Session 1: My Renovation Project

Subject: Maths
Unit Topic: Statistics – Data Handling
Grade Level: Secondary 1
Duration allocated: 5 one-hour periods

Pre-requisite knowledge:
At the primary level, pupils have learnt how to construct and interpret tabulated data and graphs such as picture graphs, bar graphs, line graphs and pie charts.

Standards addressed:
Pupils will be able to
1) collect data through several methods and organise them
2) construct and interpret bar graphs, pictograms, line graphs, pie charts
3) articulate the purpose and use, advantages and disadvantages of the different forms of statistical representations
4) draw simple inference from statistical diagrams

Day 1 (60 min)

1(a). Display Table 1 and ask pupils information they can draw from the line graph presented.
1(b). Divide pupils into groups of 4.
1(c). Get pupils to suggest ways to the National Arts Council so that the information presented in a more ‘reader-friendly’ manner, that is, information can be drawn out more easily from the data. They can present their suggestion in a simple sketch, if necessary.URL: URL: http://www.nac.gov.sg/sta/sta01.asp

2(a). Pupils share their suggestions in presenting their data in a more reader-friendly manner. Display Chart 1 to show how the council presents its data graphically.
2(b). Using the prepared charts, recap the different graph representations (they learnt in primary school); highlight the unique features in each type of graph that determine when they are suitable to present a given set of data.

3(a). Get pupils to guess how the National Arts Council collected the data?
3(b). Take the opportunity to share there are many ways to collect data (eg. by survey, measurement, observation, organising data from existing resources).
3(c). Point out to pupils that the way the data is collected and how it is presented should take into consideration what kind of information they want their target reader to draw from the data.

4(a). Based on the given task scenario, each group
- plans what kind of information is needed and the type of raw data to be collected
- identifies the source of information (eg. from the classmates, internet)
- designs relevant tool(s) to gather the data (eg. survey)
- decides an appropriate way(s) to present their data
4(b). Provide feedback to the group on their choice of graphs.
4(c). By the end of the lesson, each group will inform the class any data that they need their classmates to bring in the next lesson.

Day 2 (60 min)

1(a). Each group gathers the necessary information and organises them.
1(b). Some groups will
- conduct a survey among the classmates
- gather some hard data (eg. bills) that their classmates have brought in for them
- go to the internet to search for raw datago to other locations in the school (eg. the canteen, school garden) to gather data

2. Each group designs a spreadsheet where they organise and present the information gathered. With the spreadsheet, each group generates the graph and upload it into the group’s blog.

Day 3 (60 min)
1(a). Each group visits the blogs3 presenting the other task scenarios.
1(b). Each group
- will interpret the graph and type the information/observation they can draw from the graph (on the same spreadsheet);
- can provide feedback and suggest how the representation can be improved on (eg. the axis labelling is not clear, the data can be organised in another way);can ask question(s) they think the graph could not provide.
1(c). Provide feedback to the group via the blog comment.
2. Based on feedback, each group will do the necessary refinement before the presentation.
The presentation will touch on their choice of graph, hence highlighting features and advantage of using a particular type of graph. The group will also share the information the reader can interpret/draw out from the graph.

Day 4 (60 min)
1. Each group will be given about 10 minutes to share their findings.

Day 5 (60 min)
1. Each group will be given about 10 minutes to share their findings.
2. Summarise the learning points of the activity.
3. Each group submits their work (refined chart and interpretation of the chart) by putting it up in the blog.

Assessment:
- Task sheet (filled up during their planning) [by the end of Day 1]
- Chart and interpretation of the chart in the blog [by the end of Day 5]

ICT tools that pupils use in the course of doing the activities:
1. Internet search - to gather those data available from the internet
2. Spreadsheet - to tabulate and present data graphically
3. Blog - serves as a platform to gather feedback/inputs and share beyond the group

Session 1: TfU & Technology

Reflect on Stone Wiske's paper and one Picture of Practice. Share your reactions to the paper, and make some observations or share new insights you have about the ways in which technology is used within in the Picture of Practice to support the learning of curriculum topics.

Reflection on Stone Wiske’s paper:

I agree with the point that we should not “incorporate technology into (your) curriculum plans whether it really adds much or not”. Yes, technology is just a vehicle that brings us to one where we want to be. The choice and how to use it largely depends on the driver – how well he knows the vehicle – what it can do or it can’t, what it is best for, how skilful the driver is, as well as the path the driver takes to reach the destination.

