Primary school maths: A vicious circle (from TODAY May 8)
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sunflower:
My issue with the system is not access to university. Or who gets into IP or top schools. It is in its inability to teach efficiently and effectively... that makes it necessary for kids to have tuition. This closes the door of choice educational opportunities to those bright ones (who had no tuition) who would otherwise have qualified. At the very least, provide alternative learning modes than the Teacher (better textbooks... online multimedia instructional tools accessible to all kids).
I could have chosen any secondary school to my liking after PSLE, but decided on an ordinary one near home. Went to one of the top JC, and eventually cross path with classmates who chose to go elite secondary schools. (Err...but I must confess lah, I'll probably choose to go to one of the IP schools now because too lazy to take \"O\" levels. Ha, ha...) But even cannot get in so what? Even Pritam Singh who studied in JJC went to NUS, and also got scholarship to study overseas.
The teacher database you suggested is a great efficiency tool and will improve teacher effectiveness. If kids had guided and unfettered independent access to an evolved \"textbook\" in the form of videos etc... it will also improve efficiency and effectiveness.
Just because people can gradually mosey their way into university is no excuse for a system stuck in the old ways of teaching (as you have noted many Teachers don't know how to TLLM) with a vastly evolved syllabus (best taught with TLLM) and thin textbooks. Of course, people have pointed out that some schools use IT to great effect... others have iPADS and such... but the question is... HOW MANY schools?
I don't know how many schools teach effectively and efficiently, and does justice to the syllabus as it was originally designed to be taught. I don't know how many parents go through what I went through. We won't know till 2016... or unless MOE makes an effort to seriously look into this BEFORE 2016.
It takes time to get teachers up to speed. Meanwhile, strengthen the system with written and multimedia resources accessible to all... strengthen the system with a database for Teachers. -
sunflower:
It translates into wealth. These people have the time to spare volunteering... and the money to afford the properties.
If one is willing to do 80 or more hours of volunteering just to get into phase 2B, or getting the child from one end of Singapore to the other end (where the school is located), or is willing to spend millions to get a property close to the school, and all these do not translate into more kiasu, I do not know what is. -
Wanted to share this from STForum. Written by a parent and former teacher.
http://www.straitstimes.com/STForum/Story/STIStory_802296.html
What she says is in line with DPM Teo's new guiding principles suggested for Public Service officers.
http://www.channelnewsasia.com/stories/singaporelocalnews/view/1203603/1/.html -
I also strongly recommend reading the Opinion section of the Straits Times. Columns are likely written by the Opinion editor of the ST herself or the ST Editor himself.
Whilst these columns are written in varying contexts, such as pertaining to school volunteering, and opportunities in general in society, she sums up her columns, both times, on consecutive days, very aptly, and her reference to social mobility is very much underlying the arguments in this thread as well, for a more level playing field through better textbooks, centralized database etc:
(1) yesterday, Fri May 25, 2012 - Value and Values of school volunteers (A34)
"Volunteering is likely to favor the well-off, who can afford to take time out, over blue-collar workers and hawkers who have to struggle to spare even a dayâs earnings. The emphasis on projects will reinforce the connection between parental income and education in determining which child has a better chance of getting in. This development can hardly improve social mobility, an objective which schools should support. Indeed, schools are the crucibles of mobility in a society like Singapore where education underwrites meritocracy, as it should."
The need for tuition or smarter parents to perform well in school today likewise favors the same profile of parents and children that the Parent Volunteer scheme favors.
(2) today, Sat May 26, 2012 - Keeping alive the opportunity society (A36).
"A study by the Finance Ministry found moderate to high mobility here, but the fathers surveyed averaged more than 50 years of age and the ministry cautioned that the study might not apply to future generations. Also, whilst the poor have a chance of moving up, those from well-off homes have a higher probability of succeeding for a host of reasons like better financial support for study and cultural capital. Rising inequality is a worldwide phenomenon. It bears watching to ensure that society strives to keep hopes of moving up alive."
I know some may say "show me the numbers" before it justifies for a change. And indeed that may seem like a very good way to end all discussion on the matter. However, as the Opinion column highlights, the inequality phenomenon bears watching.
If we wait until its too late, one possible way that "numbers" present themselves will be through the next Nationwide election. Because as some have highlighted, no one at an individual level is in a capacity to make a good gauge on the best direction going forward, and MOE themselves are not going to try to really do a survey or poll to find out what the nation hopes for collectively.
That will be a sad day for me which I am hoping to avert. -
sunflower:
The Australians seem to have agreed with you ... http://www.smh.com.au/opinion/political-news/productivity-report-calls-for-scrapping-of-teacher-bonus-20120503-1y1vt.html
Moreover, the change in the government management style into the business model since the mid 1990s created more harm than good. Instead of serving the people, different ministries/department and for that matter, schools compete with each other to âshow offâ, to meet KPIs. Pretty sad, everybody in the rat race and lost focus. This resulted in the competiveness even amongst teachers. With the change of the Education minster, I hope there will be a change in the mindset of how schools should be evaluated. Education is about learning and sharing, to collectively build our next generation of people who can move our nation forward.
