Our Journey Ends: Final Reflections

July 21, 2013

In many ways today marks the end of this amazing, once-in-a-lifetime opportunity. However, it also marks the beginning of endless growth for our professional lives. As we begin our journey back home, we are ready to share our reflections/observations with other educators. We are also eager to try these lessons in our own classrooms! Throughout the past 2 weeks we have had many conversations and we kept trying to figure out: What makes Singaporean pedagogy internationally successful? AND, How can we replicate some of these approaches in the US and in our classrooms?

Among all that we have learned (sorry we cannot include it all) we would like to summarize our learning with the following list. Here we highlight our key findings during our trip to 4 school and over 15 classrooms:

1.     Emphasis on conceptual understanding with the model of concrete->pictorial->abstract

By taking the time to guide students through this process with countless experiences for them to understanding the concept.

There is more emphasis placed on deep understanding rather than memorization

2.     High level of specialization and differentiation

Most teachers in Singaporean school choose 1-2 areas to specialize in so that they can gain a greater understanding in that subject. This has helped many teachers in digging deep into the teaching and learning of mathematics.

School structures for most grade levels include differentiated math classrooms. This helps teachers provide more focused instruction based on student needs.

3.     Variety of learning structures with an emphasis on group problem solving

Students are exposed daily to whole group, small group, paired, and individual instruction. This variety helps students learn in many different ways and not only from the teacher but also from his/her peers. These emphases on rigorous group-problem-solving helps students engage in academic conversations and help them learn to challenge others and also change their own thinking. Always in a respectful and productive manner! These are the kinds of skills are critical to success in the 21^st century!!

4.     Teachers have a sophisticated understanding of mathematics concepts and misconceptions

Teachers are provided with countless resources within their school and the Ministry of Education. MOE not only offers their own program for future teachers but also continues to provide professional development for all teachers.

Teachers are confident in their knowledge and highly prepared!

5.     Promoting a balance between critical thinking (problem solving) and mental math

Students have the opportunity to solve rigorous problems to promote higher-level thinking and understanding. However, teachers also place an emphasis on mental math that will help them be more confident and efficient problem solvers. This balance is essential!

6.     Most importantly, a national and cultural support and appreciation of teachers and education as a whole.

With the support of the Singaporean governments’ financially and politically, the education system has flourished in the last few decades. No wonder they are the leading country in most of the international tests lately. Teachers are highly regarded and very well paid.

There is a strong cultural support for education and parents take a very active role in their child’s education. This environment is the perfect formula for a successful educational system.

Although our journey ends we would like to continue this conversation with teachers all around the world. We welcome questions, comments, and suggestions as we work to apply Singaporean pedagogy here in the US.

Last and foremost, we would like to thank FUND FOR TEACHERS for making with journey happen!!! These experiences will forever make a difference in our lives and in our classrooms. THANK YOU!!

For teachers who are interested in applying, the application process for Fund For Teachers begins in October and is due in January (generally). If you want an adventure of a lifetime that will help you grow professional please apply at: http://www.fundforteachers.org/

For those who want to support teachers in making these amazing adventures happen you can donate at: http://www.fundforteachers.org/unicx.cfm

Our Last Visit: St. Nicholas Girls Primary

July 19, 2013 

St Nicholas is our final stop on our school tour of Singapore.  After a very confusing beginning (guess you can’t trust GoogleMaps in Singapore J), we arrived!  At St Nicholas Girls Primary, we were lucky to see the same topic taught in different ways to very different learners.

Our visit began with a very special and unique cultural celebration that was happening that morning on campus for Racial Harmony Day. As we went into the courtyard, we were greeted by students in traditional outfits and visited parent volunteers running different booths. We had the pleasure of playing traditional games from different parts of the world. Also, we were delighted with a whole plate full of different traditional snacks form Singapore.  What an amazing experience!

