INTENTIONAL DEVELOPMENT OF THE 21CC FRAMEWORK (VSE21CC) THROUGH CLUBS & SOCIETIES (C&S) CCA

1. INTENTIONAL DEVELOPMENT OF THE 21CC FRAMEWORK (VSE21CC) THROUGH CLUBS & SOCIETIES (C&S) CCA Presenters: Teo Kok Hong Rachel Lee Audrey Lim • CCA OFFICE, • STUDENT DEVELOPMENT CURRICULUM DIVISION

2. OBJECTIVES Part 1 Understanding CPA of 21CC (from CCA perspective) Part 2 Experience, understand and apply facilitation techniques that develop 21CC through CCA

3. Activity Why do you think CCAs are important? Pick a picture that BEST represents this. Be ready to explain why.

4. 21CC IN CCA – DESIGN & DELIVERY CONSIDERATIONS • Intentionality - Intentional design and delivery to develop 21CC • Meaningfulness – Good fit; without being contrived • Use of Supporting Tools – Use the Handbook for the Co-Curriculum (Chap 3: 21CC in CCA): http://cchb.opal.moe.edu.sg

5. PART 1:Understanding CPA of 21CC(from CCA perspective)

6. OVERVIEW OF CPA FOR 21CC CONTENT PEDAGOGY • Examples of Pedagogies • IVF Principles • Facilitation Techniques • 21CC Framework • Standards and Benchmarks ASSESSMENT • Formative Assessments

7. BUILDING IN DELIBERATE CPA FOR 21CC: CONTENT

8. Framework for 21st Century Competencies Core Values Social-Emotional Competencies Emerging 21st Century Competencies CONTENT

9. STANDARDS AND BENCHMARKS FOR 21CC CONTENT

10. CONTENT

11. HOW ARE THE STANDARDS AND BENCHMARKS INTENDED TO BE USED? • The Standards and Benchmarks: • delineate what students should know and be able to do, and • provide a common point of reference for all teachers to UNDERSTAND, PLAN, DESIGN 21CC in the total curriculum. CONTENT

12. BUILDING IN DELIBERATE CPA FOR 21CC: PEDAGOGY

13. Use PEDAGOGIES that create opportunities for 21CC demonstration and development • Experiential Learning – “Learning by doing”, • Collaborative Learning (CL) – Students work together in small but diverse teams and play different roles to complete group tasks, and • Explicit Teaching – Directing students’ attention towards specific learning objectives. PEDAGOGY

14. WITHIN PEDAGOGIES, APPLY IVF PRINCIPLES Intentional designof activities to create opportunities for Demonstration and Development of 21CC Make students’ learning of 21CCVisible Allow teachers to observe and give Feedback PEDAGOGY

15. Activity • How does the video showcase IVF? • http://www.youtube.com/watch?v=8tcUWbTNfXs • I – Intentional development/design V – making learning Visible F – observing and giving Feedback PEDAGOGY

16. APPLYING IVF PRINCIPLES: EXAMPLES OF STRATEGIES • Use of “Active Facilitation” Techniques • Good Questioning of Students’ Learning (e.g. Socratic Questioning to bring out and reinforce learning from the Facilitation Techniques), and • Cater to Different Learning Styles of Students (e.g. Different students may express understanding and learning differently.). PEDAGOGY

17. SUMMARY Pedagogies • Experiential & Collaborative learning • Apply IVF principles in the pedagogies • Examples of strategies that apply IVF IVF Strategies Facilitation Techniques PEDAGOGY Picture from google

18. BUILDING IN DELIBERATE CPA FOR 21CC: ASSESSMENT

19. ASSESSMENT PRINCIPLES FormativeAssessment through observation and provision of clear qualitative feedback for improvement ASSESSMENT

20. PARTING SHOT FOR CPA SEGMENT • KEY IDEA: Making the learning of 21CC visible. • KEY QUESTION: What does 21CC look like in my CCA?