... but they are smart... they thought critically about this before adopting a KPI structure that encourages competition more than collaboration. -
Straits Times, 24 May 2012
Policies must co-opt parents effectively
AS A parent and former teacher, I have noticed a widening gap between how children learn and how they are tested in schools.
School syllabuses appear to be increasingly introducing tough questions that may not be developmentally appropriate for the grade levels of the children.
While I applaud the Ministry of Education's (MOE) efforts to promote critical and problem-solving skills, these practices may be detrimental in the long term.
It has been well-documented that children generally develop cognitively in stages.
An average child in Primary 2, for instance, may not yet have developed the capacity for abstract thinking when solving complex problems.
A strong foundation in the rudiments of a subject, however, is critical for successful mastery of such problems at a later stage.
A lack of cognition of this may have implications for children's socio-emotional growth and motivation.
The MOE's stand has been that the levels of difficulty have not increased over the years.
It has further indicated that teachers and experts have been consulted in its curriculum reviews and policies.
While considerable efforts have been invested to address this issue, this top-down approach views the partnership between schooling and families as a uni-directional model.
Research has shown the importance of the voice of parents for policy decisions, as they are co-partners in the education process.
In order to provide authentic teaching and learning for children, education systems must recognise and invest in a deeper understanding of the problem from the parents' perspective.
In other words, the MOE must listen to what parents have to say.
Parents, like teachers, are equally, if not more, important participants in the education process.
Pauline Ho (Ms)
http://www.straitstimes.com/STForum/Story/STIStory_802296.html -
phtthp:
I think MOE's stand is that the level of difficulty has not increased over the years for PSLE and NOT school exams.Straits Times, 24 May 2012
Policies must co-opt parents effectively
AS A parent and former teacher, I have noticed a widening gap between how children learn and how they are tested in schools.
School syllabuses appear to be increasingly introducing tough questions that may not be developmentally appropriate for the grade levels of the children.
The MOE's stand has been that the levels of difficulty have not increased over the years.
In other words, the MOE must listen to what parents have to say.
Parents, like teachers, are equally, if not more, important participants in the education process.
Pauline Ho (Ms)
http://www.straitstimes.com/STForum/Story/STIStory_802296.html
Frankly, I do believe (until proven wrong) that PSLE standard is reasonable and the level of difficulty has not increased over the years. But MOE is NOT publishing the EXACT PSLE past years' papers to prove its stand.
http://www.kiasuparents.com/kiasu/forum/viewtopic.php?f=1&t=35434 -
sunflower:
How can schools mirror the PSLE standards when MOE does NOT publish the EXACT PSLE past years' papers?
If weâre saying some schools set tough questions even before imparting the relevant knowledge, I would say there are also other schools who test reasonably, according to their studentsâ ability, and trying to mirror PSLE standards. MOE provides the framework, but principals have full control in the running of the school, and the way they run a school is determined by their education beliefs and their priorities.sunflower:
The issue is not about schools setting tough papers - the issue is whether those difficult questions were taught in class and whether those students who could answer these questions are those who have quality help (outside school).The difference in standard in schools and their exams has long prevailed since our time, but why didnât anyone complain that PSLE papers were very difficult or easy during our time?...or that this or that school set tough papers? That was because school exam papers were not published and widely available. Ignorance is bliss. During our time, there was nothing to compare, we didnât know so tuition did not seem necessary.
sunflower:
:goodpost:Please do not stress ourselves unnecessarily by looking at top school papers. Now we look at top school papers and imagine PSLE paper is full of challenging questions, which from my past 2 yearsâ observation, was not the case. Every time, it was just that 1 or 2 questions that were highlighted. People were not happy because they spent so much on tuition and yet cannot score full marks. Think of it rationally, MOE would not set papers as difficult as NYPS (where more than half the paper consists of challenging questions). They have to cater to the majority average students. If not, nearly the whole P6 cohort in Singapore will fail.
Yes, I strongly agree (and 80% of parents think so too - link below).
http://www.kiasuparents.com/kiasu/forum/viewtopic.php?f=1&t=35434&start=40
But, why is MOE not publishing the EXACT PSLE past years' papers?
2 questions though:-
1) What do you mean by your past 2 years' observation? Students will not be able to remember ALL the questions AFTER the exam, so we will not know the % of 'challenging' questions in a PSLE paper.
