How to Evaluate Efficacy of Place Based Education Programmes

Submitted by root on 2 February 2010 - 8:51am

Abstract

The goal of assessment is to inform and help students systematically self-correct their performances. Unfortunately, it is often difficult to evaluate students' understanding after informal learning programmes outside of the classroom using traditional testing models. More often than not, teachers are often compelled to select programmes that seemingly help their students, but remain unsure of the programmes' true efficacy.

With en established track record in designing educative assessment and evaluating programmes, we will share with educators and coordinators of PBE research, frameworks and practical tips on how to evaluate and thus select the right programmes and workshops that can fulfill the learning objective.

How To Get To Know Where You Live

Submitted by root on 2 February 2010 - 10:04am

Abstract

This session is designed to help participants implement place-based activities in their local areas. We will examine a variety of program types and provide time to practice some skills needed to learn more about a pupil's ecological address. 
One of the best ways to learn about place-based education is to acquire deep understandings of a particular site through direct experiences. The strengths of the teacher have to be incorporated along with the purposes of the curriculum in order to implement effective lessons. Attendees will select a particular place and participate with others in small groups to expand their awareness skills and leave the session feeling more confident in the teaching tasks ahead. A question and answer session will close the session.

Place-Responsive Learning in International Service Learning

Submitted by root on 2 February 2010 - 10:05am

Abstract

In Place-based education, it is important to start with the immediate school environment and community. This is usually done within the context of repeated visits that allow students to explore and build the different threads of student-community relationships. Students then develop personal connections with a particular place for which they have some stake or involvement. For programmes where the student engagement is one-off but sustained, Place-Responsive approaches allow us to sensitize students the notions of place, connectedness and relationships. This expands the interpretive frames that students have of places and communities. Many Singapore schools participate in overseas Community Involvement Programmes (OCIP) or International Service-Learning (ISL) programmes. For OCIP and ISL programmes that are of longer duration, there is scope to incorporate Place-Responsive approaches, not primarily for the purpose of building relationships with the overseas environment, but for understanding the people-place relationships they see in the overseas community. This understanding then forms the basis for students to think about place-centric values, rootedness, social identity and their own personal relationships with people and places back in Singapore. This interactive workshop will require participants to share and develop practical tools and strategies to achieve place-responsive learning in the overseas setting. It is targeted at teachers who lead OCIP or ISL that last 10 days or more.

Poems on the Field: Developing Students’ Response to Literature using Place-Based Education

Submitted by root on 2 February 2010 - 10:05am

Abstract

This presentation is based on a literature review and professional reflection on integrating experiential learning with the teaching of poetry. The curriculum design in literary field-trips (otherwise known as learning journeys) is examined as an effective means of enriching students’ engagement with poetry. Theoretical orientations are founded on pedagogy of place (Knapp, 2005) as a guiding principle in experiential learning. The poetry anthology, Another Place (1992) by Boey Kim Cheng is used as the basis of engagement with place.

The project proposes place-based learning as a useful means of expanding and deepening the interpretive scope and schema (Barnes, 1988) in students and their appreciation of poetry. I argue that outdoor settings embody the potential to generate rich interpretive frames (Hovelynck, 1998; Jakubowski, 2003; Foran, 2005) for students of literature. This raises important questions how reader response in poetry may be valorized using natural landscapes and cultural sites to facilitate subject appreciation and mastery. This has broad implications in our current understanding of place-based learning and its impact on teaching and learning.

Practical Application of Place Based Teaching for Green Education

Submitted by root on 2 February 2010 - 10:06am

Abstract

To learn how Place Based Education can be used effectively to teach Conservation To discover resources available for Place Based Education and Green Education Look at actual resources by National Geographic Explorer and Green Space Programme for Place Based Education and Green Education. Learn the Importance of Conservation Education How Place Based Teaching enhances Green Education and makes conservation a sustainable movement.

Putting the classroom in the community

Submitted by root on 3 February 2010 - 2:34pm

Abstract

"How big is your classroom?" is a refrain we have all heard from the MOE's advertisement to recruit teachers. Indeed, how big can it be? There are many opportunities just outside of our school's gate that can be leveraged on to make learning engaging and relevant for our students. This presentation tracks how Pei Hwa Secondary is attempting to use the community as a place for the teaching of its curriculum to make learning authentic. A pilot class of 39 Sec 1 students were put through a pilot project over a 3 week period to determine if community elements could be effectively and practically used as a platform for teaching and learning while not sacrificing rigour. The session shares the challenges in carrying out this project across 5 different subject areas and how the school intends to scale this project up in the months ahead.
 

