Some TIPS before exam
1. Teacher acceptance in line of SPN-21?
ð Yes. Can be accepted by the teachers.
ð Teacher well prepared.
ð School management always monitors the teachers under the SPN-21.
ð Teachers are doubtful.
ð Teachers are being given Continuous Professional Development/workshop.
ð Teachers problem – Assessment (bias in validity)
ð How schools provide teachers with tools in teaching? – book, manipulative
ð How schools provide knowledge to the teachers?
ð No.
ð Questions are not centralized –doubtful of validity
ð Teacher without proper workshops
ð Some adminstrator didn’t give proper expalnation to the teachers
ð Assessment – prone to bias.
ð Teacher didn’t know what to assess
ð Extra workload but lack of ino given.
2. Teacher professional development. How MOE develop teachers?
ð 11 workshop / seminar.
ð Organize by UBD – assessment, lesson study, Psychological, PriMes (continuous professional programme for school teacher).
ð Department of school – Active mathematics in Classroom (AMIC), dignostic, Taklimat orientasi SPN-21 (2008) sharing SPN 21 knowledges.
ð Curriculum Department – (according to the subject) How to teach? Syallabus, contents, assessment, resources.
ð CDD monitor SPN-21 in schools.
ð School – CPD. Share with all teachers.
ð Above all those teachers who had attend professional development courses are expected to share their knowledge to their collegue in schools.
3. Different model of curriculum development of linear and cyclic? What? Close to Brunei (linear).
ð Brunei more to linear – evaluate through examination. (exam oriented)
ð Singapore more cyclic.
ð Target too ambitious
(For further detail please refer notes)
4. TIMSS, Brunei didn’t join TIMSS. What do we learn from it? Particularly Singapore.
ð The educational system (national authority provide guideline – high degree of homogeneity and coherence in curriculum coverage- thus teachers more focused)
ð School organisation and environment (high availibility of resources – condusive schools- many specialist mathematics teachers).
ð Mathematics curriculum and curricular implementation (the revised mathematics syllabus place emphasis on the development of mathematical concepts and skills and the abiliy to apply them to solve problems-narrow gap between intended and implemented curriculum-thus the ministry of education are able to closely monitors the implementation of mathematics curriculum).
ð Qualification and working ethos of teachers (certified teachers-highest number or hardworking hours (10 hours a week))
ð Training and professional development of teachers (on-going professional development courses-upgrading teachers-the role of mathematics Educators and the Singapore Mathematical society)
ð Home environment and support (parent high expectations-thus willing to invest in their children education).
ð Students’ attitude and expectation (student enjoy studying mathematics-ambitious to do well in their studies)
ð Fostering interest in mathematics (activities- through competition and enrichment activities e.g visit zoo).
5. What make Brunei do SPN-21? Investigate change, factors. Reasons of change? What are the barriers will be? (Textbook, workbook).
ð Mathematics curriculum change (copying from other countries likes; Singapore as a successful country in mathematics education according to TIMSS even US make Singapore as their example.)
ð Changing demand, expectation and employment pattern within the society.
ð Information revolution across the world (as new demand are being made and opportunities teaching and learning across the world
ð Technology
ð Future
ð Quality education
ð Influence on society
ð Reasons (Advance in mathematics education e.g. method of teaching), concern over poor performance, new technology ICT, economic changes e.g. sufficient knowledge and technologies sophistication, political changes.
ð Possible barriers (differences in values and culture, attempts to retain power, psychological reasons, practical barriers e.g. technical and environment, unreadines in terms of knowledge and financial and material resources.
ð A successful change need increased awareness and knowledge of the planner, administrative powers and teachers.
ð From teacher point of view all department and the ministry of education need a strong bonding and excellent communication.
6. What ate the role of intended and implemented of curriculum? Why curriculum evaluation is very important?
ð Mathematics curriculum evaluation lesson lerned from TIMSS.
ð Harlen four types of evaluation (Intended, Implemented, Evaluation and summative curriculum).
ð Intended (making decision)
ð Updated regularly (curriculum revision )
ð Implemented (method of supporting and monitoring)
ð Trained teachers with content and pedagogical approach.