2) No matter how difficult/easy a paper is, grades are moderated. Every year 40%++ will get A*/A for Eng, Math, Sci and 80%++ for Chi. So your point 'nearly the whole P6 cohort in Singapore will fail' will never happen. -
Chenonceau:
I support your suggestions. In fact, DS3 managed to view through 30+ of Youtube videos which are relevant to primary school science syllabus as revision for PSLE. It is better than reading tons of assessment books (forget about the textbook - we know how useless it is). I used the video as part of the programme during the science workshop that our tuition centre organised for the children. Sad to say, most of the children gave video viewing the lowest rating compared to the other components. :frustrated: Yet, the workshop received raving response esp for the science experiments. The children told me that their teachers either did only a few if not, none of the experiments in their workbooks and the reason given was the lack of time. If I'm not wrong, Science is only taught once or twice a week. From my experience, a topic can be taught in a 1.5 hr lesson. What I understand from most of my students is that a topic is covered over a 2 to 3 week period. For primary 3, e.g. the topics covered are Diversity, Materials and Magnets (correct me if I am wrong). I teach English, Maths and Science twice weekly 1.5hr each session. Yet, I cover much more than what was taught in school most of the time. My students were given so much reading materials and homework that they literally 'beg' me to give lesser. :nosebleed: Schools have OHP in every classrooms; libraries full of books and materials; funds to spend; etc Lack of resources and time? :scratchhead: If there's one thing that I would say to teachers who really want to help our children it will be \"Treat the students as if they are your own children.\"sunflower:
I personally do not think just having textbooks FULL of information is an all-cure.
I almost never write in absolutes. It's odd that you would understand absolutes from what I wrote. Absolute claims are too easily disproven so I almost never make them. Even the sky is not always blue. Why FULL? Why cure-ALL?
If I dared, I would ask for...
(1) a series of Youtube video experiment demonstrations that any child can log onto
(2) online demonstrations of oral exams that any child can access
(3) online modules full of fun skits and voiceovers detailing the various aspects of PSLE compo writing
- evocativeness of language
- creation of suspense
(3) Etc...
But when the textbooks are so lousy, you kind of assume that such demands would be way beyond the capability of our MOE... so I just asked for better textbooks... not FULLY COMPREHENSIVE textbooks. -
coast:
This is the impression I got while speaking to DD1's HOD when she was in P6 2 years' back. He mentioned the school swapped prelims papers with another school to let students practise because these 2 schools found their papers to be quite indicative of PSLE standards.
How can schools mirror the PSLE standards when MOE does NOT publish the EXACT PSLE past years' papers?sunflower:
If weâre saying some schools set tough questions even before imparting the relevant knowledge, I would say there are also other schools who test reasonably, according to their studentsâ ability, and trying to mirror PSLE standards. MOE provides the framework, but principals have full control in the running of the school, and the way they run a school is determined by their education beliefs and their priorities.
My guess is that after so many years of marking PSLE papers, the HODs/teachers have a sense of the standards and what to expect.coast:
If the school tests before imparting relevant knowledge and reasons given not convincing, then the school has not been doing its due diligence. I'm not sure what MOE can do about this. This is the strategy that the school has decided to take to achieve certain objectives. Do we expect MOE to dictate to all schools that they can't do that and penalize them for doing so? It would be so micromanaging.
The issue is not about schools setting tough papers - the issue is whether those difficult questions were taught in class and whether those students who could answer these questions are those who have quality help (outside school).sunflower:
The difference in standard in schools and their exams has long prevailed since our time, but why didnât anyone complain that PSLE papers were very difficult or easy during our time?...or that this or that school set tough papers? That was because school exam papers were not published and widely available. Ignorance is bliss. During our time, there was nothing to compare, we didnât know so tuition did not seem necessary.
coast:
:thankyou:
:goodpost:sunflower:
Please do not stress ourselves unnecessarily by looking at top school papers. Now we look at top school papers and imagine PSLE paper is full of challenging questions, which from my past 2 yearsâ observation, was not the case. Every time, it was just that 1 or 2 questions that were highlighted. People were not happy because they spent so much on tuition and yet cannot score full marks. Think of it rationally, MOE would not set papers as difficult as NYPS (where more than half the paper consists of challenging questions). They have to cater to the majority average students. If not, nearly the whole P6 cohort in Singapore will fail.
Yes, I strongly agree (and 80% of parents think so too - link below).
http://www.kiasuparents.com/kiasu/forum/viewtopic.php?f=1&t=35434&start=40coast:
I've mentioned in one of my earlier post but you might have missed out. It's just a general feel, from my DD1 who took PSLE 2 years' back, from talking to friends/neighbours and other parents and kaypo reading post PSLE extensive discussions in forums for the past 2 years.2 questions though:-
1) What do you mean by your past 2 years' observation? Students will not be able to remember ALL the questions AFTER the exam, so we will not know the % of 'challenging' questions in a PSLE paper.coast:
Kekeke, you have been very specific. I was just exaggerating to put my point across lah.2) No matter how difficult/easy a paper is, grades are moderated. Every year 40%++ will get A*/A for Eng, Math, Sci and 80%++ for Chi. So your point 'nearly the whole P6 cohort in Singapore will fail' will never happen.
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