Visible Thinking in Character Education - Presented by: Mdm Anna Shii (LT/Learning Needs) Mr Kelvin Chin Weng Kit (HOD/CCE) Anchor Green Primary ...
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Visible Thinking in
Character Education
Presented by:
Mdm Anna Shii (LT/Learning Needs)
Mr Kelvin Chin Weng Kit (HOD/CCE)
Anchor Green Primary School
1
Flow of Presentation
1) Behavioural Issues Faced by Students
2) Perspective Taking versus Empathy
3) Character Education (CE) Pedagogy
4) Understanding Visible Thinking (VT)
5) Anchor Green Primary School VT in CE
6) A Typical VT in CE Lesson
22
Flow of Presentation
7) Key Considerations in Designing VT in CE
8) Impact of VT in CE
9) Students’ Feedback
10) Challenges and Success Factors
11) Future Plans
12) Question and Answer
33
Snapshot of Misbehaviour in School
Other
Why students were
did you switch
frightened when
off the toilet you
lights It seemed
I wantedfun to me
to play a and I
deliberately
when thereswitched
were off thought
prank it
onwould
them be
andfun
I for
the bathroom
other studentslights
in the them too. Iitdid
thought not be
would know
earlier.
toilet?They are very that they would be upset.
fun.
upset with your actions.
4 4
‘Powder Keg’
Lack of Empathy
Students get into
unnecessary
conflicts
Not Taking the
Perspective of Others
5
Escalate into
disciplinary cases
6
Literature Review on Disruptive Behaviour
Disruptive student behaviour impedes learning
outcomes for students and has a negative impact on
teachers’ efficacy and wellbeing.
(Lewis, 1999; Tschannen-Moran & Woolfolk Hoy, 2001)
The occurrence of discipline issues robs instructional
time for all students as the teacher interrupts the
learning process to handle discipline issues.
(Buck, 1992; Foong, 2000; Gottfredson, 1990;
Synder, Hoffman & Geddes, 1996; Stoops & Stoops, 1972;
STU Report, 1995; Zill & Nolin, 1994)
6
Perspective Taking Versus Empathy
Allows you to
put yourself in the position of others,
See the situation through their eyes; and
sense what they might be feeling accurately:
so that you can understand what others might Perspective
want or need.
Taking
Allows you to Empathy
share someone else's feelings or experiences by
imagining what it would be like to be in that
person's situation, and
connect with others. 7
Character Education (CE) Pedagogy
CE pedagogy has its roots in Constructivist Theories.
The teaching of CE is process-driven and focuses on the
‘why’ and ‘how’ instead of the ‘what’.
We adopt the Consideration Approach to:
• develop students’ empathy so as to develop them into
caring individuals,
• encourage students to consider the perspective of others;
and
• enable students to consider the impact of their decisions.
8
CE Pedagogy
The instructional strategy of Clarify, Sensitise, Influence
(CSI) questioning process was adopted.
• Establish the facts and be non-
Clarify judgemental.
Applied to
• Encourage them to consider the
consequences of their actions on Authentic
Sensitise others.
Case
• Guide them to do what’s right. Studies
Influence
9
What are authentic case studies?
Case studies which are purposefully designed to allow
students to
explore,
discuss; and
construct and apply knowledge and skills in contexts
that involve real-world situations that are relevant to
the students.
10Why should we use authentic case studies?
The use of students’ life experiences as contexts for
the delivery of Character and Citizenship Education
(CCE) is one of the key guiding principles in developing
the CCE syllabus.
‘Authentic activities provide learners with the
motivation to acquire new knowledge, a perspective
for incorporating new knowledge into their existing
knowledge and an opportunity to apply their
knowledge.’ (Edelson, Gordin, & Pea, 1999, p. 393).
Visible Thinking (VT) in CE case studies is purposefully
designed to be relevant, meaningful and authentic so
as to engage students effectively. 11
11CE Pedagogy
The instructional strategy of Clarify, Sensitise, Influence
(CSI) questioning process was adopted.
VT routines
• Establish the facts and be
Clarify non-judgemental.
