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Slides from Edgefield Primary School

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Slides from Clementi Primary School

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[From Session 2] Clementi Primary slides

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Slides from Innova Primary School

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Q1. Identify the problems faced by the talent development team in Vision Primary School.

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Within-class differentiation @ Innova Primary School

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On the logic model/quantitative indicators

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On the logic model/quantitative indicators

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For the logic model, are quantitative indicators prefered? For example, in the medium-term outcome "Students are better thinkers and develop logic in argument ", how can it be measured?

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(a) Beginning teachers would have the expertise of running this talent devt programme. (b) The team assumed that the criterion for the talent devt prgg would be to select the top 75 students in the two levels. (c) The team assumed that the needs of the students are met. (d) Clarity of intention - good to have?

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Communication to parents could have started before the programme started to prepare the parents and inform them of the rationale and selection criteria.

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Group 4 :   Selection of students di not account for aptitude, interest.

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Group 4 :   Selection of students di not account for aptitude, interest.

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Assumptions:
- BTs are younger, generally more enthusiastic, more adaptable and hence are suitable candidates to conduct the programme for HAL.
- HAL are put into the groups for E2K Math, E2K Science and Creative writing. The assumption is that HAL would naturally enjoy the subject group that they have been put into.

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Selection of Students
The selection of students could be based on student's competencies, interest and commitment.

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Parent engagement may not have been done properly. Rationale, selection process, expected out come and.. suitable profile of students.

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- Pupils were identified only through ranking so the level of commitment that they are willing to put into the program is unknown and may not allow them to sustain through the entire program

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- Not only BTs should be selected. It is a higher workload, and more experienced teachers who know the curriculum better should be selected
-Help teachers preempt the workload
-Selection of students doesn't consider the individual strengths and competencies. More transparent criteria and use of checklist can be used in response to parents who challenge. (look also at Commitment)

Assumption that in selecting BTs they are young and enthusiastic. Some who are not BTs may still be enthusiastic. Impt to know who our impt allies are.
- who are the ones who believe in this?
- who are those who are self-aware and would like to grow in this area?

While it may seem efficient to take a top-down approach to this, a bottom up approach may be more effective.

Consider if possible to offload such teachers.

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Group 3
- Selection of teachers
Workload of teachers as they are beginning teachers
Competency of teachers
Teachers should have received the necessary trainings.
- selection of students

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1. That BTs can manage the workload and have the proficiency to conduct the lessons

2. Random assignment of students for EMS classes

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Did not really fully understand the school's constraints and overall plan before embarking on the TD programme.

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1) Each child will only be talented in one area
2) Selection of children are solely by results? Attitude and interest doesn't seem to be accounted for.
2) Enthusiasm of a teacher is more important than teaching ability, experience and training.
3) Parents buy-in seems to be assumed. Are they engaged in any way? Would they be surveyed on their opinions?
4)

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Problem #1:
- Identification was done by marks/ranking only and might not be the only data point for identification.
Solution:
- Include more data points like learning dispositions and giving students a choice (first choice, second choice, etc. and take it seriously)

Problem #2:
- BTs need time to adapt to fundamentals first, and might not be ready to take on this role.
Solution:
- The team should be a mix of more senior teachers and BTs, so senior teachers can provide experience and BTs can provide fresh perspectives, etc. e.g. E2K mentors.

Problem #3:
- Parents might not be engaged effectively and might not want to commit to programmes they feel is not beneficial to their child.
Solution:
- Communication should be transparent as to the criteria that is used for selection.

Another Issue:
- Prioritising certain programmes over another.

Idea:
- Embedding enrichment activities into the SOW, e.g. 1 x E2K math activity in each Term/Week.

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Review:
- to start small, e.g. one programme.
- define objectives and outcomes of the programme
- Selection process (redefine criteria and include other measurements for assessment, e.g. aptitude, interest)
- deployment of teachers (could be a mixture for experienced and beginning teachers, PD training)
- workload of teachers
- communication to parents (tiered programmes  for all students, period of commitment)
- monitoring to ensure sustainability

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- Main problem: Low attendance
- Overall workload for teachers
- Match between children's talents and interests and the programmes they were placed in
- Selection of teachers (composition --> BTs may not be suitable)
- Number of teachers
- Types of programmes offered -- parents/child may not see value if they are trying to apply for DSA

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- Experience and PD provided to beginning teachers; teachers not offloaded
- Communications with parents and students not clear (benefits not clearly defined)
- TD versus DSA
- Sorting of students into different programmes did not consider individual students' strengths
- Selection process of students
- Support from ExCo and KPs

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I have some questions and I hope nobody will take umbrage with any of them if they have been mentioned or addressed as I left my seat a few times today.

1) What are the success or performance indicators of the schools’ TD programmes? Do they translate into better PSLE results or competition results such as acing Wits & Words, winning gold/silver in RIPMWC, SPSO etc. I supposed this will automatically take care of the part to convince the parents on the pull-out for TDP. Steven emphasised that it’s not just about exam results. The reality is many parents still do and this is perhaps why parents need to be convinced about the schools’ TDP. What other areas of achievement indicators are used then, besides students’ end products?

2) So far, these TD programmes are targetted at P4, P5 and P6. Can the programmes be targetted at P1 and P2 so that the young HALs can be better prepared for the GEP selection in P3? After all, there are many enrichment centres out there that offer such ‘GEP selection preparation courses’. Many parents are curious what they do and I m sure many Teachers too.

I am in full support of a TDP in our schools.

Thank you.

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What are the considerations that we should have as planners when deciding if the in-curriculum intervention should be a total or partial pull-out for HALs?

