4. SST’s Global Citizenry Program
The GCP is designed to:
Prepare students for a global future shaped
with the attributes that will allow them to take
advantage of the myriad of opportunities
abroad, while remaining connected and
emotionally rooted to Singapore.
5. Alignment with SST’s Vision, Mission and Goals
(VMG)
Mission:
To Develop World-Ready and
Future-Looking Leaders through
Innovative Technology and Applied
Learning
6. GCP Goals
Acquiring Knowledge
Students develop interest in and take stewardship of local and global
issues
Students understand Singapore’s relationships with ASEAN, ASIA
and the rest of the world
Building Competencies
Equip students with 21st century skills
Promote self-awareness, self-management and responsible decision-
making in students
Cultivating Character
Students embrace diversity and cultivate respect for all people
Students act upon ideas for the improvement of their society and the
wider world
7. Objectives of GCP Brunei
• Extend a platform for students to develop an
understanding of Singapore’s relationship with Brunei.
• Enhance understanding and appreciation of Brunei’s
role and identity by creating a meaningful opportunity for
students to explore, appreciate and understand the
culture and language of the people in Brunei
• Broaden our students’ learning networks with their
Bruneian counterparts in SST’s twinning school, the
prestigious Maktab Sains
8. What it means for
SST and the students
Expectations of the group upon their return
: impact the school community
• Share their learning to parents and the rest of the
school
• Host the next visiting Maktab Sains contingent (2012)
• Role model to their peers the expected attributes
Being a leader and caring about the community
10. Brunei Darussalam, The Abode of Peace.
• A rainforest covered gem of a country nestled on the
northern shores of the island of Borneo
• Richly diverse natural and cultural heritage
• Centuries old majestic Royal heritage
• A prosperous oil and gas producing nation with a small,
peace loving population
• Ruled by His Majesty the Sultan of Brunei, the 29th of an
unbroken line dating back 600 years
• Tranquil, clean and pollution free environment
• Safe, stable, healthy, wholesome and sincerely hospitable
society
• Near absence of traffic jams
12. Brunei Darussalam, The Abode of Peace.
Land Area = 5,675 sq. km
Population = 390,000
Density = 68 persons/sq. km.
source:geology.com
13. Flight Details
Departure – 5 Nov 2012
• ETD 1155 / ETA 1405
• Royal Brunei Airlines Flight No: BI 422
• Terminal 2
• Students are to report at 0900 at Check-in row @ Changi
Airport
Return – 9 Nov 2012
• ETD 1800 / ETA 2000
• Royal Brunei Airlines Flight No: BI 423
* Students will be dismissed from Changi Airport – Arrival
Hall.
14. Accommodation
• Kiulap Plaza Hotel
• 4* hotel
• Address: Kiulap Commercial Area, Bandar Seri
Begawan, Negara Brunei Darussalam BE1518
Tel: (673)223 2252
http://www.kiulap-plaza-hotel.com
15. Trip Highlights - Water Village
• Water Village (Kampung Ayer)
• Venice of the East
• Largest water village in the world
• Approximately 40 000 people live here
• About 1500 years old
• Built on stilts in the water along the Brunei River
• Mode of transport – water taxi
• Schools, houses, mosques
16. Trip Highlights - Royal Regalia
Opened in 1992
Large collection of the Royal Regalia across generations
17. Trip Highlights - Food and Custom
Ambuyat
• Bruneian dish
• derived from the interior
trunk of the sago palm
• starchy bland substance,
similar to tapioca starch
• eaten with a bamboo
fork called a chandas, by
rolling the starch around
the prongs and then
dipping it into a sour fruit
sauce.
18. Profile of Partner School
Maktab Sains Paduka Seri Begawan Sultan
(Paduka Seri Begawan Sultan Science College)
19. Profile of Partner School
Maktab Sains Paduka Seri Begawan Sultan (Paduka
Seri Begawan Sultan Science College)
•Renowned throughout the region for its
excellent O-level and A-level results.
•Former Maktab Sains students can be found
in universities all over the world including
Imperial College, Oxbridge and the Ivy
League.
•To gain admission to the school, students
must earn straight 5 As in their Penilaian
Sekolah Rendah (formerly known as Primary
Certificate Of Education).
•Many of Brunei's royal family, were taught in
Maktab Sains.
21. Trip Cost
Total cost = $_____ includes
– Return flight (including taxes) on Royal Brunei Airlines
– All meals
– 4* Hotel accommodation (twin-sharing) - Kiulap Plaza Hotel
– Travel insurance (AIG Chartis Superior Plan)
– Land transport by coach
– Accompanying tour manager from Singapore
– Local tour guide
• SST standard subsidy = 50% = $_______
22. Safety Measures/Precautions
• Traffic
– Look right, look left and look right again before alighting bus or
crossing the road
• Illness / Hospitalisation
– Travel insurance (AIG Chartis Superior Plan) included in price
– Raja Isteri Pengiran Anak Saleha Hospital, or RIPAS Hospital
• Accommodation
– Always look doors
– Stay in assigned room
23. Suggested Packing List
• Clothes & Footwear
– School uniform (x 2)
– Formal attire (Blazer) & formal shoes
– PE t-shirt & long track pants (x2)
– Sports/track shoes
– Cap & umbrella
• Learning Device & Power plug adapter
• Camera & charger
• Writing materials
• Pocket money of maximum $100
• Others - medication
*Detailed packing list will be provided at a later date
24. Rules and Expectations
•Speak in low and gentle tone. No shouting or screaming.
