Как сделать урок интереснее: применение сингапурской методики обучения на уроках английского языка
учебно-методический материал по английскому языку (11 класс) на тему

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Как сделать урок интереснее: применение сингапурской методики на уроках английского языка.

Смирнова  Анастасия 11-1 класс

Научный руководитель

Смирнова Елена Евгеньевна,

учитель английского языка гимназии №92

Санкт-Петербург

2017-2018

 The Content:

1. Introduction: goals and objectives of the work.
2. Singapore technology as a modern method of teaching
3. Several structures of Singaporean technology
4. Blended learning
5. Experiment
6. Analysis of the results.
7. Conclusion
8. References

  Introduction

Nowadays the problem of learning foreign languages is the most important. It's no secret that we live in a time of globalization. The times dictate the rules and standards of living, requiring not only a social activity, a willingness to take action and broad vision, but also the possibility to talk with the rest of the world.

Therefore, knowledge of foreign languages ​​is still relevant, and sometimes just necessary. This is not only an additional line in the column "skills and abilities" of your resume, but a step to start a great career, or even just make new friends abroad.

If you translate all of the above into a practical area, knowing a foreign language helps you feel more confident, both in business and abroad. Just imagine: you can easily turn to passers-by to, for example, ask the way to the hotel if you are lost. What can we say about various unforeseen situations! In addition, knowing a foreign language means not just understanding other people, but penetrating into their mentality and way of life, traditions and culture.

Therefore, an important issue is to increase the effectiveness of studying foreign words that will be used in the process of communication in a foreign language. It is important to know the methods that will be most effective and will help memorize foreign vocabulary in large volumes.

 For more than a decade, Singapore, along with South Korea, Taiwan, Japan, Shanghai, Hong Kong and Finland, has been at or near the top of international leagues tables that measure children’s ability in reading, maths and science. This has led to a considerable sense of achievement in Finland and East Asia and endless hand-wringing and head-scratching in the West.

What then do Singaporean teachers do in classrooms that is so special, bearing in mind that there are substantial differences in classroom practices between – as well as within – the top-performing countries? What are the particular strengths of Singapore’s instructional regime that helps it perform so well? What are its limits and constraints?

Is it the right model for countries seeking to prepare students properly for the complex demands of 21st century knowledge economies and institutional environments more generally? Is Singapore’s teaching system transferable to other countries? Or is its success so dependent on very specific institutional and cultural factors unique to Singapore that it is folly to imagine that it might be reproduced elsewhere?

The purpose of my work is to study the Singapore method of teaching and to find out how much the effectiveness of studying and memorizing the material increases. The subject of the study is the Singapore method of teaching. The objectives of the study are: to study the methods and different types of this technique, to learn what the Singapore method is, to conduct an experiment and to find out how the use of this technique affects the quality of learning a foreign language.

Singapore technology as a modern method of teaching

Singaporean technology as a teaching method is actively used in the Republic of Tatarstan. The structures of the Singaporean technology and uses them in the learning process. Given information about Singapore as a successful country.

The educational system of each country is unique, because in different countries the educational systems pursue different goals in varying degrees, and they also have their own history of development and ways of development, depending on which they acquire unique features.

Singapore is a country whose educational system is surprisingly isomorphic to both logics. Education in it has strong and even traditional national foundations, but at the same time it is oriented to the international labor market and to training world-class specialists.

Singapore is interesting at least, the education system in this country is rated as one of the best in the world. First, according to the PIRLS (Progress in International Reading Literacy Study), the level of functional literacy of the population of Singapore is one of the highest in the world. Secondly, Singaporean students show the best results in the world in comparative international tests of knowledge of mathematics and natural sciences (TIMSS) since 1995. Thirdly, the consulting company McKinsey in 2008 called the Singapore education system the most effective in the world, especially the organization of teacher training was noted. Fourthly, according to the results of the IMD (International Institute for Management Development) studies conducted in 2007, Singapore's educational system is the best suited to the requirements of the global economy. In order to understand how the Singapore education system has been able to cope so successfully with the challenges of a changing institutional environment, it is necessary to look at the history of its creation and development.

The founder was the British officer, Sir Thomas Stamford Raffles, thanks to which, by 1825, Singapore had become a busy and busy port city. Under the rule of the English crown, the city actively developed before the Second World War. In 1942, it was captured by Japan and was in occupation for 3.5 years. After the withdrawal of Japanese troops in 1945, the inhabitants of Singapore began to fight against the colonial status of the territory. In 1959 Britain granted independence to the country.

Completely independent Singapore became in 1965, and at this stage 45 years ago, he had no single educational system, no army, no fleet, or what could be called a nation.

After gaining independence, Singapore adopted a five-year program for the development of education (1961-1965). Priority was given to the creation of a system of universal and free primary education.