After enjoying a bit of the celebrations, we continued to our observations. The first class we saw was a class with students who need more support, which had fewer than 10 students.  The P5 lesson was an introductory lesson about finding the average.  After the first few slides titled “What you will learn today” and “Expected behaviour during activity time”, the students were guided to 4 cups of cubes with a different number of cubes in each cup, and instructed to distribute the cubes equally.  The students used different methods to tactilely find the answer, and then saw a demonstration on the PowerPoint (I really need to brush up on my PPT skills; it was amazing!). 

Students worked in small groups, then in pairs, and then individual, with the teacher rotating to assist as necessary.  In one example, a cup had 0 cubes, because the students struggled with the concept of zero.  When they discussed it as a whole class, the teacher introduced the term ‘average’.  She explained that the method she was demonstrating was “a long-winded method” and pushed the students to find an easier way to solve it.  The teacher had the students come up with a definition of ‘average’ and shared a NON-definition to prevent confusion.

Finally the students were exposed to the formula and asked to write about it, using a number sentence or words.  Students brainstormed when they would use average in real life and then the teacher gave examples.  They revisited the questions from the beginning of the lecture, and then the teacher had the students start their homework for a couple of minutes to check for understanding before she sent them on their way.

Then we saw the same concept taught to an advanced group.  There were over 35 students in the class.  Students were given the task of measuring each of their hand spans on a piece of string and then dividing the string equally between the members of the group.  They were given 30 minutes of independent time to complete the task and answer questions.  While they were working, the teacher walked around, asking questions to push their thinking.

One question really pushed the students to think about averages.  Question 3 asked “If there is an additional member added to the group, will each pupil’s section of the string be longer or shorter?”  The discussions stemming from this question were extraordinary.  Each student had an idea of the answer, and was trying to prove it to her classmates.  They tried scenarios with remaining string, and then on the calculator, before coming to the conclusion that there is no definite answer.  The students then explained in writing which factors would impact the length of the string.

After 30 minutes, the teacher flicked the lights and the students returned to their seats.  The class went over the worksheet and discussed the different methods that students used to complete their challenge.  They compared ‘actual length’ and ‘average length’.

It was great to see the different ways to teach the same concept with rigor and student exploration.  All of the students received the support they needed and were able to understand the concept with clarity. The amount of teacher talk vs student talk was very different. The teacher took on the role of the facilitator and provided experiences for the girls to really discuss this topic.  This is something that many teachers struggle with but it is amazing to see what happens when we let students do the work and how much deeper their understanding can be.

It was incredible to see this kind of differentiation within one day. You can tell that teachers truly know their students and are prepared to provide the instruction that they need.  Furthermore, as we debriefed with the teachers, we heard their detailed thinking about the misconceptions that their students could have within the topic of average. Instead of waiting for the misconceptions to emerge, they provided examples and exercises that would challenge the misconceptions from the beginning. Like using a set with 0 cubes in the first lesson or asking those probing questions within the hand span lesson. We know it takes years of practice to get to this high level of teaching, but we also must urge our administrators and fellow teachers for the professional development to push our own understanding of mathematics.

We want to thank the staff and teachers at St. Nicholas from the bottom of our hearts for such an enriching cultural and professional experience! It was incredibly insightful to sit with so many teachers at your school and discuss education on both sides on the Pacific. We look forward to future conversations on mathematics education!

Playing traditional games at the Racial Harmony Celebration 

First observation: hands on approach to finding the average 

Group work

Pair work

Teacher summary of what they found

Provides definition after the hands on experience 

Real Life Application- What was the average amount of money we spent at the canteen (cafeteria) today?

Second Lesson- Average Hand Span

Girls measuring and cutting the string

The wonderful St. Nicholas Staff

Henry Park Primary Visit

July 17, 2013

Today we went to Henry Park Primary.  This school of 2000 students has a focus on character development.  We learned so many great ideas from them to take back to our school!

1)     Explicitly weaving into instruction the development of Math attitudes, such as beliefs, interests, appreciation, confidence, and perseverance.

2)     Integrating Math into Learning Journeys (which is probably the best term for field trip I’ve ever heard!!), to reinforce skills and demonstrate the real-world applications of skills. Some examples included going to the supermarket and totaling a groceries trip or taking a math trail on campus counting different things around the school.