ð Help ensure alignment is develop instructional materials, including textbooks, instructional guides and ministry notes that are tailored to the curriculum.
ð School inspection or audit.
ð Testing and assessment
ð Curriculum evaluation is important;
ð National standard of achievement of the intended curriculum objectives,
ð Strength and weakness in the curriculum
ð How the curriculum is being implemented
ð Educational achievement is improving or deteriorating
ð (generally to provide feedback to government policy maker and the public)
ð Instrument used to evaluate (teacher interviews, parents interview, student attitude test, list of student responses to the concept of mathematics education).
7. Why mathematics is still very important and in the heart of curriculum? If yes, how teacher differentiate the high and lower ability?
ð Can be integrating with all subjects.
ð Mathematics as a tool in all subjects.
ð Its one of the higher requirement subject. Example: application for high institution.
ð Organizational, social-cultural (parent) and personal factors.
ð Conventional wisdom – everyone accept mathematics is very important.
ð Improve the performance of mathematics – more workshop/seminar/pedagogy.
ð It’s a compulsory subject for any academic requirement.
ð Mathematics is a universal subject.
ð Differentiate low and high ability: Summative Assessment – evaluation pupils performance
ð Pervious results
ð Teachers comments
ð Refer to “the place and aims of mathematics in school”. Answer to why mathematics in the heart of curriculum.
1:30 PM | |
Final Darft
To all Med Maths below are the prices for our shirt:
9:28 PM | |
ICT for Teaching in Primary Schools
How do you and your school use the internet and computers in your teaching of mathematics? Nearly all the areas in my school have access to the internet. And most teachers really make use and take advantage of it in teaching Mathematics. In my class, I often taught my pupils using the internet, a computer and projector. This method of teaching really attracts the pupils’ attention. Especially when I want to teach them Solids and Shapes. At my school, teachers quite often teach their pupils in the computer lab using the Interactive White Board or IWB which is available when there is no ICT class. But most of the time they borrow the portable projectors from the lab. Finally, I think, The use of internet and computers is not just being innovative. The most important thing is how the teachers deliver their knowledge using the internet and computer, and how the pupils interact with the teacher and information.
2:22 PM | |
Game maker a possibility for pupils?
Views on teaching students to make computer games?
It’s FUN, ENJOYABLE, and INTERESTING. But I think it’s not easy to make computer games for primary student but still it’s possible for them to try it out. Perseverence and discipline are two main things that the pupils need to have to make computer games. For me to apply game maker in Mathematics is not an easy task and it’s can only be apply for the upper primary since most of the lower primary pupils know the basic of computers.
Time constraints and language bariers are two typical problem face by mathematics teachers, but we can reduce the constraint by giving the teachers more knowledge to gamemaker. If possible workshops for math teachers. From this ongoing workshop I think it will help the teachers to understand the gamemaker and educate their pupils as part of the ICT mathematics syllabus as stated in the curriculum. Therefore to consider mathematics teachers to teach gamemaker is I think is a possibility.