•Be polite and exercise courtesy and graciousness during interaction
with peers in the local schools e.g. not to 'brag' about Singapore's
progress, or what luxuries are absent in Brunei. Their conduct will
determine whether these schools want a continued relationship with
SST.
•Do dress modestly. No shorts / bermudas / short skirts ! long track
pants
•Do to take off your shoes when visiting a mosque. Women are
required to cover their heads and wear a dress that covers their
knees and arms.
•Lights out @ 2200
25. Emergency Contact
•School’s contact – handphone 9339 – 5028 (in Singapore)
•Teachers’ contact will be advised at a later date
•Please minimise phone calls and communication times with
students.
•In case of any emergencies, please call the teachers
NOT students – students may not know how to handle the situation.
26. Emergency Contact
•School’s contact – handphone 9339 – 5028 (in Singapore)
•Teachers’ contact will be advised at a later date
•Please minimise phone calls and communication times with
students.
•In case of any emergencies, please call the teachers
NOT students – students may not know how to handle the situation.
33. FS@SG Programme
Towards Pervasive Pedagogical Practices and Learning in the 21st Century
3-prong approach
The use of innovative teaching approaches at a school-
wide level that leverage fully on ICT/IDM* & novel school
infrastructure designs to bring about more engaged
learning for their students
*IDM: Interactive Digital Media
34. FS@SG Programme
Towards Pervasive Pedagogical Practices and Learning in the 21st Century
3-prong approach
1.Creating and sharpening an ecosystem for the 21st
century learners through a conducive 1-to-1 ICT-enabled
environment
•Designing and implementing pedagogical practices that
supports 21st century learning and foster critical
thinking, collaboration and communication
1.Developing applications to harness technologies to
develop and assess students’ learning
35. FS@SG Programme
Towards Pervasive Pedagogical Practices and Learning in the 21st Century
3-prong approach
1.Creating and sharpening an ecosystem for the 21st
century learners through a conducive 1-to-1 ICT-enabled
environment
• Internal Scan - Profile of Learner, LDs
• External Scan - 21st century skills/knowledge, web 2.02
• Conceptualisation - developing SST DNA via consultative
approach
Ref: http://www.p21.org
36. FS@SG Programme
Towards Pervasive Pedagogical Practices and Learning in the 21st Century
3-prong approach
1.Designing and implementing pedagogical practices
that supports 21st century learning and foster critical
thinking, collaboration and communication
• Clarity and Alignment with Vision and Mission of SST
• Buying-in from stakeholders (educators and parents)
• Implementation - Integration into IP
• Professional Development - Educators, students
37. FS@SG Programme
Towards Pervasive Pedagogical Practices and Learning in the 21st Century
3-prong approach
3.Developing applications to harness technologies to
develop and assess students’ learning
• Engagement of external partners - APPLE, NIE-LSL
• Assessment / Survey
• Monitoring - Cyber Wellness
40. Research
Towards Pervasive Pedagogical Practices and Learning in
the 21st Century
CN-ECT for Mathematics
How does the digital collaboration of CN-ECT for Maths environments
foster critical thinking skills for students?
How does anonymity in the group display influence students
willingness to critique, defend or explore artifacts in the group display?
Can the digital collaboration of CN-ECT for Maths environments be
used as a catalyst for changing traditional teaching practice?
42. ICT Programme
use of technology in a Maths classroom
critical ofcollaborate knowledge
use thinking new problem solving
creation of and for investigation
technologyas a team
1:1 learning platform to construct knowledge
43. ICT Programme
use of technology in a Maths classroom
collaborative tool:
Wall-wisher or Linolit
Intra-class
Inter-class
44. ICT Programme
use of technology in a Maths classroom
communication tool
Maths blog / facebook
45. ICT Programme
use of technology in a Maths classroom
Tools to support pedagogy for teaching/learning
NETlogo - collaborative tool
Maths Blog - feedback & evaluation
tool
Secondary 1 class (algebra lesson)
TInspire Navigator-
graphing tool
46. ICT Programme
use of technology in a Maths classroom
pedagogy for teaching/learning
Questioning Techniques
Critical Thinking through
self and peer evaluation
Applied learning
(authenticity)
Secondary 2 class (practical graph)
Collaboration
on-line and face to face
51. ICT Programme
Teaching & learning Process
Stage 1 - students individually key
in responses/answers
Stage 2 - students
responses/appeared on screen - anonymity is observed at this
teacher facilitated discussion stage
Stage 3 - students shared
responses with class and one
another
53. 1. time for planning
2. the dire need to complete syllabus before major
assessment
3. professional development (funding / time)
4. support (school / parents)
•
•
•
•
55. ICT Programme
How is learning of mathematics different in SST?