In order to increase the effectiveness of the educational process in 1979, a new educational system was adopted. It provided for the introduction of streaming instruction in primary and secondary schools, which allowed children to move up the educational ladder in accordance with their abilities. The main purpose of the introduction of flows was to give each child the opportunity to graduate from high school and thereby gain basic knowledge for further vocational training and employment.

The results of the introduction of the new educational system were impressive. First of all, they showed up in school exams. Earlier, about 60% of students in both primary and secondary schools failed their exams in English and their native language, in 1984 success in the exams was attended by almost 90% of schoolchildren. Drop-out rates from secondary school have decreased [Goh Chor Boon, Gopinathan, 2008 P. 25] …

From 1985 to 1991, the Government of Singapore carried out a series of reforms aimed at improving educational planning, increasing its effectiveness, increasing the autonomy and flexibility of the school system.

By 1995, Singapore's educational system produced a product of really high quality. Young Singaporeans showed excellent results in international tests in mathematics and science. In 1995 and 1999, they became the best on the basis of TIMSS tests. At the same time, realizing the challenges of the present, the Ministry of Education began to call for a transition from a paradigm of efficiency to a paradigm for realizing existing opportunities. In the XXI century. the quality of education is a critical factor for the survival and prosperity of the nation, it determines the level of national wealth.

 Particular attention in the educational process is given to the subjects of the natural science cycle, mathematics and language training. However, schoolchildren are involved in teaching not only in the classroom. A large amount of time in the school is allocated to additional activities associated with the implementation of any projects, sports, creativity, etc. The entire educational process is aimed at educating open to the world leaders who are able to work in a team. Formally, the average classroom occupancy in the Singapore school is 40 people. However, having looked at the course of a real lesson, it can be seen that in the teaching process the teacher interacts more likely with eight groups of five people [Redpath, 2008. P. 17]. In each group there is a process of communication, training, work and formation of the child's personality. The main goal of the current stage of the development of the educational system in Singapore is to create an enabling environment that motivates every person to learn throughout life, to acquire new knowledge and skills, to master technologies, to develop the spirit of innovation and entrepreneurship, to be able to take risks and assume responsibility.

Singapore is a country that is convenient to manage. Small in size, with a high but uniform population density, a convenient geographical location, it is an ideal field for integrated planning. Subordination of all educational institutions to a single body - the Ministry of Education - significantly reduced the costs of implementing and managing reforms and increased their effectiveness. The Ministry of Education is a universal body coordinating the processes in the entire education sector of the country.

The Republic of Tatarstan starts its activity with Singapore in 2006. 2012 is the project of Smart City Kazan.

In September, during his stay in Singapore, Rustam Minnikhanov visits one of the Singapore schools (Hwa Chong), where the experience, methods and methodology of Educare are actively used. Then the head of RT noted that the republic is interested in cooperation with Educare, and suggested considering the possibility of opening a branch of the company in the region.

On February 6, 2013, the Ministry of Education and Science of the Republic of Tatarstan signed an agreement between the Institute for the Development of Education of the Republic of Tatarstan and the Singapore company Educare. The agreement envisages the implementation during 2013 of a project to modernize the system of methodological support for subject teachers of schools in the Republic of Tatarstan.

Within the framework of the project, there were advanced training courses for the heads of municipal departments of education and directors of the IMC. In September-December, the IMC specialists under supervision of Educare will carry out training and training of 10,000 teachers of schools in our republic.

In addition, special two-week leadership courses for school principals are organized in the spring. These courses are necessary for further administrative support of teachers' innovations.

In the spring of 2013, a new stage of the Educare project for teachers of teachers' colleges of the Republic of Tatarstan was launched with the aim of incorporating the world's best practices in basic teacher training programs for schools.

Between the Republic of Tatarstan and Educare, agreements on three-year cooperation have been reached, within the framework of which up to 30,000 teachers of Tatarstan schools will be trained.

Consider the course of action and some of the structures of Singaporean technology that can be used in training.

Teachers are doing a lot of work to make our students successful. For this we must not only supply them with theoretical knowledge, but also teach them how to apply this knowledge in real lifeIn order to make the students really successful and contribute to the development of society, it is necessary to teach them the skills of effective communication, cooperation and teamwork. They also need to master the skills of critical and creative thinking to generate new ideas and find solutions to the challenges that they will face in a new, changed world. So, the lessons should be aimed at this. As a rule, one student answers, the rest at this time rest. And when working in groups, when moving around, everyone is involved in this process, they are fun and information is remembered easily. As a result, all students leave the school with full knowledge.