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How do we ensure the students pullout for the Dare to Launch Prog do not miss out on their learning in the Math class?

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If a school has multiple enrichment activities, the same pool of HAL students, and different owners take turns to select their students, how can we address the prioritisation of certain programmes over others? e.g. Math Olympiad selection takes place first, selecting the "creme de la creme", and then E2K, etc...

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As Talent ID in our schools are mainly in the infancy stage, it might not be realistic to implement ID across all IP subjects. It is critical to sense colleagues' level of readiness and creating buy-in for the rationales of talent devt is essential we craft and develop talent ID in schools. A phase-in plan for talent ID will be more comfortable and realistic if it is still in the early stage of implementation

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Q3 Could apply DI for HAL and the Treffinger model

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1. Most schools have E2K, Olympiad and Literature programmes.
2. Some school have HAL classes in the upper primary levels. These classes are pitched at high progress levels. The content is broader and deeper and there is a focus on high level thinking skills.
3. One interesting approach is a whole school approach to DI. All classes are mixed ability and teachers differentiate their process and product.

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Teacher competency is a crucial element in the continuity of the Enrichment programme in schools. We need to ensure that the programmes should be system based and not teacher dependent.

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System is a little messy (maybe in larger schools)

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System is a little messy (maybe in larger schools)

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Unsure if my school is using any model per se, but using the Treffinger model as a guide to organise activities:
Our school has LoS 1 to 4 activities, just that the school doesn't have an organised system to do identify pupils from 1 stage to another (aka, every IP department is doing their own thing, but the "stretch" activities is not clearly shown within their SOW).  Also, some of the LoS levels 2 to 4 is sometimes dependent on students and parents to seek out such activities for themselves.

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Jane (SVPS):
The models provide useful guideposts for enrichment for non-IP areas, as many of our schools' enrichment are primarily in IP areas.

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1. Most schools have E2K Math & E2K Science.
2. Some schools have level-wide activities (e.g. Drama, CCA) to identify talents
3. (BRPS) APEX - Accelerated Programme to Enhance student EXperience (for selected P3-P6 students)
4. Identification is through grades + teacher identification
5. Tiered approaches in planning school programmes:
>> (BLGPS) 3E - Experience, Enrichment, Excellence
>> (BGPS) 3E - Expose, Enrich, Excel

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Q2. Use of GEP list and checklists to identify students. Time is a constraint in the implementation of the programmes.  There is a need to be more systematic and perhaps integrated to ensure students’ well-being.

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The 3E approach is similar to Treffinger's model.

DI is also under exploration/a school-based PD focus -- but many teachers struggle with a very mixed group of kids within the same class.
>> many schools starting to have mixed ability middle pri classes.

Gagne's intrapersonal -- BLGPS has a learning needs committee that looks at plans programmes based on students' readiness to learn.

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Q1. EL - Writing and Debate programmes
MA/SC - E2K and Olympiad programmes
MT - Writing and exchange programmes

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- E2K (Math and Sci)
- Assembly Programme (Level 1)
- Creative Writing
- Reading circle
- Debates enrichment
- Enrichment programme by different department
- scrabbles
- Students were selected for various programmes
- Differentiated learning for HAL

Models
- Similar to Los and June making model
- Teachers identified were selected to attend course for DI for HAL.

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1. E2K Maths and Science are commonly adopted as HAL programmes.
2. LoS is commonly used to develop programmes to determine students' exposure, e.g. Wits and Words (Level 3) before selecting students for Level 4 (external competitions) (ACSP)

Remarks: Different schools band their students in different ways, e.g. Anderson Pri used to band top Maths students and conduct E2K Maths during curriculum hours; Admiralty and Punggol View Pri band students loosely into 3 groups; ACSP groups GE students to non-GE students based on MTL results

Food for thought: Are external competitions talent development platforms? Is it fair to send students for competitions without prior training?

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IP Areas:
E2K (Math and Sci)
Olympiad (Math)
Debate Programmes
Reading Circles - Literature Appreciation (Tiered Progression)
Public Speaking
CL Writing and Public Speaking

Non-IP Areas:
Art - Art Corner Exhibition
PAM Talent Scout

Integrated:
Investigative Journalism Project
Social Research

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1. E2K (Math and Sci), Leadership, IVP, makers space

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1. E2K (Math and Sci), Leadership, IVP, makers space

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2. Renzulli's Model is adopted in some schools, Treffinger's model in some.
3.

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1a Enrichment during daily lessons by teachers trained in HAL; enrichment programmes for selected students include creative writing, debate cca, advanced math training

1b Thinkers today leaders tomorrow; identified skills for departments to look into and implement; students are given opportunities to apply skills learnt (e.g. during a games day run by students)

3a Could apply the Treffinger's model to look at programmes at Levels 2 and 3
3b Could put in more systematic identification processes

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Q3. Identify the areas for improvement.

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Q2. Identify the assumptions made by the decision-makers.

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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Pre-course Nearpod module

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Session 1 slides and readings

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2021 HAL Checklists for English Language, Mathematics and Science

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Session 3 slides and handouts

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Please post any questions you have here. 

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Please post any questions you have here. 

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1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

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Logic Model Activity

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Students selection
Proper selection process (checklist, rubric, teacher endorsement, student commitment)

Teacher Deployment
There should be a team of teachers planning the program and not have mostly beginning teachers. The team has to develop a shared vision and define the objectives for the HA program. BTs need more senior teachers to guide them. Having enthusiasm may not be a good criteria for selection as it may fizzle off. Strong pedagogy is very important to develop/ execute good lessons. Look for teachers who are already teaching HA students to join the team. Important to look at the workload of the teachers and ensure equitable workload.

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Logic Model Template