1 Fulfilling the Potential of High Ability Learners through Engaged Learning in a Brain-based...

Fulfilling the Potential of High Ability Learners through Engaged

Learning in a Brain-based Environment

River Valley Primary School~ Singapore ~

Sita Singhsita_singh@moe.gov.sg

river valley primary school ~ school-based curriculum innovation ~ talent development programme

Unleashing Potential

Background

• Local government school• 1621 enrolment (955 boys, 666 girls)• 90% middle to high income families

School Vision

An Inviting School Committed to Bringing Out the Best in Every Individual

Rationale for Talent Development Programme

• People – Singapore’s only resource• In alignment with Learner-Centred Education

– Enabling each child to reach his maximum potential– Peaks of excellence– Flexibility and choice

Rationale for Talent Development Programme

“… gifted or exceptional children require a different model of teaching and learning to nurture their talents. The regular teaching approach, or benign neglect of the gifted, leads to underachievement and in some cases behavioural problems.”

Former Minister of EducationTharman Shanmugaratnam

Gifted Education Conference 2004

Providing Support

Purpose

CreatingSystems

People Resources

Defining Purpose

• Large number of students in top 5% of national cohort– 30 to 40 students per year– High ability learners

• Academic excellence• Achieving Personal Best

CreatingSystems

ResourcesPeople

Purpose

Enabling People

• Selection– Teachers with the right attitude

• Training– FCTHAL by GE Branch– Certificate for Giftedness by UNSW & by NIE

• Empowerment– Involvement in planning and implementation– Create greater ownership

CreatingSystems

Resources

Purpose

People

Providing Resources

• Research Activist– Offloaded 2 days a week– Training and networking– Carrying out research

• Consultation– Contact time with experts

• Physical resources

CreatingSystems

Purpose

People Resources

Talent Development Programme in River Valley

Objectives

• Acquire knowledge content and apply higher order thinking skills

• Increase the engagement and motivation • Achieve quality results• Achieve personal best in area of interest

Identification in RV

Gifted students have outstanding abilities and are capable of high performance including those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination :

Singapore Gifted Education Branch Adapted from The Marland Reports

Intellectual ability

Academic aptitude

Creative thinkingLeadership ability

Visual/Performing arts

Psychomotor ability

Identification in RV

• Focus on Intellectual Ability– Performance – Potential

• Methods– National Gifted Screening Test– School Standardized Test– Teacher Observations &

Recommendations

Talent Development Programme

• Homogeneous class• With-in curriculum programme

– Compact content to create more time to explore greater width and depth

– Carry out independent work through investigations• Out of curriculum programme

– Learning beyond the curriculum– Independent research study

Talent Development Programme

Underpinning Theories and Approaches

• Characteristics of high ability learners and their implications on curriculum

• Applying Bloom’s Taxonomy• Brain-based environment

– Orchestrated Immersion– Relaxed Alertness– Active Processing

(Caine & Caine, 1991)

Higher Order Skills

Underpinning Theoriesand Approaches

• Strategies to engage high ability learners in the regular classroom– Curriculum compacting– Curriculum differentiation

with Maker Model• content• process• product• learning environment

– Independent research study

content -Increased width and depth-abstraction and ambiguity-complexity-variety

process -higher order thinking skills-problem-solving-independent study-small group activities-freedom of choice

product -real world problems-real world audience-real deadlines-evaluation-creative expression-variety

learning environment -brain-based-orchestrated immersion-relaxed alertness-active procession

Setting the Environmentfor the Brain

• Academic and Emotional brain

Safe,joyful, yet

challenging

Authentic andrelevant

Making connectionsand meaning

Orchestrated ImmersionActive Processing

Relaxed Alertness

Curriculum Framework

Differentiatedproducts

Differentiatedcontent

Differentiatedprocess

DifferentiatedRegular Curriculum

Diagnostic pre-test

Curriculum Compacting

Research Design

• Focus on Science at P4 and P5 level• 2 experimental group (4A/5A 2008) and 2

comparison group (4A/5A 2007)• Measures

– Science achievement scores– PETALSTM survey results– Teacher and Parent perception survey

Research Design

PETALSTM Framework

Unit Modification

• Primary 5 Unit on Electricity– Modified scheme of work– Modified work plan – Activity sheets

Initial Findings (Teachers)There was much support

given by the school in terms of our professional development and other

relevant resources. As well as advice from experts.

It is challenging and rewarding to

engage higher ability students. They now often surprise me with what they say.

The extra time off from work and the training I

received has really helped me in planning and carrying out the research. I am able to read a lot more and keep

up to date with current trends in education. This really helped in my work.

I can see a good change. After the debating module,

they become more confident speakers. The way they speak, the voice projection, the clarity…They are

able to apply the skills to daily lessons too. They are more

discerning and do not accept things are

face value.

Initial Findings (Students)Unleashing Potential

I feel that the lessons in terms 2 and 3 are more

interesting. We get to do a lot of group work and we

can do experiments on our own and learn from them.

I enjoy my TDP lessons. We get to do things that we

normally would not get to do, like being involved in debating, solving real life

problems and doing science investigations.

Initial Findings (Students)Unleashing Potential

My favourite subject is now Science as I get to do many many experiments with my friends. We will plan them, carry them out and record our find

ings like a real scientist!

I think that I am learning better now. I also understand what I

am doing. The teachers always make it a point to help us see the purpose of our work. I am also getting better results so my parents are quite happy

Initial Findings (Parents)

I always hear my son telling his younger brother how enjoyable his lessons are and how smart his teachers are. He feels he has learnt a lot fro

m his teachers.

My daughter loves English, but does not like Science. The programme aroused her interest in Science and now she enjoys her lessons. Her res

ults also improved.

Students at Work

Problem-based Learning- Exploring alternative sources of energy

Students at Work

Problem-based Learning - Building Bridges and Slides

Students at Work

News Broadcasting

Challenges

• The curriculum is as good as its instruction– Time for curriculum redesign– Expert knowledge

• Stakeholders’ expectations– Students– Parents

Moving Ahead

• Time, space and more resources for teacher– Community of learners– Sharing amongst teachers

• Going beyond intellectual giftedness– Character Development– Leadership

• Meta-cognition• Engagement of Parents

The End

Website : www.rivervalleypri.moe.edu.sgEmail : rvps@moe.edu.sg

Thank You

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