3)     At HP, the banded math classes based on ability are different sizes.  The class with students who struggle more is fewer students (as few as 10) to give them the support they need.

4)     MATH JOURNALS!!  We were so lucky to be in a P5 class when they were reviewing what makes a good math journal (because we didn’t know!).  According to the class, a good math journal includes:

a.     Math vocabulary

b.     Examples!

c.     Words, numbers, pictures

d.     Strategies

e.     Questions

f.      Focus (in that the entry is focused)

g.     Feelings/opinions

5)      Pupils in one class were given a Student Self-Assessment Checklist.  Here’s the gist of it:

a.     Complete answer

                                               i.     Explained thinking

b.     Math language

                                               i.     Using math words

c.     Charts/diagrams

                                               i.     Explain written ideas

d.     Connections

                                               i.     To real life situations

                                             ii.     To previous learning

6)     Polya’s 4 Steps to Problem Solving:  After several teachers mentioned Polya, I finally asked one of them to spell his name for me.  After we got home, I researched his 4 principles to problem solving:

a.     Understand the Problem: ask yourself the following questions:

                                               i.     Do you understand all the words in the problem?

                                             ii.     What are you trying to show?

                                            iii.     Can you restate the problem in your own words?

                                            iv.     Can you think of a visual to help you understand the problem?

                                              v.     Is there enough information?

b.     Devise a Plan: use a strategy!  Some examples are:

                                               i.     Guess and check

                                             ii.     Look for a pattern

                                            iii.     Work backwards

                                            iv.     Use a model

                                              v.     Solve a similar problem

                                            vi.     Eliminate possibilities

c.     Carry Out the Plan

d.     Look back

                                               i.     Do NOT forget to look back!

7)     In one class, the following prompt is connected to a figure as a Do-Now:
“Write the question that a student could use to draw this figure.”

The lessons we observed had many activities that we could do with our students at home to promote both critical thinking in problem solving and mental math. Here are some examples: 

    *"You have 7 sticks- How many triangles can you create?" Sts were given 7 toothpicks and went to work recording each configuration. Some made figures that included 19 triangles...awesome!

    *Brainpop quiz- something we also use in the US, its fun and engaging

    *Mental Sums Challenge- teacher flashes 10 questions for a designated about of seconds (depending on level but normally SUPER FAST). Students record their answers in notebooks and later go through the answers with the teacher. This structure starts in the second half of P1- it was impressive!!

    *Logical Reasoning Questions- the teacher displayed a series of information points students had to use logical reasoning to figure out who married whom and on which day. 

    *Lastly, a teacher gave students certain parameters to draw a geometric figure (ex. draw a figure with 5 obtuse angles). When one student shared his and did not do it correctly, the teacher took it as a learning opportunity and had the class help him fix it. 

(see pictures below from these lessons)

There were so many instant take-aways from Henry Park.   I am really excited to get back and try some of these ideas (especially Math Journals!).  Thank you so much!!

Math Journal Poster

7 Stick Challenge

Student recording 7 stick formations

Mental Math Sums Challenge (10 questions total)

Logical Reasoning Question 

Students drawing figures with parameters set by both teacher and peers

Helping a student change his figure to be able to meet the parameters (his whiteboard projected while others adjusted the lines on the class whiteboard)

Day 1: Gongshang Primary School

July 10, 2013

Today we visited our second school, Gongshang Primary School. They are graciously hosting us for 2 days.

We began our visit by learning about the school. Through a presentation and question time we gained so much insight on what this school is all about. Gongshang is a co-ed neighborhood school that operates on 2 sessions. Similar to our previous school, the P3-6 session runs from 7:30am-1:30pm and P1-2 runs from 12:15-6pm. They serve around 1,500 pupils and will be working on expanding their campus to serve all pupils in one session. Gongshang truly believes in educating the whole child to build strong academics and character for all students. Their school values include: Perseverance, Thrift, Integrity, and Respect.