Platform to manage
and facilitate the
• Encourage them to consider
the consequences of their teaching of
Sensitise actions on others. empathy and
perspective taking
• Guide them to do the right
Influence thing.
12What is Visible Thinking (VT)?
• The central idea of VT is straightforward: making one’s
thinking visible.
• When thinking is visible, students are capable of
metacognition (i.e., develop awareness of their own
thoughts).
• Teachers benefit when students' thinking is visible,
because misconceptions, prior knowledge, reasoning
ability and degrees of understanding are more likely to
be uncovered.
13Let’s Try – can you find the 16 Hidden Tigers?
14Let’s Try – can you find the 16 Hidden Tigers?
15Let’s Try – can you find The Hidden Tiger?
16What are thinking routines?
• Teachers who are successful at promoting students’
thinking tend to develop, adapt and make use of
specific routines to scaffold and support students’
thinking (Ron Ritchhart, 2002).
• Thinking routines:
a. operate as tools to promote thinking;
b. are designed to uncover students’ initial thinking
around the topic (rather than elicit specific
answers); and
c. are grouped into three major categories.
17Thinking routines adopted in VT
in CE
18VT Routines Adopted
These routines enabled practitioners to facilitate deeper
discussions with their students.
Visible Thinking Key Thinking Description
Routine Moves
What makes you Reasoning A question that teachers can
say that? with evidence weave into discussion to push
students to provide evidence for
their assertions
Circle of Perspective Identification of perspective(s)
Viewpoints taking around an issue or problem
Step Inside Perspective Stepping into a position and
taking talking or writing from that
perspective to gain a deeper
understanding of it 19VT in CE • VT in CE aims to rectify students’ misbehaviour by teaching them to empathise and look at situations from different perspectives. • Lesson frequency: Two lessons (1hr duration) conducted per term during Form Teacher Guidance Periods. • Target levels: Primary One to Three (intention to level up to Primary Six) • Reinforcement: Teachable moments in daily interactions 20
Visible Thinking in Character Education
Training of teachers
Informed level teachers of the purpose, rationale
and intention of the programme;
Coached teachers in the use of VT routines; and
Co-developed lesson plans with authentic case
studies
21A Typical VT in CE Lesson Clarify Sensitise Influence Gather the facts and be non-judgemental. • Students look at a case study (video/role play/picture) • Teacher asks the following questions: What happened? Who were those involved in the situation? Why did they behave in that manner? How do you feel about their actions?
A Typical VT in CE Lesson Clarify Sensitise Influence Students to consider the consequences of their actions on others. • Teacher facilitates using VT routines of ‘Step Inside’, ‘Circle of Viewpoint’ and/or ‘What makes you say that?’ • Teacher also asks the following: How did it affect others? Has the person considered the feelings of others? What are the consequences of the action on others?
A Typical VT in CE Lesson
Clarify Sensitise Influence
Guide students to do the right thing.
• Teacher asks the following questions:
Is that the right thing to do? What makes you say
that?
If not, what is the right thing to do then?
Are the person’s actions or thoughts reflective of
one with a good character? Why?Let’s watch a video to see what
happened.
All students will use the VT routine of ‘Step Inside’ to take
perspectives/positions from different viewpoints.
While watching, students will select a person in the video whom
they wish to talk about.
After watching the video, teacher asks the following:
1) What did this person observe or notice?
2) What might this person know, understand or believe?
3) What would the person be concern about?
4) What might this person wonder about or question?
5) Has this person considered the feelings of others?
6) What are the consequences of his/her action on others?
25Let’s look at a picture… Pupils will use the VT routine of “Step inside” to take perspectives/positions from different viewpoints. Pupils will select a person in the picture whom they wish to talk about Think about 1) What can this person see, observe or notice?” 2) What might the person know about, understand or believe? 3) What might the person or thing care about? 4) What might this person wonder about or question? 5) How do you feel for the person? Why makes you say that?
Food Waste in AGPS Canteen
Visible Thinking
Circle of Viewpoints
I am thinking I think …
from the viewpoint
of …
A question I
have from this viewpoint is …
Topic/Issue:
29Use of Student Learning Space to Further Engage Pupils
Group Discussion
Turn and talk to your shoulder partner.
