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GRC IN ACTION, A HOUGEAN WAY OF LIFE

GRC IN ACTION, A HOUGEAN WAY OF LIFE. Hougang Secondary School. OBJECTIVES. At the end of the session, participants will be able to 1. discover how Hougang Secondary School has developed a comprehensive system for the holistic development and assessment of their students, and

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GRC IN ACTION, A HOUGEAN WAY OF LIFE

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  1. GRC IN ACTION, A HOUGEAN WAY OF LIFE Hougang Secondary School

  2. OBJECTIVES At the end of the session, participants will be able to 1. discover how Hougang Secondary School has developed a comprehensive system for the holistic development and assessmentof their students, and 2. understand how Hougang Secondary’s assessment of students’ holistic development takes into account academic areas and the 21st Century Competencies.

  3. FLOW OF PRESENTATION • Introduction • Holistic Experiences • Monitoring and Assessment • Reflection • Question and Answer

  4. OUR GUIDING PRINCIPLES

  5. STUDENT-CENTRIC, VALUES DRIVEN CCE Vision: Every Hougean, A GRC STAR CCE Mission:Care, Lead, Inspire, Partner Core Values:Gratitude Respect Compassion VIA Framework GRC STAR Approach

  6. ALIGNMENT OF VALUES To be a GRC STAR

  7. SELF-DIRECTED LEARNER • Every Hougean is unique, reflective, and understands his/her own special strengths. • Every Hougean takes ownership in learning. TEAM PLAYER • Every Hougean is responsible and works well with his/her peers. • Every Hougean is team centred. ACTIVE CONTRIBUTOR • Every Hougean contributes • actively to the family, • school and community, • and makes the difference. • Every Hougean is concerned about Singapore, and feels a sense of belonging to Singapore. ROLE MODEL • Every Hougean is resilient • and actively prepares for the • 21stCentury (World Ready). • Every Hougean is a role model and he is confident to lead (Life Ready). • Every Hougean is prepared to innovate and use ICT (Work Ready).

  8. Ways of Assessment SELF-DIRECTED LEARNER • SDL Benchmarks • Critical and Inventive Thinking Benchmarks • Self Assessment • Teacher Assessment TEAM PLAYER • COL Benchmarks • Communication, Collaboration and Information Skills Benchmarks • SEL Competencies • - PTI, • Peer Assessment (e.g IPW, Group Projects), • ORID/AAR ACTIVE CONTRIBUTOR • Civic Literacy, Global Awareness and Cross Cultural Benchmarks • VIA Hours • No. of student-initiated projects at Sec 1 to Sec 5 • Feedback by Stakeholders ROLE MODEL • Personal Qualities Data • Zo cards • Testimonials • Peer assessment • GRC STAR awards/ECHA • (Parents, teachers, peer nominations)

  9. Self-Directed Learner GRC STAR Student Developmental Outcomes

  10. Active Contributor GRC STAR Student Developmental Outcomes

  11. HOLISTIC EXPERIENCES

  12. LEARNING FOR LIFE PROGRAMME

  13. STRATEGIC PARTNERSHIPS - Regular 2:168 Service Points Ci Yuan Community Centre Primary Schools Voluntary Welfare Organisations Monthly Performances

  14. GRC IN ACTION VIA CCA Uniformed Groups (NE Events, M2:168 Projects) Performing Arts (Monthly Touch Points with Elderly) Sports (Health Ambassadors, Monthly Sports Clinics, Sports Events)

  15. GRC IN ACTION THROUGH IPW Background: “The Applied Learning Programmeenables the student to bring together what he has learnt to real-life applications. In this way, the student sees the value and relevance of academic learning to real world situations. His academic learning will come alive…” - Minister Heng Swee Kiat

  16. SOME EXAMPLES My Story, My Voice (English, Art and ICT) in partnership with Singapore Cheshire Home Dengue Awareness (Science and English) in partnership with NEA Think Green… Go Green (Science, Humanities) within the School Let’s Bin it with Style! (Art and English) in partnership with AMK Town Council