They also have a comprehensive program, PALS, to incorporate subjects like Dance, Gymnastics, and Cartoon Drawing (depending on the time of the year, activities will vary). As part of our schedule for the day, we had the pleasure to visit these classes. It truly is an awesome opportunity for the students. We watched as kids learned a choreographed dance, gymnastics moves, and practiced drawing cartoon faces. It would be amazing to have a program like this at all American schools.

For the last part of the day, we had the privilege of having a session with the schools LSM (Learning Support for Maths) teacher. Her work is primarily with the students who enter Primary 1 (P1) who do not have the foundational skills necessary for P1. All students are tested at the beginning of the year and those who are at a certain level are designated to the LSM class. These students only have Maths with the LSM teacher who provides differentiated instruction for these students. A similar structure is in place for English literacy.

As she described her work, we learned that she has to put a greater emphasis on the concrete, using many manipulatives during her class. From her prior experience teaching P1-2, she always has a few strategies she can use to teach each subject. This type of intervention had proved to be very effective.

She also shared with us her typical lesson plan structure, this structure was provided for LSM teachers at a training with the MOE (Ministry of Education). We were very excited to see that it was similar to our lesson structure. Here are my notes from her explanation:

*Lesson Introduction: ~10 min

       What did we learn yesterday? 

       Revoice the concept 

       Review task

       New learning

       Read objective 

       Explain

       Example 

*Lesson Development: ~20-30 min

       I Do: teacher demonstrates using visuals

       We Do: give students an activity and T checks for understanding (adjusts as needed)

*Lesson Consolidation: ~15 min

       You Do: students do it on their own, T checks for mastery, generally involves a worksheet 

      

*Lesson Closure: ~5 min

       Recap what they have learned 

       Probe for interest (did they like doing it?)

       Revoice for students 

       Update charts and word cards

Things we are curious about:

-we learned about a test used in Singapore to determine a students Math Age. Is there anything like this in the US?
-the last few schools we have seen use leveled math classes starting in P3. Would this be beneficial to our students?
-teacher specialization is very common and teachers know their subjects inside and out. Could we promote this among elementary school teachers in the US?

It was great to spend the day learning about all that Gongshang has to offer before entering the classrooms to see some Math lessons. Now we have the proper lens to understand better!

We are looking forward to tomorrow when we will be able to see the teachers in action!

Arriving at the school 

School campus

Cartoon Drawing Class

Collaboration room with awesome group tables

Day 2: Gongshang Primary

July 11, 2013

It was so much easier to get to the school today since we had done the same route yesterday. 

Again, we were warmly welcomed by the staff as we arrived. Everyone has been so incredible! 

First on our list of observation was a series of lessons where students are working on special projects for ePals (pen pal program). Through this website Gongshang has been paired up with a few schools around the world to connect the kids as ePals. Their special project is regarding traditional games- they will learn about their own culture's traditional games, make the materials, and lastly share them by shipping the materials and instructions to their partner school. Once they receive their package they will not only have learned about their own country's games but also of another. We are so trying this next year!!

Some great ideas we saw regarding this project were:

-Have students interview their parents for them to learn their own family's traditional games. 

-Have students present their findings from the interview

-Play the games (most fun of course!)

-After playing: explain the rules in writing and evaluate which you like most

-Survey the class on their favorite game and create a bar graph (explained in detail below).

-Involve Math as you make the materials i.e measurement, counting, geometry 

During these activities, students were extremely engaged and learning about their heritage! 

One of the Math lessons we were able to watch in full involved the survey and bar graph of the class' favorite games. This was in a P3 classroom. Here are some notes of what we saw:

*T gives students a few dot stickers to vote on their favorite games on the chart the teacher had on the board (see picture below)

*Next T gives markers to kids to go count how many stickers are in each column, Sts write number above

*T analyzes the chart a bit with the kids just to see how they differ. She asked questions like: can you tell for sure that its more? Is our chart organized enough for you to see it visually? (Stickers were not aligned and did not match up from column to column).  

