to resources

M.A.D.@CSS: ImplementationDeployment

DEMONSTRATION

Actions

Student Platforms

• Student Thinking Festival• MAD Award Presentation• Participation in FPSP National Competitions and

other platforms

Teacher Platforms

• Staff Learning Festival• Inter-school Sharing• Cluster and National Platforms• Leverage on status as Centre of Excellence

Rapid prototyping design and re-design on the fly

Critical review for improvement to design Stufflebeam’s ‘Context, Input, Process, Product’ (CIPP) Evaluation Model

M.A.D.@CSS:Programme Evaluation

Intuitive process Structured process

Greater awareness and appreciation of discussed issues action to support and promote cause

Self-regulated and collaborative learning

M.A.D.@CSS: EvaluationStudent Feedback (Lower Sec)

Strengths

What students say Improvements made

More time to learn, practise, discuss…

Institute routines for students, for e.g. pre-lesson preparatory work

Greater clarity of explanation

Provide more examples to illustrate the applicability of the tools

Improve learning environment & experience

Create bigger pool of teacher facilitatorsProvide physical resource

M.A.D.@CSS: EvaluationStudent Feedback (Lower Sec)

AFIs

Sufficient support (resources + training)

Greater awareness and appreciation of discussed issues; acceptance of operating in flexible and ambiguous situations

Dedicated vehicle for 21cc critical and inventive thinking competency

M.A.D.@CSS: EvaluationTeacher Feedback (Lower Sec)

Strengths

What teachers say Improvements made

Lack of opportunity for students to demonstrate attainment of outcomes

Deliberate open-ended assessment (Sec 1)Real-life challenges (Sec 2)

Differentiated T&L Different forms of productsDifferent challenge/focus area

M.A.D.@CSS: EvaluationTeacher Feedback (Lower Sec)

AFIs

M.A.D.@CSS: EvaluationStudent Feedback (Sec 3E)

Pilot – Sec 3I Typical – Sec 3C

Jan 2012 4.1 (out of 10) 6.1

End May 2012 7.2 6.5

Tools Force fitting, Hits & Hot spots, T-chart, Spider diagram Brainwriting, Fishbone

Fishbone, Brainwriting

Applications (Sensitivity)

CCAs – Solving conflicts, script writing, planning of camps, leading juniors, making changes to training programmes

CCAs – Solving conflicts, identifying factors, solutions

Tendency to behave in a certain way(Inclinations)

Thinking out of the box, different perspectives, working together as a group, always do things differently, creativity

Organising, solving problems, more aware, more objective

What teachers say

Very open to questioning, different, active

They are hardworking

M.A.D.@CSS: EvaluationTeacher Feedback (Sec 3E)

Jan 2012 Interventions (Action) Beliefs

Ready only to accept answers presented to them

Searching for answers in their textbook

To build a context for questioning (teaching wrong things to a class)

Learning is fun, desire for accuracy (spotting fallacies in presentation)

Positive interdependence and accountability (cooperative work)

Role modelling and raising metacognition (“What if”, “How about”, “I wonder”)

Celebrating inclinations, specific praise (look out for a thinker, questioner, maverick)

What is worth learning is worth doing … twice (redo worksheets)

Creative problem solver driven by purpose and passion (I will persist)

Change will be slow but it must be steady (I will be patient, and adopt a long view)

Learning PointTo re-structure is not sufficient to re-

culture

Changing formal structures is not the same as changing norms, habits, skills and beliefs

(Fullan, 1993)

Learning Point To re-structure is not sufficient to re-

culture

Identify ChampionSignal Importance

Stakeholder Engagement

TimeResources

FundsInfrastructure

ManpowerPartners

Student PlatformsTeacher Platforms

Formal TrainingSupport

ADVOCACY BACKING

DEMONSTRATION CAPACITY

A.B.C.D. Ecosystem

COMMITMENT TO CHANGE THE CULTURE OF CLASSROOMS AND SCHOOL

SHARED VISIONS

COHERENT PRACTISES

Learning PointShared Visions

Vision must be clear to all stakeholders and actualised concretely 2010 in response to ‘illuminate new frontiers’ – we

developed M.A.D. M.A.D. catalysed conversations about the vision

amongst stakeholders: Evolved vision in 2012 ‘……illuminate new frontiers,

and inspire change for a better world.’ Coherence

Definition of Student Leadership = Problem Solvers M.A.D. therefore is about building student leadership (Our

Mission)

Learning PointCoherent Practices

MAD is not just process and tools; it is about mindset and beliefs, a language for problem solving and innovation

Do teachers see MAD as a program, or as a new habit to be learned, applied, internalised?

Clarity of own values and belief systems about children, education, learning. Is it aligned with vision?

Risk, unfamiliarity of new curriculum and demands – decision on whether and how to engage

Demands of national curriculum conflict with local curriculum What do students experience?

Patience, persistence and a long view 百年樹人

Teachers and SLs - The demands of the ‘academic press’

SLs - Challenge in sustaining the change – beliefs, expertise, effort

Learning PointCommitment to change the culture

We are:

Mrs Cheah Mei Ling, Principal (kang.meiling@commonwealthsec.moe.edu.sg)

Miss Britta Seet, Former HOD/Curriculum Innovation and Development ; now VP/Shuqun Sec(britta_seet@moe.gov.sg)

Mr Yuen Kah Mun, HOD/Humanities(yuen.kahmun@commonwealthsec.moe.edu.sg)

Miss Kokila Vani, SH/Combined Humanities and Citizenship(kokila.vani@commonwealthsec.moe.edu.sg)

Thank You!

Drago-Severson, E. (2009). Leading Adult Learning: Supporting Adult Development in Our Schools. Thousand Oaks, CA: Corwin

Joseph, P. B. , Mikel, E.R., & Windstchitl, M.A. (2011). Reculturing Curriculum. In P.B. Joseph (Ed.), Cultures of Curriculum (pp 55 – 77). New York: Routledge.

References