8:56 PM | |
RUDYN SUPER LOGO
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11:29 AM | |
HOW TIMSS AND PISA CAN BE RELATED TO SPN 21? Background This essay is intended to find on how TIMSS (The Trends in International Mathematics and Science Study) and PISA (Program for International Student Assessment) can be related to SPN 21 (the National Education System for the 21st century or in malay, Sistem Pendidikan Negara Abad Ke-21). What is PISA, TIMSS and SPN 21? 1.1 PISA TIMSS and PISA are two different international assessments system practice and recognize by most countries all over the world. Which can be relate to Sistem Pendidikan Negara Abad 21 (SPN 21) which is new system of education in Brunei Darussalam. The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA also includes measures of general or cross-curricular competencies such as learning strategies. PISA emphasizes functional skills that students have acquired as they near the end of mandatory schooling. PISA is organized by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. Begun in 2000, PISA is administered every 3 years. Each administration includes assessments of all three subjects, but assesses one of the subjects in depth. PISA is internationally comparable because the countries participating in PISA together make up close to 90% of the world economy. Which consist of 57 jurisdictions (30 OECD countries). In PISA, there are student and school questionnaires, and in some countries (not including the United States) a parent questionnaire. It's measures how well students can apply their knowledge and skills to problems within real-life contexts. It's designed to represent a “yield” of learning at age 15, rather than a direct measure of attained curriculum knowledge. In PISA, it's focus on how the whole education systems are preparing the students knowledge and experience to be apply in their real world. Interestingly PISA also considering factors like socioeconomic background and school policies which influence the development of the students knowledge and skills at home and at school. As a result it stimulate countries to raise their aspirations for the student to learn better, teaches to teach better and school to become more effective in innovative ways. 1.2 TIMSS The TIMSS fourth-grade assessment was implemented in 1995, 2003, and 2007, while the eighth-grade assessment was implemented in 1995, 1999, 2003, and 2007. The Trends in International Mathematics and Science Study (TIMSS) 2007 is the fourth time since 1995 that this international comparison of student achievement has been conducted. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies, TIMSS is used to measure over time the mathematics and science knowledge and skills of fourthand eighth-graders based on the curricula of the participating countries. In TIMSS, there are student, teacher, and school questionnaires; national research coordinators also report on characteristics of national curriculum and selected education policies and practices results. Which is designed to align broadly with mathematics and science curricula in the participating countries. It's suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2007, there were 58 countries and educational jurisdictions that participated in TIMSS, at the fourth- or eighth-grade level, or both (Grade 4: 15 OECD countries; Grade 8: 11 OECD countries). 1.3 The SPN 21 I used to question my parent "How is formal education being practice during the residential system in Brunei?", according to my parent, most Bruneian never had proper education due to religious believes and their attitudes towards education. They believed those who went for schooling were disobeying their believe in religion (Islam). But nowadays people keep on changing. And nearly all the Bruneian really know the values of educations. This attitude towards education is aligned with the country educational system. As it was cited in His Majesty titah on education: "Prepare curriculum with the objectives of inculcating a lifelong learning culture, so that the Bruneian society is well educated" [National Day, 23rd February 2003] From His Majesty titah its show on how the country want to improve its educational system aligned with the other countries all over the world. And with the impact of globalisation, the need of quality education is essential. As a result SPN (National Educational System) is implemented to serve the nation with quality education. In 2009, SPN 21 is born, with their vision "Quality Education towards a Developed, Peaceful and Prosperous Nation". Ministry of education, (2007) pointe out that, This new educational system nation promise the nation with better quality education. This quality education seeks to develop and equip Bruneian children morally, intellectually, physically socially and aesthetically with the right values and skills to become responsible dynamic citizens, who are able to contribute positively to the nation. With the mission to "provide holistic education to achieve fullest potential for all". Ministry of Education, (2007) pointed out that, SPN 21 will provide a holistic education system of an international standard that comprises educational programs with a relevant and balanced curriculum which will develop students to their fullest potential. Conclusion As a result, I think from this SPN 21 educational system. It is important for the nation the know where do we stand in the world. And how much we have change the quality and our attitude towards educational system especially in Mathematics. Since our educational system never being assess as stated in regard to Brunei and its