*T defines a bar graph (reminds kids of a previous lesson) 

*T says: "We can also ask questions about a bar graph". Asks a few students for examples- "which 2 have the same number?"

*Now T reminds the students that they have done the data collection together now they must organize it in a bar graph. T says she will provide the paper but students will have to decide in their groups how they will make their graph and especially what scale they will choose. 

*T models how a 1 by 1 scale would not be advisable because their is not enough space. She adds "you must discuss as a group". 

*Next Sts broke up into groups and were off to work. Many discusses intently about which scale they would use. Then most groups designated tasks to each team member to get it all done. 

We were amazed at how well they worked together and the rich mathematical discussions they were having around graphing!!

*As groups finished T assigned then to think of questions they could ask their friend about the graph and write them on the back. 

This lesson reminded us of the importance of group work and discussions. We saw a great deal of engagement as students were voting and making their graph. This is definitely a lesson we can do with our students!!!

Another Math lesson we observed was in a P1 classroom where the teacher used the smartboard to teach addition within 40. She used the number line, base 10 drawings, number bonds and the algorithm to show addition within 40. This variety of representations gave students many opportunities to learn the concept. It also a great way to warm the students up before getting to the content. See pictures below.

There was so much more we saw that day but its hard to include it all. Thank you to all the teachers that welcomed us into their classrooms. 

We ended the day with some discussion time with a few of the teachers and here are some of the topics we touched on:

Q: How do you teach problem solving strategies? 

A: SEAL acronym for procedure of problem solving (search, explore, apply, look back***very important). Also, using the Heuristics Approach (new topic to us) that involves a set of problem solving strategies you can use according to each kind of problem (ex model drawing, guess and check, working backwards...)

Each strategy is taught, student are encouraged to practice it that day and add it to their list of strategies. Later students have the ability to choose the strategy that makes the most sense to them and with that type of problem. 

Q: How do you teach student to work in groups? 

A: start working in groups from an early age, review rules every time, and assign roles (leader, timekeeper, speaker, secretary). 

Q: What percentage of instruction involves group work?

A: About 40%, because of our number of students we must also do frontal teaching. 

We were so thankful of all the time that the Gongshang teachers and administrators sat with us and answered all of our questions, because we had many!! :)

We also thank them for their hospitality, generosity and time!

Can't believe how much we have already seen and learned, and we are only half way! Next week we will be visiting 2 more schools...until then! :)

Realia- traditional games they have been talking about

Class graph

Counting up each column 

Figuring out the scale

Final graph

One student referring to her textbook (Discovering Maths)

Sums lesson on the smart board (using base ten representations)

Sums (using number bonds)

Life size Sudoku- in the math room that students can use to play math games

Magnets on both sides

Picture with our wonderful hosts

Shay with all the goodies we got

Information you need to know about Singaporean education

To fully understand the teaching in Singapore, we needed a little background about the educational system there.  Beyond the fact that Singapore is ranked #1 (or #2) on international math assessments/studies (such as TIMSS), this is what our research uncovered:

1)      Singapore takes the education of its citizens very seriously.  Having no natural resources, Singapore considers its citizens to be its most valuable resource, and it shows.  Teachers there are paid well, and their country’s education budget is second only to defense.  

2)      Elementary school is called Primary school.  It starts in Primary 1 (P1 for short) and is for students about the age of our 1^st graders.  Kindergarten is not compulsory (mandatory), but most children attend.  It is not government funded or taught in Primary school buildings. It's is completely private. 

3)      Primary school ends at P6 (our 6^th grade).  At the end of the year, students sit for (take) the National exam (the PSLE, their first national exam), the scores on which help decide what secondary school they will attend.

4)      Students are referred to as ‘pupils’ :)

5)      All teachers in Singapore get certified by attending training through the MOE (Ministry of Education).  Once they are teachers, they can elect to take many offered trainings through the MOE and as provided by their own school staff.

6)      The MOE put out a syllabus that all schools use (similar to grade-level standards in the states).  Schools may choose from several texts that cover the material, all distributed by the same publisher.

