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Discussion 2 (Joyce, Ee-laine, Leonard, Zishu)

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Discussion 2 (Joyce, Ee-laine, Leonard, Zishu)

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suggestions:
- Using teachers as "organisational enablers". To achieve similar outcomes across a very diverse student population, you need a well-trained & well-skilled pool of "enablers".

- Make it more student-driven instead of teacher-directed. (we reflected that it is largely teacher-directed).

- Interdisciplinary/multidisciplinary projects? (to make up for poorer scientific knowledge...) e.g. climate and physics... water & chemistry...

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1. Intra-department collaboration (subject unit collab)
2. Inter-department collaboraiton - multi-disciplinary approach to kills a few birds with stones
3. Teachers need to have specific scentific content knowlege and place-based knowlege - so teachers have to be euqipped with the right kind of knowlege first before engaging the students (teachers are more than faciliators - thus the need for sufficient knowlege before hand)

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Reflection Qns (Darren, Nallu, Devi and Preeti)

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Reflection Qns (Darren, Nallu, Devi and Preeti)

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(1) Yes, they were able to do it as they have been used to the process of GI in Secondary 1 and 2 (the topic that we chose was Weather and Climate GI - Microclimate in school). The students were also able to effectively use the instruments. They know how to represent data and analyse it.
(2) The hinderances are that:
- there are insufficient instruments (eg. pocket weather tracker etc.),
- teacher-student ratio to conduct the activity can be better,
- students' knowledge of sampling methods as well as its advantages and disadvantages is very weak.

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Reflections (Joyce, Ee-laine, Leonard, Zishu)

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Reflections (Joyce, Ee-laine, Leonard, Zishu)

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1. Yes, as long as the first stage of Sparking Curiosity is done properly so that they are able to understand the issue/find it meaningful.

2.
- Time
- logistical and safety concerns
- Students may not be able to apply the concepts (different student learning profiles) or are not a fan of inquiry work.
- exercise reasoning stage: an assumption that the students can use ICT comfortably. But they may not... Data analysis in Excel/creating pie charts or line graphs...
- gap for teachers: if you are not that "connected", you only know the changes to the curriculum only 6 months before - how to adapt in time?

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1. Tension between teacher-led or student-led especially in consideration of safety in the case of traffic congestion investigation.
2. What to degree do we allow students to lead their own investigations? (How free are they in conducting their own research?)
3. Possible logistical and operational nightmare - but possible to spark heated discussion - consider the possible consequences
4. Need to consider various factors - age and number of students and number of teachers and the weather of the day (rain), teachers' ability and familiarity with the classes, how long the investigation should be conducted, equipment for data gathering (speed counter), different groups can investigate different aspects of traffic congestion
5. Assign roles to students - school's management, parents, students, traffic warden,

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Signature pedagogy for Humanities Subject - II, HI and GI

Features
1. Procedural,
2. Upwards spiral,
3. Student-paced/led (from teacher-led)

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Discussion 1 (Darren, Nallu, Devi & Preeti)

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Discussion 1 (Darren, Nallu, Devi & Preeti)

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Geography
- GIS (Geographical Information Systems) which is a form of Geospatial technologies
- GI (Geographical Investigations) which constitutes Hypothesis, Guiding Questions, Data Collection, Data Representation, Data Analysis, Reaching a conclusion and Evaluation)
- KSVA (Knowledge, skills, values and attitudes)
- Knowledge is about place-making and understanding context. Skills is information gathering, classifying, asking etc.

History
- First order & Second order skills
- Causation, Sequencing

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Discussion 1 (Joyce, Ee-laine, Leonard, Zishu)

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Discussion 1 (Joyce, Ee-laine, Leonard, Zishu)

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- Field-based inquiry is a signature pedagogy in Geography and History
- Issues investigation (Inquiry too!) in social studies
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KEY FEATURES:
a) INQUIRY - student-centric approach, can be values-driven.
b) APPLICATION (higher-order thinking).
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ISSUES:
- How to train older teachers?
- field-based inquiry as a signature pedagogy -- effectiveness? time and effort needed is a lot
- Knowledge of site or related concepts/content may not be there as well.

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Discussion1 ：What are the signature pedagogies in your field？ What are key features of these signature pedagogies？

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Discussion1 ：What are the signature pedagogies in your field？ What are key features of these signature pedagogies？

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Reflection questions：1. Do you think your ‘students’ were able to go through this process of Geographical inquiry in this exercise? 2.  Which part of this framework do you feel is most challenging to accomplish/encourage as a teacher? Why?

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Reflection questions：1. Do you think your ‘students’ were able to go through this process of Geographical inquiry in this exercise? 2.  Which part of this framework do you feel is most challenging to accomplish/encourage as a teacher? Why?

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Discussion 2：How will you balance the gap between the intention of signature pedagogy and actual operation of signature pedagogy in teaching practice？

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Discussion 2：How will you balance the gap between the intention of signature pedagogy and actual operation of signature pedagogy in teaching practice？