Learning Support Conference 2002 MOE Press Releases 17 September 2002

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EDUN N25-02-004

04302

17 Sep 2002

Learning Support Conference 2002

To showcase the Learning Support Programme in primary schools, and to foster greater collaboration between schools and the community in supporting literacy in our pupils, the Ministry of Education is organising an inaugural Learning Support Conference on Friday, 20 September 2002 at 9 am, at the Novotel Apollo Hotel. The theme of the conference is "Nurturing Literacy: Supportive and Collaborative Practices."

2 Parliamentary Secretary for Education, Mr Hawazi Daipi, will deliver the opening address. The keynote speaker for the conference, Professor Robert Francis Mulcahy, will speak on the use of metacognitive strategies for the development of literacy. Professor Mulcahy is known internationally for his research into gifted and special education. Other well-known speakers and local educators will also share their ideas and practices in the area of literacy support.

3 The conference gathers together educators and members of the community, including parent volunteers, voluntary welfare organisations, family service centres, student care services and hospitals. Attendance is by invitation. Around 600 participants are expected to attend.

4 Information on the Learning Support Programme is provided at Annex A. The programme for the conference and information on the speakers are provided at Annex B.

Annex A

INFORMATION SHEET ON THE LEARNING SUPPORT PROGRAMME

1. The Learning Support Programme (LSP), first introduced in primary schools in 1992, is a specialised early intervention programme that provides additional support in English literacy to pupils in Primary 1 (P1) and Primary 2 (P2).

2. At the beginning of each year, a School Readiness Test is administered to all P1 pupils to screen for those who do not demonstrate sufficient English literacy skills to access the P1 curriculum. These pupils are identified for support in the LSP. Once identified, LSP pupils are withdrawn from their English lessons, for half an hour per day, for focused lessons with a Learning Support Co-ordinator (LSC). These lessons are conducted in special resource rooms and in small group sizes of 8-10 pupils. The LSC teaches a parallel curriculum (i.e. it covers the same topics and units as the mainstream class) and focuses on key English literacy skills. During these lessons, the LSC draws on a wide range of teaching methodologies and resource materials, differentiating pace and lesson content to suit each pupil's learning needs.

3. Learning Support Co-ordinators are experienced teachers who are selected to undergo further training in order to administer the LSP. The training process is rigorous, comprising a 3-week intensive full-time course, followed by monthly workshops during their first year as LSCs. Thereafter, on-going training through zonal workshops, annual seminars, and on-the-job supervision by educational psychologists (EPs) are provided to LSCs to ensure that they are professionally competent and updated.

4. All primary schools are provided with an additional teacher for the post of LSC. A second additional LSC is granted to schools with larger numbers of pupils identified for the LSP, so that these schools can appoint 2 LSCs for the LSP.

5. The LSP places a strong emphasis on parental involvement. Parent volunteers are actively engaged in various reading support activities with the LSP pupils.

Annex B

LEARNING SUPPORT CONFERENCE 2002
Nurturing Literacy: Supportive and Collaborative Practices

20 September 2002
Novotel Apollo Singapore

Time	Event
0800	Registration
0900	Opening Address by Guest of Honour Mr Hawazi Daipi Parliamentary Secretary (Education)
0920	Keynote Address Prof Robert Francis Mulcahy Professor Emeritus, University of Alberta, Special Education Department of Educational Psychology
1045	Tea Break
1115	Workshops
1300	Lunch
1400	Workshops
1700	Close

ABOUT THE WORKSHOPS

SYPNOSES

1. Developing Literacy through Meta-cognitive Instruction

Prof Robert Francis Mulcahy

Metacognitive instruction can support reading development. This session will present research and theory-based instructional and learning strategies designed to increase reading comprehension and word reading skills through metacognitive and cognitive strategy teaching. Participants will engage in activities that provide first-hand experience to take back to the classroom.

2. Developing Oral Language for Reading and Writing

Ms Lydia Tan

Oral language development is an important precursor to the development of reading and writing in young children. Participants will be equipped with strategies/resources to plan integrated lessons for the development of pupils' oral language. How picture books, rhymes and songs can be used effectively will also be looked at.

3. Managing Behaviour to Enhance Learning

Dr Larry Owens

Understanding why children behave in different ways gives teachers strong insight into factors that may be restricting children's social and academic development. This session will provide an overview of the different approaches to managing the behaviour of children to promote positive working relationships and enhance learning outcomes.