7)      Students do not repeat grades in Singapore.  However, if a student does poorly on the P6 National Exam (PSLE), they may retake P6 twice (for a total of three times total in P6).  Students in P1-P5 are automatically promoted.

8)      School is on a January-December calendar.  They go to school for a similar number of days as we do.

9)      The average classroom has 40 students.

10)   More than one teacher uses each classroom.  Each teacher has a work station with his or her materials in a large room set up with cubicles.  Teachers work there, and then bring all materials needed to wherever their students are (most often a cohort, grade level group, will stay in the same classroom as different teachers come in to teach).

11)   At many schools, due to lack of facility space, students in P1 & P2 go to school from 1:00-6:00PM while P3-6 start at around 7 and end around 12:30 or 1 (depending on the school). They call these "sessions", the session breakdowns were chosen by the MOE. It has been decided that by 2015 all students will attend during the morning session, buildings are being renovated/expanded to allow for this change. 

12)   Starting at P3, many teachers specialize in 1-2 subjects instead of teaching all subjects.

13)   All students take Mother Tongue, a class where they learn Chinese, Tamil, or Malay, depending on their cultural background.  All other the subjects are taught in English (whew, we thought so!).

Lucky 13!  We’re sure we’ll learn much more, and we’ll update you as we do :)

Our first school: Raffles Girls Primary School

July 9, 2013

Day 1, and we’re at our first school: Raffles Girls’ Primary School!  After a subway, a bus, and a lot of walking, we’re still ½ hour early.  They welcome us in and give us a bonus tour before our planned program.

Raffles [named after Sir Stamford Raffles (1781–1826), a British statesman, Lieutenant Governor of Java and founder of Singapore in 1819] was established in 1844.  They have 2,000 students and over 100 teachers.  Their morning session is for P3-P6, and P1 & P2 come in the afternoon (their school is being expanded starting next year).  They are 1 of 9 schools in Singapore to have a Gifted program—based on an exam in P3, students are selected for this group of pupils whose curriculum is more challenging to push them farther.  All other students are in heterogeneous classes, though Maths and Mother Tongue are separated by ability or, well, mother tongue :)

The first class of the day is a P4 (Primary 4= 4th grade) gifted group during mathematics.  Unlike the other classes of 30+-40 students, gifted classes generally contain 20-25 students.

After a warm introduction from the class, the students go straight to work!  They start a warm up that will help them summarize their previous lesson and reinforce prior knowledge needed for todays lesson. In groups of 4, they draw figures on big paper that follow a rule and rotate every 5 minutes:

Draw a figure that…

1)      has only 1 pair of ⊥ lines.

2)      has only 1 pair of perpendicular lines and 1 pair of parallel lines.

3)      has 2 sets of perpendicular lines.

4)      has only 1 pair of ⊥ lines and 2 pairs of ∥ lines.

5)      has 2 pairs of perpendicular lines and 2 pairs of ∥ lines.,

Students were not allowed to repeat a figure.

Some of the papers had the word written, while others used the symbol…what a great way to reinforce the connection right out of the gate!

Students all referenced their notes during this activity.  They were all organized differently.  Later, we asked how students learn to take notes.  The teacher said that students are guided, but expected to write down what is important for them.  This high expectation for students was repeated throughout the day.

After 15 minutes, students came to sit on the floor.  They discussed various figures and noted similarities.  The teacher asked questions like:

1)      Do these figures share similar properties?

2)      Could you create a __ sided figure with these properties?

3)      (When a student questioned the validity of a response):  How many of you do not accept that response?  Why?

This type of questioning was exciting to hear, as were the responses from the students; they were using higher level language and explaining their thinking!

Ten minutes later, they were diving into the lesson of the day.  Students were asked to explore the possible number of points of intersection from differing number of lines:

No. of lines	2	3	4	5	6	n
Possible no. of intersection	0,1	0, 1, 2, 3
Max no. of points	1

They began by drawing examples on the board.  Questions and comments that stood out to me from the teacher included:

1)      “Based on ____, are there any properties that____?”