involvement in any international comparative studies in mathematics, Wong and his colleagues made the following statement. "Since Brunei Darussalam has not taken part in any international comparative studies in mathematics, the mathematics performance of its pupils cannot be assessed against international benchmarks. Indeed, few educators outside Brunei know much about its mathematics education " (Wong et al., 2007, p. 446). According to Masitah, S. (2009) there is very little evidence of Brunei’s participation in international studies relating to mathematics education. Therefore conducting TIMSS and PISA assessment is a possibility for us to indicate our quality of education and to what extend our new educational system have changed Bruneian. Since it is designed to align broadly with our mathematics curricula and considering factors like socioeconomic background and school policies which influence the development of the students knowledge and skills at home and at school. Thus, could stimulate our countries aspirations for the student to learn better, teaches to teach better and school to become more effective in innovative ways. Hopefully in future we will see these assessment to be done in Brunei. So that we can know where do we stand in the world of education which can reflect the SPN 21 progress. Reference: National Center for Education Statistics, (2009). U.S. Participation in International Assessment. http://nces.ed.gov/surveys/international/pdf/brochure_USparticipation.pdf Jabatan Perkembangan Kurikulum, (2009). Framework and Guidelines for Curriculum and Assessment Mathematics (Year 4). Kementerian Pendidikan: Negara Brunei Darussalam. Masitah, S. (2009). From the General to the Particular: Connecting International Classroom Research to Four Classrooms in Brunei Darussalam. Melbourne: Graduate School of Education The University of Melbourne. Ministry of Education, (2007). The Ministry of Education Strategic Plan 2007 - 2011 Brunei Darussalam. Ministry of Education: Brunei Darussalam. National Center for Education Statistics, (2009). Program for International Student Assessment. http://nces.ed.gov/surveys/pisa/ National Center for Education Statistics, (2009). Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009001 National Center for Education Statistics, (2009).Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourthand Eight-Grade Students in an International Context. http://nces.ed.gov/pubs2009/2009001_1.pdf TIMSS & PIRLS International Study Center, (2009). http://www.timss.org: Wong, K. Y., Kaur, B., Koay, P. L., & Jamilah, M. Y. (2007). Singapore and Brunei Darussalam: Internalisation and globalisation through practices and a bilateral mathematics study. In B. Atweh, A. C. Barton, M. Borba, N. Gough, C. Keitel, C. Vistro-Yu, & R. Vithal (Eds.), Internalisation and globalisation in mathematics and science education (pp. 441-463). Dordrecht, Netherlands: Springer.
9:54 PM | |
SPN 21
What is SPN 21?
SPN 21 is the acronym for Sistem Pendidikan Negara Abad Ke-21, The National Education System for the 21st Century which has been approved by the Ministry of Education. This system makes provision for several major educational changes.
When it is implemented?
In stages:
Interim (transitional) stage in 2008 for Year 7 [PSR 2007 cohort]
At the primary level, it will be implemented in 2009 for Year 1 and Year 4
Full implementation at primary level in 2011
Why the education system needs to be changed?
SPN 21 aims to:
meet the social and economic challenges of the 21st Century
realise the Ministry of Education's vision and mission
equip students with 21st Century skills
fulfill the Strategic Themes as outlined in the Ministry of Education’s Strategic Plan (2007-2011)
Rationale for change:
Brunei Vision 2035
By 2035, Brunei Darussalam is recognised everywhere for:
The accomplishment of its well-educated and highly skilled people
The quality of life
The dynamic and sustainable economy
8 policy directions in the Education Strategy, Brunei Vision 2035
1. Fulfillment of the Ministry of Education's mission 'Provide Holistic Education To Achieve Fullest Potential For All'
2. Comparison with Education Systems and Curricula of various countries
3. Raising students' achievement in the 3 core subjects: English Language, Mathematics and Science
4. Increasing the percentage of students' enrollment into higher education from 14% to 30% by 2011
5. Strengthen proficiency in Bahasa Melayu
6. Local researchers and consultants from overseas have identified certain aspects of the National Education System that need to be improved
What are the benefits of SPN 21?
Greater emphasis on 'character building'
No retention from Year 1 to Year 10/11 (except for those with less than 85% attendance
Multiple pathways to higher education
Multiple choices of educational programmes based on students' interests, needs and abilities
Opportunities to pursue 4-year or 5-year programmes before sitting for the Brunei- Cambridge General Certificate of Education 'O' Level examination
Continuous and seamless curriculum from Years 7-10/11
Acquisition of basic technical, vocational and business skills that is useful for self-employment and other career opportunities
Opportunities for technical and vocational education in higher institutions
Special Educational Needs Programme for students with special needs
Specialised Education Programme for the gifted and talented
Opportunities for acquisition of valuable and marketable skills
Improvement in students' achievement
Improvement in national standards with benchmarking against international standards
Improvement in teaching and learning standards
5:03 PM | |