21. PART 2:APPLICATION OFFACILITATION TECHNIQUES TO CCA PROGRAMMES/ACTIVITIES PEDAGOGY

22. APPRECIATIVE COMPETITION Remember these? PEDAGOGY

23. SUMMARY OF FACILITATION TECHNIQUES • Active Reviewing Cycle (1) Seeking Views • Appreciative Competition (2) Reflection & Evaluation PEDAGOGY

24. ACTIVE REVIEWING CYCLE (ARC) • Green Activists’ Club • Woodgrove Secondary School • Video Clip Segment 3 PEDAGOGY

25. DISCUSSION ACTIVITY • Objective: To understand how facilitation techniques can be used to intentionally develop 21CC in CCA students • Select a common CCA scenario that either of the 2 techniques can be applied to: • Select one emerging 21CC standard to be developed. • To what extent is this technique effective and/or relevant in developing 21CC in the selected CCA scenario? PEDAGOGY

26. APPRECIATIVE COMPETITION Objectives: • To find or create a winning idea, or the best solution to a problem • To allow every individual to feel good about their own contribution, thereby motivating them to contribute ideas in the future • To increase participants’ ownership and belonging to the group Application: • To choose or shortlist ideas/works • E.g. Determining an enterprise idea for a business project (Entrepreneurial Club) or Selecting pictures which will be featured in the photography exhibition(Photography Club) • To come to a common understanding of goals/expectations • E.g. For Sec 1 Orientation of new club members • What does CCA mean to you? Why did you join this CCA? • What do you hope to learn/get out of this CCA? PEDAGOGY

27. APPRECIATIVE COMPETITION • Teacher may ask students to bring their own pictures (e.g. Online, newspaper, etc.) • Allow students to give more thought in their choice of picture • Alternative Endings: • If it is difficult to discuss within a big group, more than 2 ideas/pictures may be taken to the ‘finale’. (Can improvise based on group size) • Each student may present their original idea to the group and share 1 thing that others like about it  Memory Test and Quality Check PEDAGOGY

28. APPRECIATIVE COMPETITION • Can be used in a wide range of CCAs, and • Develops group decision-making skills. • Difficult to establish quality control as ideas may be chosen based on how well they are marketed instead of their real value. • Sharing with others about appreciations one has received can be more motivational than hearing the original appreciation. PEDAGOGY

29. Joker card Blank card that provides alternatives / options gives room for flexibility / improvisation ACTIVE REVIEWING CYCLE (ARC) Involves telling/ bringing out the stories (Sharing about one’s experience) Involves turning experience into learning (Spades); and then turning learning into future choices, actions/questions (Clubs). PEDAGOGY

30. Active Reviewing Cycle (ARC) Objectives: • To encourage critical and inventive thinking (21CC- CIT) by providing participants a platform for reflection of thoughts, attitudes, behaviours and actions during the learning journey • To provide participants the opportunity to communicate effectively (21CC- CCI) their personal takeaways and lessons • To help the organisation identify areas for improvement Application: • Post-event/project debriefs • E.g. After Learning Journeys, camps, competitions or performances. PEDAGOGY

31. Active Reviewing Cycle (ARC) If techniques is used in the order of Facts, Feelings, Findings and Futures, there is a systematic and progressive guide to stimulate the thought process during review. The extent of effectiveness of this technique depends on the questions crafted. The ARC can be used in conjunction with other facilitation techniques. PEDAGOGY

32. PARTING SHOT FOR FACILITATION SEGMENT • KEY IDEA: Facilitation techniques are the means to an end, not an end in themselves. • KEY QUESTION: How can I be more intentional about developing 21CC in students by using appropriate facilitation techniques?

33. DESIGNING THE CCASTUDENT DEVELOPMENT PLAN (SDP) • Formerly known as the ‘30-week plan’ • “Scheme of work” that shows learning objectives and activities in the CCA. • Identify the 21CC that your CCA can develop in students by analysing existing activities • Plan the development of 21CC into the activities – may need to tweak to make activities more IVF-like • Check for progressive development opportunity using 21CC Standards and Benchmarks

34. LIST OF AVAILABLE 21CC CCA RESOURCES • Examples of 21CC Activities in C&S CCA • Facilitation Techniques (Roger Greenaway Video Clips and Fact Sheet) • 21CC CCA Video Clips and Accompanying Lesson Plans • 21CC Unit Plans across CCAs Will be uploaded to OPAL http://cchb.opal.moe.edu.sg/  Chapter 3 RESOURCES

35. MOE_CCA_Office@moe.gov.sg Feedback