2)      “Based on ____, is there any relationship between ____ and ____?”

3)      “It is important to explore this and look for relationships between…”

4)      Writing a word bank on the board, “Write key words first”

While students were working as a whole class, the teacher pushed their thinking by noting “I said lines, not line segments” and “She says this has two points of intersection, I say there are three.  Why do I think that?”  Students were obviously comfortable with making mistakes, and looking to their classmates to help them solve problems.  It was also clear by the way she interacted that the teacher appreciated trying new things (changing the lines to line segments), even if it was not a part of the lesson.   The students were aware that she would continue to push them, and were furiously scribbling in their notebooks to try to figure out if three lines can be drawn to have 4 points of intersection.

Then the group work began (at 10:35), and students were tasked with filling out the table above and drawing their evidence on a poster.  After a quick discussion in each group for how they were going to organize their posters (I had noticed leaving organization open-ended in other aspects of the lesson, as well), they begin to Draw and Explore.  The teacher rotates, answering questions and guiding students.  While some students were putting information on the chart, others were trying out different ideas in little notebooks.  (When I asked, the students said that they can try things out in their notebooks before presenting it.)

After 20 minutes of work, groups were in varying levels of completion.  The teacher passed out a worksheet she had created with her organization of this question as the students cleaned up.  She announced that the students should complete the worksheet in order to be prepared for the discussion tomorrow.  I really liked that idea, giving homework a purpose.

We were so excited after seeing a lesson that pushed the students so far and gave them so much responsibility for their learning.  While we were told that lessons like this are not done every day, the teacher said she tried to do them more often than not to keep students interested and engaged, and to keep them pushing themselves and problem solving.

Other things that stood out to us during the visit to Raffles:

1)      Each school gives a twice yearly assessment (much like our benchmarks).  Students are judged for growth based on these assessments, as opposed to a national exam yearly, and vary from school to school.

2)      Many people reiterated the importance of completing the spiraling curriculum every year.  The next teacher needs to know that students have the background information needed for the next level of the spiral.

3)      While the teachers had never heard of sprints (which we use at our school), they mentioned using ‘mental sums’ (which sounds like our ‘mad minutes’) occasionally to aid students in learning their sums and times tables.  They mentioned that these were the first thing to go when classrooms get busy, since the conceptual understanding must be held to a higher level of importance than math facts.

4) We noticed, and teachers emphasized to us, the philosophy of teaching from concrete->pictorial->abstract, something that has been very important to us as we implemented Singapore math at our school. In the P1 classroom that we observed, we saw the teacher reinforcing addition and place value with unified cubes and place value mats. We we're very excited to see some elements we have also used in our classrooms!!

5) The strategy of group/partner work was implemented in all of the lessons we saw that day. Students are very used to solving problems together and discussing their ideas. 

6) Lastly, hands on activities we widely used from addition with unifix cubes, to measuring volume with water and different sized water bottles, to figuring out how many ways you can draw a geometric figure with certain properties. The teachers stressed the need for hands on activities to keep the girls engaged and grounded in the conceptual math concepts. 

And something that really stood out to us, when we inquired about formatting of lesson plans, was:

1)      The idea of turning in weekly lesson plans was new to these teacher and administration, and they asked us questions about it.

2)      All teachers do nightly reflections about their lessons:

a.       What did I try?

b.      What went well?

c.       What would I change?

3)      Beginning teachers are observed by supervisors (experienced teachers).

Wow!  Day 1 in Singapore was fantastic!!  It was so great to see Singaporean math in action, and compare and contrast them to what we do in our school.  If today is any indication, this trip is going to be amazing!

Thanks to the teachers, staff, and students of Raffles Girls’ Primary School!  You were so welcoming and willing to take the time to answer our (many, many, many) questions.  What a great start to our Singapore experience!

 

Arriving at the school

Two group representations of the intersecting points question:

Group estimating and measuring the capacity if a water bottle (water bottle not in the pictures, sorry) 

Pair of students solving the sum 14+25 (each represented an addend and then they put it together)