  17. MONITORING AND ASSESSMENT

  18. FEEDBACK FROM PARENTS

  19. FLOW CHART FOR REVIEW AND FEEDBACK

  20. EVERY STUDENT COUNTS (Academic, Behavioural, Character)

  21. TERMLY TOUCH POINTS

  22. GRC BEHAVIOURAL CHECKLIST • Respect • The student is self-disciplined and obeys school rules. • The student is responsible and inspires his peers to follow his example. • Gratitude • The student shows appreciation to others via words and actions. • The student appreciates the diversity of mutli-racial society. • Compassion • The student is kind andcares for the environment. • The student is involved in Regular Weekly Service. (Mission 2: 168)

  23. GRC RUBRICS (FOR SCHOOL COCKPIT)

  24. REFLECTION

  25. GRC INDEX – Gratitude and Respect

  26. GRC INDEX - COMPASSION

  27. PERSONAL QUALITIES (OVERALL, 2013)

  28. PARENTS’ SURVEY “CCs have shown to have observed the students very well in both academic and other areas. These have been feedback to me and it is of great help for us to better understand my child. Thank you very much!” – Parent of 2A1 student

  29. VALUE BASED APPROACH TO DISCIPLINE Influence: What decision should I take (Based on GRC)?

  30. GRC ORID REFLECTION (SAMPLE)

  31. “We came to Cambodia to teach them something, in the hopes of making an impact on their lives, but honestly I think it is the children there who have enriched us…” REFLECTIONS BY STUDENTS (DURING OSL) “We were supposed to make a difference in their lives but it was they who have taught us something in life that we would never learn from the classroom”

  32. FEEDBACK FROM PARENTS, COMMUNITY AND STUDENTS

  33. “It is indeed a good platform for us teachers to share our mini success stories… learn from each other and expand our repertoire of classroom management strategies.It was personally affirming and encouraging when I received positive feedback on my sharing ” – Ms Rahimah, 1T1 Character Coach FEEDBACK FROM STAFF DURING ESC “I learned that teachers need to have patienceto see changes… As a CC, I need to care for the students not just for my lessons but also their behaviour in other lessons. As such, I would know my students holistically and better guide them to build good values in their lives.” - Ms Judy Ng, 1A1 Character Coach

  34. CHALLENGES 1. More intrinsic buy-in from staff in two areas Limited time for Student Teacher Interaction Facilitation skills in CCE 2. Greater commitment from parents in reinforcing GRC at home

  35. REFERENCES • MOE CCE Toolkit • Restorative Practice • Borton’s Reflective Cycle (Borton, 1970) • Teaching Personal and Social Responsibility Model (Hellison, 1995) • Experiential Learning Cycle (Kolb, 1984) • Leadership Challenge Model (Kouzer and Posner, 1987)

  36. QUESTION AND ANSWER

  37. Please contact us if there are any enquiries. Mr Foo Yong Howe (foo_yong_howe@moe.edu.sg) Miss Madeline Neo (neo_xuanpei@moe.edu.sg)

  38. THANK YOU

  39. REFLECTION RUBRICS

  40. GRATITUDE BEHAVIOURAL CHECKLIST • The student shows appreciation to others via words and actions. • The student remembers special occasions and puts in special effort to celebrateit. • The student volunteers to help out with household chores at home. • The student strives to do well without reminders. • The student appreciates the diversityand unity of mutli-racial society.

  41. RESPECT BEHAVIOURAL CHECKLIST • The student values himself and takes care of his well-being. • The student is self-disciplined andobeys school rules(e.g. the 5As). • The student is politeto all staff. • The student is cooperative. He treats others with dignity and senstivity. • The student is self-motivatedand resilient. • The student offers to help teachers and peers. • The student is responsible and inspires his peers to follow his example.

  42. COMPASSION BEHAVIOURAL CHECKLIST • The student is caring andkind. • The student cares for the environment. • The student is empathetic. • The student has attained at least 60 VIA hours. • The student is involved in Regular Weekly Service.(Mission 2: 168)

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