In the recent run of our workshop “Planning for ICT Integration into Maths Instructional Programme”, we spent a fair bit of time to clarify the notion of “IP supporting ICT” or “ICT supporting IP”, as a number of HODs perceived the workshop being one we try to hard sell incorporation of technology into the instructional programme (as we are from the Educational Technology Division).

I think, it's really whether one is able to see the value of using technology, and to what extent it value-adds (taking into consideration the amount of resources invested in the process) to the learning process. We must also be clear what kind hands-on experience is non-negotiable. For instance, it is very obvious that certain skills must be done through 'conventional' methods - eg. being able to measure lengths and angles, construct geometrical figures using a pair of compasses. These could not be replaced by technology.

As of "new technologies" is one that "is somewhat new to you", I think its definition also depends on how well-verse we are in the use of the tool. When we design learning activities for a pilot project last year, we “discovered” and incorporated some non-computational features of spreadsheet into learning activities for topics like symmetry and tessellation. Another instance is the shared feature in spreadsheet that is seldom used for collaborative activities in class. Many teachers heard about the feature for the first time and found it a refreshing way to facilitate class discussion and collaboration in activities. So, technology breathes “newness” into existing practices, expands its repertoire of use in teaching and learning, can it still be considered “new technology”?


Reflection on “Developing Professional Communities for Education”

The title caught my attention as I hope to draw on some ideas that enable us to apply on the “COP” that we just started a couple of months ago. In fact, our section had experimented initiating a few online “COPs” in the last 2 years. Sadly, none has sustained. The communities were created based on some common ‘interest’ identified and in fact, the invitees were participants from the workshop. However, the ‘interest’ somehow died out very quickly. We wondered, how to draw the people to these online “COPs” such that they will keep coming back. Somehow, we can’t pin-point where the exact problem and what can be done to address it.

If I were to borrow some ideas from the Picture of Practice, a couple of thoughts strike me:

• To start off a learning community, what it wants to accomplish has to be very clear. Not so much as to ‘sustain’ the interaction, which was what we hope we could leverage on. Think about it… we can’t.
• People involved in the community have their role quite clearly defined, or at least for a start, they have a role to play and they know their role well. So, it’s not so much of ad-hoc participation. It seems like it is from this formal interaction that eventually move on to something less formal and structured after the project.
• Another observation is, there exists more than one type of ‘expertise’ in the community. In fact, each group has its own ‘agenda’ but can leverage on the common project.
  

Tapping on some very fundamental questions in the framework, these are some questions that we have to answer when initiating a COP:

• “What makes it worthwhile for people to participate in the COP?”
• “What purpose does it serve?”
• “What are the roles expected of the participants in the COP?”
• “What makes it rich and interesting?”

Session 1: TfU and My Practice

How is TfU similar to and different from your usual way of talking about curriculum?

How I see Curriculum: It is equivalent to what is outlined in the exam syllabus – that spells out the deliverables by each key stage (that is, primary and secondary levels). They are content knowledge and skills expected of the child. On the other hand, the mathematics framework guides us in the way we teach. It is supported by the 5 dimensions, namely attitudes, metacognition, process, concepts and skills.

My experience: In a typical neighbourhood school, many of us place high emphasis on process, concepts and skills, largely because these are areas to leverage on to prepare our pupils for school and nationwide assessments. Hence, we rely a lot on what’s presented in the textbook and many a time, we follow so it so closely that leaves us very little reason to deviate what’s suggested – teach the concept, explain with the example, get pupils to work on the sums… since it has proven workable (as many of us went through way). Once in a while or when time permits, some activities are included to raise pupils’ interest on the topic (Dimension: Attitudes) or relate it to matters related to national education.

Now I think: Through the TfU framework, I examine and understand better what I teach and what I want my pupils to learn. I thought the first question (under Generative Topic) “Why is this topic worth teaching and learning?” is very powerful. It triggers me to look at something that I take for granted – “since it is in the syllabus, just teach”. If I have not seen meaning and agree that the topic is worth teaching, how would I able to help pupils to make connections, to see what they are going to learn is worth learning? So, the ‘self’ buying-in process is important to get others to buy in.

In fact, I believe that as I go through the elements in the framework (in the course of doing our project), I would be to find opportunities me to factor to touch on all 5 dimensions (in the mathematics framework) and integrate them in a way meaningful to my pupils.