• The learning here is a googolplex times more interactive and fun than
in other schools, I like the way SST is teaching the students.
• The use of technology has affected the way we learn in a positive way
as teaching would be much easier (to understand and apply)
• It is very interesting and fun. The visual learning really helps me
understand better and the teachers also take the time to help me
with my problems.
• We use the macbook to learn math, of course. And the lessons are
more interactive due to the small class size. We learn beyond the
syllabus and focus in-depth on the topics with the use of technology.
56. ICT Programme
Do you think using the graphing tools (TINpire, Geogebra)
help you understand algebra better? In what way?
• It helps me understand algebra in a graphical and interactive way.
• It lets me experiment with what I know about algebra and discover new
things.
• I could see the various outputs and understand more about it.
• This is because I can evaluate all my friends answers and figure out how they
got it correct or wrong.
• With the teacher's explanation it is easier to understand, as you actually do
it yourself so you learn from your mistakes easily.
• The way the graphs are plotted makes it easier to learn algebra, because
when put into a graph, algebra becomes a very simple image, compared to
explaining the concept of algebra itself, without anything to assist in learning.
57. use of technology in a Maths classroom
In a collaborative environment using Netlogo, do you think that
it is important that the responses provided by the students be
anonymous? Why?
• If one student makes a mistake and the teacher reveals it , the student will be
embarrassed and will not want to participate any more
• With this a student can put forward an answer without fear of being wrong affecting
him
• If they are not anonymous, students will only focus on who got the answer wrong
and not why. Understanding mistakes is important.
• It depends. When one remains anonymous, the teacher can point out their flaws and it
what way they can improve without embarrassing them. However, if they are not
anonymous, the teacher would understand them better and be able to correct
them according to their understanding of the students.
58. On the days that we are using the network (collaborative
environment), do you think the class participation is different?
• Why?
The class is more participative when we are using the network. It is more engaging
than learning algebra by looking at a piece of paper or doing equations/expressions of
algebra using the normal method, the network allows us to fully visualize how algebra
works and also allows us to have a little bit of fun at the same time.
• ... everyone gets to participate and they are more willing to participate because they
can remain anonymous.
• It is because everyone is fascinated by the new learning styles and they participate
more to further enhance their understanding.
• More people participated, as when technology is used, everyone becomes excited,
making it easier to absorb infomation and learn better.
• We can spot the mistakes quickly and that means that we can learn
from mistakes much quickly.
60. ICT Programme
Progression
year 1 year 2 year 3
• Professional Development for
• Professional Development for Maths teachers phase 2 TI-Nspire
Maths teachers - TI-Nspire and Navigator • Professional Development for
Maths teachers
NETLOGO • Design of Maths activities for 4 sec
• Design of Maths activities for 3 sec 2 classes
1 classes • Accelerated learner programme for
students
• Professional sharing at EIS
Conference Rayong, Thailand.
Professional sharing at T2
• Professional Sharing at eduTech
International Conference Chicago, Il
Seminar 2012
2012
• Sharing with West zone Maths
teachers
61. Key points:
•At present, all students own a learning device (Macbook) that they would use in lessons.
•Integration in all subjects for both academic programmes and non-academic ones (e.g. Sports and Wellness).
◦Showcase of ICT-enabled learning
•Surveys are conducted in both 2010 and 2011, and results has been consistent over the first two cohorts, in terms of students’
perception in the way how they felt learning with the computing device has enhanced their learning experiences.
◦Summary of survey findings (shared with EXCO in Nov 2011)
•Students’ Programme
◦All Sec 1 students go through 1 semester (1 period per week) of IT lessons to equip themselves with basic IT skills to use the
application suites in their learning device. They learn web-based applications through teachers as the use of these applications (largely
the google apps) are weaved into the lesson activities.
■ Unique practice in SST: All Sec 1 students are briefed on the ICT self-learning activities when they report for Sec 1
Registration in end-Novmeber (where they are to explore and learn how to blog and online applications like
GoogleMaps during the holiday).
◦All students are members of the IDA InfoComm Club that all activities organised by IDA InfoComm Club are made available to all
students to sign up (according to their interests)
◦Student ICT Talent Development Programme that incorporates entrepreneurship into the programme, and students are developed
according to the specialised areas that the teams identified.
•There are scheme in place to help students who need financial assistance.
◦Students who are eligible for 100% ISB can loan a Macboook from the school at $10 per month (rental fee)
◦Number of students who benefit from this scheme: 8 students (One Sec 1, Two Sec 2 & Five Sec 3 students)
Sharing of Practices on 1-to-1 ICT-enabled programmes
- 7 occasions, including sharing in overseas conferences by SST staff
