2015 Briefing-cum-sharing on Educational Support by Low Progress Learner Taskforce (OER)

2015 Briefing-cum-sharing on Educational Support by Low Progress Learner Taskforce (OER)

Friday, 14 August 2015

2015 Briefing-cum-sharing on Educational Support by Low Progress Learner Taskforce (OER)

On 15 July, the Low Progress Learner Taskforce from the Office of Education Research (OER) was invited to share their research findings on low-progress learners in Singapore at the 2015 Briefing-cum-sharing on Educational Support.

Organised by the Education Support Branch (Ministry of Education), about 300 secondary school teachers and administrators involved in educating Normal (Technical) (NT) students were in attendance.

Research Scientist Dr Imelda Caleon presented findings from her research project “Turning Achievement Around: Predictors of Academic Resilience of Academically At-risk Students in Singapore”. She also conducted a demonstration-cum-sharing session on social network analysis.

Mr Loo Ming Yaw, Principal of Mayflower Secondary School, shared about his close collaboration with Dr Caleon to identify students for potential intervention efforts. The participants highlighted the importance of knowing the social networks of students to guide their efforts in improving and leveraging on students’ social connections.

A breakout session titled “Nurturing Positivity: Positive Psychology Intervention to Enhance Students’ Well-being, Sense of Relatedness, and Learning Outcomes” was conducted by Research Scientists Dr Rachel Lam and Dr Jennifer Tan Pei-Ling. Dr Li Jen-Yi, Dr Pamela Onishi and Miss Michelle Low assisted in facilitating the workshop.

The participants were introduced to applications of positive psychology along with a gratitude-focused intervention activity that was implemented in Singapore classrooms. Mr Sivakumar Murugaya, Head of Department (Normal Course) and Level Head, and Mdm Surya Effendi, Allied Educator (Learning and Behavioural Support) from Fuchun Secondary School (FSS) shared about their thoughts on the impact of the gratitude-focused intervention.

It was a beneficial session for the participants, with some indicating their desire for more discussion on the importance of positive psychology activities for NT students. A participant from the Academy of Singapore Teachers expressed that “the gratitude-focused module can benefit all learners, not just low-progress learners as everyone needs to be grateful and in the process, get a healthy dose of positivity, which has proven to result in success”.

The task force members will continue to conduct research focusing on low-progress learners to enhance their contribution to the scholarly education community.