The teacher places the students in four and each student has his own number: the student at number 1, the student at number 2, 3, 4, divides them into groups depending on the level of the student. In each team there are strong and weak as well middle-income students. When answering questions - oral or written - they express their thoughts, and, importantly, help the weak. Teaching by this method is reduced to a kind of a game in which all the students take part and where, along with the consolidation of the studied material and the repetition of the passed, during which the oral speech actively develops, a sense of respect for each other is also brought up. That is, there are no leaders, all are equal. This method is liked by the children themselves, and it helps teachers to correctly allocate time and in the course of one lesson to check the knowledge of all students. But the most important thing is that the teacher together with the students should look at the educational process in a different way: the teacher should practice using new structures, and the students themselves should learn to think independently, answer the questions posed, complement each other, exchange opinions. This method does not require changing the course of the whole lesson, it provides for the use of only one or two elements of the methodology that the teacher himself has the right to choose. And they can be used on class hours, and on extra-curricular activities, and even on various holidays and evenings.

Lessons with the use of Singaporean structures are quite interesting and informative. Work in a group of four people, paired with a partner "on the shoulder", "on the face" can be traced in most of the structures used by teachers. They can be used at various stages of the lesson, especially when the homework is repeated and the topic is fixed: when communicating with their partners, the student is forced to repeat the material several times, which contributes to his working out and assimilation.

The use of teaching structures of the Singaporean method at various stages of the lesson is very successful. With great pleasure they prepare questions for their classmates, communicate. Moving around the classroom during the lesson, finding a partner for cooperation, have a positive effect on the entire course of the training.

Consider several structures of Singaporean technology:

1. A signal of silence. The teacher in order to attract the attention of the students raises his hand up and says Hi Feev. After that, the disciples raise their hand and stop the conversation. Thus, silence forms in the classroom.

2. Round Robin. Students sit in teams. The teacher asks a problem and gives time to think. After this, starting with the student at number 1, they orally share their opinions until the time runs out. This structure can be used for any subject. When teaching the Tatar language in a Russian-speaking group, the teacher asks a question, for example "Tatarstan which republic?" And the students in a circle share their answers.

3. Rally Robin. In contrast to Round Robin students share answers with porters on the shoulder at a certain time. For example, the teacher asks the question: "What should we do to be healthy?". Pupils share their answers.

4. Mix-Pair-Share. Sounds music, students move to class. After the music ends, they stand in pairs. The one who is left without a pair raises his hand up and looks for a couple. After that, the teacher asks a problem and gives time to think. Students share answers using Rally Robin or Timed Pair Share structures in pairs. This structure is repeated several times.

5. Timed Pair Share. The teacher asks a problem and the students write their holes on the leaves. Music sounds and they move around the class. After the music is over and the students share their answers for 40 minutes with their partners. First one student answers the answers, the other one thanks for knowledge. Then they change. The structure is also repeated several times.

6. Think-Write-Round Robin. Students sit in teams. The teacher asks a problem and gives time to think. After the students write the answers on the sheets and share the answers in a circle until the time runs out.

7. All Write Round Robin. The teacher says the topic or asks a multiple choice question. Students in a circle speak their answers. When from the team the student at number 1 says the answer, the other 3 students at that time write down his answer in the notebooks.

8. Stand-n-Share. The teacher asks a question that requires several answers. Students write the answers on the sheets. After that, the music sounds and they move around the class sharing answers. If someone has a similar answer marked with a tick, new answers are written on the leaflets. Then they thank each other.

9. Rally Coach. Students sit in teams. This structure is conducted with partners on the shoulder. The teacher gives one assignment and one pen for two. First one student does the tasks, and the other if he does not know pampers or praises. Then they change and continue to work the same way.

10. Fan-N-Pick. The teacher gives out cards with questions. A pupil at number 1 holds cards, a student at number 2 takes any card, student number 3 answers a question, pupil number 4 praises him. This way they continue several times, changing roles.

11. Connect-Extend-Challenge - a learning structure that helps to expand knowledge on the topic, linking them with previous experience and thinking through possible difficulties.

12. Mix-Freeze-Group is an educational structure in which participants mix to music, freeze when music stops, and join in groups, the number of participants in which depends on the answer to any question.

We examined only a few structures, and there are a lot of them. These educational structures are built on methods familiar to our teachers - a cooperative method of teaching, working in small groups, pair learning, project activity. They are based on team forms of work, creating a psychologically comfortable, safe environment for students, using a variety of structures for kaak for academic purposes, and for class-building (teaming), team building (teamwork). The co-operative method has a thoughtful system of teamwork, the learning process is based on a phased and clear implementation of the instruction. This leads to discipline, attentiveness and bringing to automaticity the performed actions. Also there is an opportunity of productive development of active forms of educational cooperation, formation of necessary universal educational actions defined by the Federal state educational standard.

The advantage of the educational structures used is that the time, place and mode of action of the learner, which is aimed at the result, is thought out.

Blended learning

The Singapore method is considered as blended learning technique.

