SHINE: Respect for Peers

1. SHINE: Respect for Peers Chan Soo Keng; Fang Siew Fong; Hamimah Ali; Phua Hui Bing

2. Character and Citizenship Education (CCE) It is the new driving force for Singapore education by Ministry of Education (MOE) It focuses on developing the moral, social and emotional well-being of students and nurturing them into good citizens. It aims to help students acquire and live by values that guide them to make good choices, and develop positive behaviour and attitudes towards themselves, their families, community, nation and the world.   http://subjects.edumall.sg/cos/o.x?c=/subjects/pagetree&func=view&rid=198

3. What Is SHINE? SHINE: Seamless Holistic Integrated Nurturing Education A character development programme in which good moral values are taught through CIP (Community Involvement Programme), CME (Civics and Moral Education), NE (National Education), HE (Health Education) and PE (Physical Education). and integrates

4. Respect • Respect • A person demonstrates respect when he believes in his own self-worth and the intrinsic worth of all people. (Based on the definition from Civics and Moral Education Branch, MOE) • Fundamental value in interpersonal interaction • Target Group: P1/2 http://subjects.edumall.sg/cos/o.x?c=/subjects/pagetree&func=view&rid=678

5. Our Initial Idea To do a song/dance presentation by the pupils revolving around the idea of RESECT Drafted the 1st lesson plan Gave out letter of consent to pupils Interviewed 2 pupils with permission for recording Conducted a needs analysis based on the sample provided from the following website: http://www.esl-lesson-plan.com/archives/2008/02/q_and_a_sample_needs_analysis.php Collated parents’ feedback

6. Why Songs? An emotional and educational experience that helps to shapes a child’s values, actions, and worldview (Levy & Byrd, 2011). Lyrics which include ideas such as acceptance, harmony, and anti bullying are related to social justice (Levy & Byrd, 2011) The lyrics may used to educate the young to treat their peers with respect. Using music to transform classrooms into positive learning environments so that children will be able thrive academically, socially, and emotionally (Paquette & Rieg, 2008). http://subjects.edumall.sg/cos/o.x?c=/subjects/pagetree&func=view&rid=678

7. Findings from a needs survey conducted. Let’s listen to what the pupils and their parents have to say about lessons on respect….

8. Findings from a needs survey conducted. Lisa Keen • Pupils’ responses • Lisa and Keen preferred listening to stories told by a teacher than singing songs. • They also prefer the teacher to tell a story than listening to a story from a CD. • Keen prefers watching shows on respect and Lisa prefers the youtube videos to be • about 3 to 5 minutes. • Lisa prefers the stories to be told in short versions lasting between 3 to 5 minutes. • Lisa prefers the longer versions to be between 7 to 10 minutes the most. • Keen loves collaborative projects but Lisa prefers individual work.

9. Findings from a needs survey conducted. Lisa’s Mummy Keen’s Mummy • Parents’ Responses • Both parents believe that respect should be shown to young and old. • They agree that lessons should be interactive for their children. • Lessons should show pupils examples of respectful and non-respectful • behaviour. • Teachers must explain to their children what is respect and should model • respectful behaviour. • Teachers play an important role in showing good and bad examples of respect • to the pupils.

10. Our Next Step Based on the findings, a 2nd lesson plan was drafted to do a short play/skit As a form of review, a holistic assessment was drafted for self and peer assessment

11. Why Stories? To engage students’ critical awareness of others’ positions (Phillips, 2010), and to help them to think critically in terms of respect. To help students make sense of the world surrounding them through the use of story (Hunter & Eder, 2010). As a scaffolding process when helping students to understand and comprehend the complexities of their social environment (Hunter & Eder, 2010). http://subjects.edumall.sg/cos/o.x?c=/subjects/pagetree&func=view&rid=678

12. Why Self Assessment? Self Assessment It has the capacity to encourage students to take more responsibility for their own learning.By requiring them to provide their own feedback, contribute to their own assessment. Having students provide feedback improves their judgement, assessment ability and critical evaluation skills. ( Willey & Gardner, 2010)

13. Why Peer Assessment? Peer Assessment Peer assessment activities can be categorized as either formative or summative. Formative peer assessment aims to cultivate student learning and usually involves students in reviewing peers’work, with the purpose of assisting peers in further developing their projects. In such a process, students play both roles of assessors (rating and commenting upon peers’ work) and assessees (viewing and acting upon feedback) (Li, 2011).

14. Our Reflection The entire exercise was very meaningful Had a slight pre-taste of what it is like doing actual research Many of our preconceived ideas were challenged The children never fail to surprise us with their insight There is a need to try out the lesson to verify our claims and collect data

15. References Hunter, C., & Eder, D. (2010). The Role of Storytelling in Understanding Children's Moral/Ethic Decision-Making. Multicultural Perspectives, 12(4), 223-228. Levy, D. L., & Byrd, D. C. (2011). Why can't we be friends? Using music to teach social justice. [Article]. Journal of the Scholarship of Teaching & Learning, 11(2), 64-75. Paquette, K. R., & Rieg, S. A. (2008). Using Music to Support the Literacy Development of Young English Language Learners. Early Childhood Education Journal, 36(3), 227-232. Phillips, L. G. (2010). Social Justice Storytelling and Young Children's Active Citizenship. Discourse: Studies in the Cultural Politics of Education, 31(3), 363-376.