Raffles Ecological Literacy Program: A Story To Share

Submitted by root on 3 February 2010 - 2:36pm
Abstract
The Ecological Literacy Program was started in 2007 as an elective program for students of Raffles Institution to encourage critical thinking through the discourse of academic papers, concepts, environmental ethics, philosophy and field trips.

In this presentation, Nam Jin will share with you how he attempts to promote personal connection with nature through positive experiences and critical reflection in and out of classroom. He will lament the challenges and disappointment and sing the joy of starting the Ecological Literacy Program. Now in its third year, the program is packed with a fresh angle and inspiration from a place-based approach.

This presentation is not just about the “Green Stuff” but rather a story to encourage you that students can learn “Good stuff” when they are empowered to do so.

Co-presenting with Nam Jin are the students from the Ecological Literacy Program. They will share with you their current project (which is based on the school’s locality) and how they intend to learn and make a difference in their community and its environment.

Singapore "Storeys" at the Singapore City Gallery

Submitted by root on 3 February 2010 - 2:36pm
Abstract
Behind every building that pushes up into the skyline that is Singapore, there is a story. A story of inspired dreams, thoughtful planning and lessons for the future.
Come experience the "storeys" of Singapore with Senior Manager, Corporate Communications, Colin Lauw, at the Singapore City Gallery. Find out how school groups use the interactive exhibits, vast resources and architectural models, at the Gallery to bring to life Social Studies, Mathematics, Languages, Innovation and Enterprise, and Economic Literacy.
Join us to delve beneath Singapore's skin to find answers to quirky facts like "why Singapore has three tallest buildings, all at 280 metres", or come see how with long-term planning, we have been able to plan for a sustainable future for all who call Singapore home.

Sustainability through special places –Peter Martin

Submitted by root on 3 February 2010 - 2:37pm
Abstract
We act caringly out of emotional connections. This is true of the relationships we have with others, but also true in the relationships we have with the natural world. In this interactive workshop participants will try a range of different activities designed to help students develop and think about the relationships they have with places they live, work or play. Participants will be invited to share their own responses to these activities (and places) so as to begin to derive strategies for heightening emotional connections appropriate for Singaporean contexts. The workshop will also explore a framework for linking relationships with place to sustainable place based action. Come prepared to move, think, share and write.

The Jalan Kayu Heritage Trail

Submitted by root on 3 February 2010 - 2:38pm
Abstract
The Jalan Kayu Heritage Trail was started in Jan 2007 and eventually launched in Dec that year. So far over 80 students at Pei Hwa Secondary School have been trained to be trail guides for the project and over 700 primary school students and members of the public have been on the trail.
The JKHT has 2 priorities - to allow for the younger generation to feel commected with their community and for students to learn to become leaders in our community.
To date, the Jalan Kayu Heritage Trail blog www.jalankayutrail.blogspot.com has attracted over 30,000 visitors and is a well-known source of information on the history and heritage of the area.

Water, The Giver Of Life

Submitted by root on 3 February 2010 - 2:39pm
Abstract
Presentation starts with an overview of today's concern and effects of global warming. Reference to the importance, scarcity, conservation of water and why we all must learn to appreciate and value this daily resource.
It then covers the history of WWS and why our NGO was formed and its initial challenges encountered. From weekend member patrols to now reach-out programs for schools, corporates and the general public - sharing and spreading more awareness on why and how we can all do our part to help our waterways.
With the opening of the Marina Reservoir, the profile of waterways has been further raised and this has prompted us to introduce new initiatives to interest and inculcate more social responsibility in our waters program. There is a part you can play.