4. The Power of Story-telling: An Introduction to Storytelling for Language and Literacy Development

Ms Kiran Shah & Ms Sheila Wee

Listening to a story that is being told by the teacher can be the highlight of a pupil's day. Participants will learn about sourcing and choosing stories and story structures. They will also learn the valuable story-telling techniques of eye contact, movement and gestures. Techniques of drawing in pupil participation will also be looked at.

5. Supporting Mathematics Learning through Metacognitive and Cognitive Strategy Teaching

Prof Robert Francis Mulcahy

Pupils can develop greater awareness of their own thinking processes. This session will present research and theory-based instructional and learning strategies designed to increase computational as well as math problem solving skills. Participants will engage in activities that provide first-hand experience to take back to the classroom.

6. Bridging the Gap

Kerry Bissaker

Bridging the Gap is a programme that aims to support the literacy development of children and links strongly with Marie Clay's 'Reading Recovery' programme. This session will introduce the structure of the programme and model one session. Participants will consider issues associated with the training of volunteers and management of such a programme.

7. Library Services and Programmes with a Difference for Children and Teens

Mrs Kiang-Koh Lai Lin

A pleasurable trip to the community library opens another avenue of enjoyment/learning for children. The National Library Board conducts many activities that promote reading amongst the public, and in children in particular. This session highlights library services that support reading development.

ABOUT THE SPEAKERS

KEYNOTE SPEAKER

Prof Robert Francis Mulcahy obtained a PhD in Educational Psychology from the University of Alberta in 1975. His fields of study included child development and learning, with a focus on the gifted and learning disabled.

He has had experience as a mainstream teacher as well as remedial teacher for primary-aged pupils. He has also served as a sessional lecturer at the University of Alberta, and is currently Professor Emeritus in the same university.

Prof Mulcahy provides consultation both nationally and internationally. He is currently consultant to Alberta Vocational College and Arctic College, advising on evaluation, assessment and instructional approaches for learning disabled students. Internationally, he has been consultant to UNESCO, and has worked with countries such as Hong Kong, India and Finland. He is currently consultant to the University of New England in Australia and the University of Hong Kong on meta-cognition and gifted education respectively.

Prof Mulcahy is also the consulting editor to a number of journals such as the American Journal of Mental Deficiency, the McGill Journal of Education, the Canadian Journal of Special Education, and the Korean Journal of Thinking and Problem Solving.

Prof Mulcahy has published extensively in the area of mental retardation, learning disability, and gifted education. He has also presented papers at national and international conferences.

OTHER SPEAKERS

Ms Lydia Tan returned from Harvard in 1984, and taught English in Boon Lay Garden Primary School. Her unique insights into the teaching of reading and writing led to her involvement in the development of REAP and the Preparatory Year Programme. She is currently Head of English at Jurong Junior College where she continues to influence language learning.

Dr. Larry Owens BA, DipEd, GDip(Curriculum Development), M Ed. PhD., is a Senior Lecturer at the School of Education, Flinders University. Dr. Owens is a registered psychologist who has worked as a teacher in secondary schools prior to completing his qualifications in psychology. His research interests include human relationship, counselling and behaviour management with a particular focus on girls' aggression.

Ms Kiran Shah graduated as a social worker and started work in what is now called MINDS. After Montessori training in the U.S., she worked in pre-schools in the U.S., Singapore and Japan. Since completing her Master's degree in Child Development and Early Childhood Education, she has been heavily involved in the area of pre-school teacher training in Singapore. She has volunteered her services in Sri Lanka and Vietnam. She has co-authored a book on early childhood teaching.

Ms Sheila Wee trained and worked in early childhood education in Britain and Singapore. She has run a private playgroup, worked as a teacher in a childcare centre, co-authored a book on childcare centres and been the curriculum director of an English language enrichment centre. She has a teaching diploma in speech and drama from Guildhall School of Music and Drama (London) and conducts speech, drama and oral communication classes.

Ms Kerry Bissaker Dip. T., B.Ed, B.Special Ed., M. Ed., (currently engaged in a PhD) is a lecturer at the School of Education, Flinders University and the Coordinator of Bachelor of Special Education in Singapore. She was a classroom and special education teacher prior to working as a consultant in the area of children with special needs. Her research interests include language and literacy development, numeracy and mathematics, and inclusive practices for students with special needs.

Mrs Kiang-Koh Lai Lin BA (Govt and Public Admin), Post-graduate Diploma in Librarianship, is Deputy Director of Service Innovation & Development/Programme Development at the National Library Board. She has been involved in developing new and enhancing existing products/services to support a world-class library system in Singapore. She was awarded the Public Administration Medal (Bronze) in 1990 for her unique contributions.