What are some of the behavioural issues faced by
students in your school?
Is the lack of empathy and not considering the viewpoint
of others a cause of the issues faced?
Are the VT routines useful in getting your students to dig
deeper into ideas?
What are some implementation issues that may surface?
31Gathering Feedback from Participants
32Key Considerations in Designing VT in CE
• Materials/content: authentic and relatable
• Teachers’ competency/readiness
• Aligned with needs of level/students: What are the key
issue(s)?
33Behavioural Changes Observed
Substantial
decrease in the
number of
students running
to the toilet
34Impact on Students A majority of students are able to practise what was taught. Try to change behaviour % of students’ response 35
Students’ Engagement
% of students’ response
36Decrease in Discipline Cases
Discipline cases referred to the Discipline Master
Year Per Term
2016 Nine cases
2017 Three cases
Results: 67% decrease in the number of discipline cases
for 2017
37Students’ Feedback on Learning
How much effort have you put How much effort have you put
in to not rush to be the first in to consider the viewpoint
whenever you queue up? of others when doing things?
I always let my I think before I do it.
friends go first. Like I ask myself if I
should do it.
38Students’ Feedback on Learning
How much effort have you put
in to consider the viewpoint
I do not want of others when doing things?
others to be
hurt.
What is a change that you
have made to your behaviour
I want to be after learning how to be
gracious by gracious?
thinking about
others before I run.
39Students’ Feedback on Learning
I give myself this rating How much effort have you put in
to consider how your actions will
because I close my eyes affect others when doing things?
when we finish our recess
and practice mindfulness
at the ISH, so I can be a
gracious student.
Yes, I have made a change What is a change that you have made to
your behaviour after the Visible Thinking
to my behaviour after the in Character Education lessons?
lessons. I did not do
mindfulness in the
morning, but now I
practice mindfulness. 40Students’ Feedback on Learning
How much effort have you put in
to consider how your actions will
affect others when doing things?
I try my best to always
think twice before I act.
What is a change that you have made to
At primary one, I was very your behaviour after the Visible Thinking
naughty but at primary in Character Education lessons?
two, I changed my
behaviour.
41What are the Challenges?
Limited curriculum time to
conduct an in-depth VT in
CE lesson
Need for constant
reinforcement and reminders
after conducting the lessons
to ensure students practise
what they have learned
42Success Factors
Domain experts: Lead Teacher/Learning Needs
Collaboration between CCE Department and LT
Systems Level Enablers:
Strategic Alignment:
School wide drive to nurture pupils as gracious individuals;
VT part of school wide pedagogy (familiarity); and
‘Enshrined’ as part of FTGP/Character Development
Tactical Empowerment:
Teachers co-create authentic resources; and
Teachers’ feedback used to modify lesson package
Time/Commitment from team and teachers:
Enactment of lessons;
43
Follow up actions (within and outside of classroom)Future Plans
Review content of existing packages focusing on relevance
and authenticity.
Tap on Student Learning Space for lessons to further engage
students.
Implement packages for upper primary level.
Alignment with desired dispositions and values as espoused by
MOE and the school.
Working with other schools to co-create resources?
44References
• Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-
based learning through technology and curriculum design. Journal of the learning
sciences, 8(3–4), 391–450.
• Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to
promote engagement, understanding and independence for all learners. John Wiley &
Sons.
• Student Development Curriculum Division, Ministry of Education, Singapore ‘2014
Syllabus Character and Citizenship Education Primary’
• The Six Essential Aspects of Empathy, Part 4: Perspective Taking
https://karlamclaren.com/2013/10/29/the-six-essential-aspects-of-empathy-part-4-
perspective-taking/
• Visible Thinking
http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html
• Learning Theory
https://www.reference.com/web?qsrc=999&qo=semQuery&ad=semD&o=36327&l=se
m&askid=b8e9de4b-a2a7-4a70-bcfe-ef895a953b0e-0- 45
rf_msb&q=learning%20theory&dqi=&am=broad&an=msn_sQuestion and Answer
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