Our Heritage and Identity in Chinese Culture

Submitted by root on 3 February 2010 - 2:39pm
Abstract
Ancestor veneration has been practised by the Chinese for thousands of years. Today, this is still practised by Chinese people all over the world during the Ching Ming festival. The practice of ancestor veneration was brought in by our forefathers from China. It has now become a living heritage for many Singaporeans. Since its inception in 1870, Singapore Kwong Wai Siew Peck San Theng(located next to Raffles Institution) is an organization which has maintained the same core business of facilitating ancestor veneration
This seminar will explain the history, culture and heritage of Peck San Theng and its key role in preserving an important part of our heritage and identity in Chinese culture. It also discusses the possible teacher/student projects relating to ancestor veneration within the framework of Place-based Experiential Learning.

Treasure Islands - Cycling into Yesteryear on Pulau Ubin and Walking as a British Soldier on Sentosa

Submitted by root on 3 February 2010 - 2:40pm
Abstract 
Think of Pulau Ubin and students will remember adventure camps and recreational cycling. Besides these, we can step back into time to experience a slice of Singapore in the 1960s. The first sights that meet a visitor are the eclectic village scene, the quaint shops and the richness of nature. Through a specially designed programme, we were able to dig deeper, uncovering the roots of the people who lived there, their livelihoods (quarrying and agriculture), how they obtained the basic amenities like power and water. This is a powerful place for our students to “experience” geography, history and environmental education. 
What can we experience on Sentosa besides the sun soaked beach and the thrills of the Luge and Megazip? We can walk as a British soldier had done long ago, through his barracks and officer’s house, the forests he trekked through, into the fort that protected him and, later, housed him as a prisoner-of-war during the Japanese occupation! Conducted at the actual place, bringing history to life are specially designed programmes and war exhibition at the Fort Siloso and environment learning journeys at Imbiah Hill. This is a powerful place for our students to experience history and environmental education. 

A Field of Nature - Investigating the Wonders of Our Natural Heritage

Submitted by root on 20 February 2010 - 11:19pm

Abstract 

Place-based education through field studies or investigative studies aims to nurture the child by enabling the child to see beyond himself and to consider the impacts of his actions on the world around him. With awareness, comes appreciation; with appreciation, comes involvement; with involvement, comes ownership. To inculcate this sense of ownership towards our natural heritage, the Conservation Division of the National Parks Board, Singapore, produced several field studies or investigative studies activities and programmes for teachers and educators to utilise. These activities aim to provide teachers and educators with relevant sites, activities and conservation issues that they can use in creating awareness, appreciation, involvement and ownership amongst their students. 

Number of targeted participants: 25 Teachers and PBE Programme Coordinators 

Duration of session: 1 – 1 half hour 

Getting In Touch With Our Natural Heritage

Submitted by root on 20 February 2010 - 11:21pm

Abstract

Nature heritage of Singapore is often overlooked in the education of the future generation of Singaporeans. It is often mentioned that "there are nothing much to see in Singapore" when people are asked about nature in Singapore and this session hopes to change that perspective and touches on how place based education in nature context can tie into the social emotional learning for the students.

Brief layout of the session: 
- Introduction to NParks, Conservation Division 
- Nature Reserve: An important treasure trove of Singapore's limited Nature Heritage 
- Activities within the Nature Reserve and how it helps in the processes of PBE and SEL 
- Q&A

River of Life

Submitted by root on 21 February 2010 - 5:43am

Abstract 

How often would you have a river running through a school in Singapore? At St. Andrew’s we are very fortunate to have part of the Kallang river passing through our campus. With this special feature, we come up with a special river studies programme which is integrated into our lower secondary syllabus.

Students in Sec One will learn how to determine the quality of water in the Kallang River using dataloggers and PDAs. In addition, they will also study the various types of organisms in and around the Kallang River. Students will learn how to record and process the data and present their findings with their ICT skills.

Selected Sec Two students will do a comparative study of the quality of water at different locations in Singapore, as well as the kinds of organisms found at these places. Students will be taught how to use the Global Positioning System to locate their position where the water study was done.

Environment Education for All

Submitted by root on 22 February 2010 - 12:12pm

Abstract

Please be informed that this concurrent is cancelled. Please select another concurrent session if you have selected it earlier.

Number of targeted participants: -

Duration of session: 1 – 1 half hour 

Type of session: -

Name of presenter: Vilma D’Rozario

School/Organisation: National Institute of Education

Brief Biography of presenter 

See brief biography of the presenter provided for the keynote address