This is a mixture of traditional class-lesson system and modern digital education. In the old system, there is a huge plus and we shouldn`t give it up. Psychologists call it  an emotional component. A teacher in the classroom is a great personality and a professional who possesses a lot of knowledge. A teacher is a person who organizes the process of educating, can define the abilities of their students and has a great influence on them.  He can be sad, funny, energetic, cheerful, angry, affectionate.  He can behave differently but the most important part of it is that he is  full of life! Computer is  just a machine. Firstly it can`t perceive students` feelings, empathize or have emotions which makes classes with a teacher so expressive and vivid. On a typical lesson the teacher explains a new material to students and tries to reveal whether a student could understand what was explained or not by asking different thematic questions. A completely different situation occurs in the form of e-learning, where the teacher is  in direct contact with his students.

The results of such lessons are much higher. If the child himself searches for the  knowledge, he remembers better and gets more interested in what he is learning. The new is always interesting to discover!

The beginning of blended learning was put at the dawn of the computer age, but only about 10 years ago it has a great success. However, the results are so phenomenal and so different from the traditional model that it  attracted attention of the whole world. Schools that use a blended learning model are in the Netherlands, Sweden, Denmark and Singapore.

I have been teaching English at school for 21 years. During this period of time many aspects of life have changed including education. Nowadays a new method of studying is becoming more and more popular in the field of education. A few years ago I started practicing blended learning mainly because it became the requirement of today`s world.  Now I systematically use blended learning strategies in my school while preparing my students for an exam.  The goal of a blended learning is to join the best aspects of both classroom and online education.  Classroom time can be used by the teacher to involve students in practicing different kinds of classroom activities. As for the online part of the course, it can provide students with multimedia-rich content at any time of the day and wherever a student has internet access. In addition to flexibility and convenience for students and teachers, blended learning is proved to be a much more successful method of teaching while preparing for an exam in comparison with only classroom learning thanks to the vividness, availability and a great variety of online information. However, while choosing or designing a blended course the teacher has to bear in mind that such a course demands the students’ great self-organization and accuracy.

There are a few advantages of this learning.

1. Personalization of learning. Every child moves in the learning process on their own path, at their own pace, following their own interests.

2. Skill. The child   has an opportunity to learn topics one by one, avoiding gaps in the knowledge. As for checking the result it is more correct because it is impersonal  and you cannot blame it for being subjective.

3. High expectations. High expectations imply that every child has their personal goal, and he understands that if he wants to achieve success he has to work hard.

4. Personal responsibility.  Personal responsibility includes goal setting, time management, project management. A teacher while talking to a child, draws his attention to questions: how he did  it, why he came to such a result - that is, to the consciousness of what and why he is doing.

5. Competencies. Mastering skills, information and tools they need to manage their own learning.

6. Group work. It is even more intense than in the standard version.

7. Tutoring. In fact, the teacher`s task is to become unnecessary to a child. "The teacher will explain" is  the last stage ,namely, the teacher will explain how to create  conditions  in which a student will finally understand.

The highlighted  principle is individual attention. As it turned out, teachers do  interact so closely with children in a blended learning model. If we want to succeed in the field of blended learning, then content management systems, training and game programs need to be developed.

Experiment 

I have conducted the experiment with two groups of pupils of the 8th form. The first group was taught the new topic «Booking the hotel» with traditional way of teaching with the second group I used the Singapore technique. It was given the same time to remember the phrases and practice them. The results of the second group turned up to be better: speaking skills, vocabulary. The students liked being involved into inter-active communication.

The use of teaching structures of the Singaporean method at various stages of the lesson is very successful. With great pleasure they prepare questions for their classmates, communicate. Moving around the classroom during the lesson, finding a partner for cooperation, have a positive effect on the entire course of the training.

Conclusion

In the course of the experiment, it was clearly demonstrated that the use of the Singapore method in teaching increases the efficiency of memorizing foreign words and the use of this technique should be welcomed in the study of foreign languages. In conclusion, I would like to add that whatever method you select and whatever strategies you use, a lot depends on both the teacher’s skills and professionalism and  the student’s wish to study  and use a wide range of resources.  Lessons with the use of Singaporean structures are quite interesting and informative. Work in a group of four people, paired with a partner "on the shoulder", "on the face" can be traced in most of the structures used by teachers. They can be used at various stages of the lesson, especially when the homework is repeated and the topic is fixed: when communicating with their partners, the student is forced to repeat the material several times, which contributes to his working out and assimilation.

References

1. TB Alishev, A. Kh. Gilmutdinov "Experience of Singapore: creating a world-class education syst
2.  https://infourok.ru/em" - 2010. 
3. http://ped-kopilka.ru
4. Сингапурская методика «дружит» с ФГОС. С Кириллова журнал «Управление школой», январь 2014
5. http://www.stoletie.ru/