Download
1 / 24
240 likes | 388 Vues
TRANSFORM Through ACTIONZ!. Marsiling Primary School Mdm Herianti Abu Shah ( Year Head) Miss Angela Goh ( Subject Head/ Pupil Leadership). PRESENTATION LAYOUT. Our Focus and Direction Rationale How It All Started … TRANSFORM Package ‘ACTIONZ!’ Package Implementation and Challenges
E N D
TRANSFORM Through ACTIONZ! MarsilingPrimarySchoolMdm Herianti Abu Shah (Year Head)Miss Angela Goh (Subject Head/Pupil Leadership)
PRESENTATION LAYOUT • Our Focus and Direction • Rationale • How It All Started… • TRANSFORM Package • ‘ACTIONZ!’ Package • Implementation and Challenges • CustomisedResources • MovingForward…
OUR FOCUS AND DIRECTION • Developing Social Emotional Learning Competencies, • Alignmentto SchoolValues and School Vision, and • Alignment to the learningoutcomes for Character and CitizenshipEducation (CCE) and the 21st Century Competencies (21CC).
RATIONALE • NeedsAnalysis (2010) revealedthatPrimary 5 pupilslacked in social emotionalcompetenciesparticularlydecision-makingskills, and • Offence records showedthatmostpupilswhocommittedoffenceswere in Primary 5.
TRANSFORM PACKAGE • Package designed to addresspupilslacking in effective decision-makingskills, • Reflective questions to promotethinking, • Structuredbehaviour management plan, • Setting goals for behaviourimprovement, • Workingwithpupils (Wachtel, 2004), and • Restoringrelationships.
WRITTEN FEEDBACK FROM TEACHERS • “Getting the pupil to set his own target allowed him to take ownership of the decision he had made. Pupil was observed to generate positive actions along the process as he moved towards his goals.” • “Pupil was actually aware of his mistakes. He needed someone to organisehis thoughts and guide him during the process of setting targets.”
WRITTEN FEEDBACK FROM TEACHERS • “It’s important for the teachers to follow up on the child even after this programme, as change or transformation takes time.” • “Impact on the pupil is very dependent on the attitude and the willingness of the pupil to improve his or her behaviour.”
WRITTEN FEEDBACK FROM PUPILS • “I like this programme because I like it when my teacher talks to me.” • “This programme helps me to be a better person.” • “My teacher cares about me. I try to change.”
WHAT’S NEXT? • TRANSFORM was a useful package; • Bring TRANSFORM to the next level; • Plans to teach responsible decision-making skills school wide in 2015; • Embarked on Teach Less, Learn More (TLLM) Ignite Research Project (2010); • Think Big Start Small – focus on 1 level first; • Developed a teaching package to teach pupils to take personal and social responsibility, and • Enhance self-efficacy.
‘ACTIONZ!’ PACKAGEA RESOURCE PACKAGE FOR TEACHING OF DECISION-MAKING SKILLS TO INCREASE SELF- RESPONSIBILITY IN PUPILS
8 X 1-hour lessons 8 X 1-hour lessons Integrated into school-based CCE periods Integrated into school-based CCE periods IMPLEMENTATION Staff Training Staff Training Data Collection Data Collection Building Resources Building Resources
CHALLENGES • Designing the lessons, • Designing and developing the resources, • Fixing a block period to run all 8 lessons, • Training of teachers to develop facilitation skills and increase teachers’ buy-in, and • Collecting data and feedback.
WRITTEN FEEDBACK FROM TEACHERS • Pupils were observed to enjoy the social interactions with peers and teachers, • Pupils were talking about school values, • Teachers found the package to be engaging and relevant, • Pupils were able to apply skills learnt in real life situations, and • The reflection exercises allowed pupils to regulate behaviour and thinking.
WRITTEN FEEDBACK FROM PUPILS “The lessons were new to me and my teacher has never taught them before. They were really helping me to make the right choices.” “I did not do my homework and I took responsibility to tell my teacher that I forgot to do, instead of giving excuses saying that I forgot to bring…” “The STOP, THINK, ACT model makes me think before I do anything now…this will be with me until I am an adult.”
WRITTEN FEEDBACK FROM PUPILS “The video highlights the teaching point. It doesn’t go through everything but just highlights the point. It helps me to understand the point that I need to learn…” “…I learn that I must watch my body language in class and I am more responsible…It has made me to be more punctual and choose the better decision, it also teaches me to think before I act as every action has good and bad consequences…I like the video as it is interesting and funny…I have learnt a lot of things although reflections can be boring and sometimes difficult…”
MOVING FORWARD… • To enhance and improve the package and develop a 6-year plan that is structured and progressive; • To implement across all levels during school-based CCE periods; • To incorporate formative assessment tools that will allow pupils to do self, peer and teacher assessments; and • To involve parents in assessment of learning.
REFERENCES Wachtel, T., & McCold, P. (2000). Restorative justice in everyday life. In J. Braithwaite and H. Strang (Eds.), Restorative Justice in Civil Society (pp. 117-125). New York: Cambridge University Press. Wachtel, T. and McCold, P. (2004, August). From restorative justice to restorative practices: Expanding the paradigm. Paper presented at the Fifth International Conference on Conferencing, Circles and Other Restorative Practices. Vancouver, British Columbia, Canada. Eccles, S.J. The Development of Children from the Ages 6 to 14. The Future of Children Vol. 9, No. 2, When School Is out (Autumn, 1999), pp. 30-44. Princeton University. Elias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R., Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
herianti_abu_shah@moe.edu.sg goh_lay_ching_angela@moe.edu.sg
