2022-2023 General Teaching and Learning Impact Report

TEACHING AND LEARNING INNOVATION REPORT 2022/2023 Academic

Year

I signed up for this [musical challenge] as it gives me the space to think outside of the box, tinker, and have fun!” – Tanay, Grade 9, Stand-in-Ovation

I’m delighted to share UWCSEA’s Teaching and Learning

In Action Report 2022/2023, showcasing some of our key achievements and immersive student opportunities over the course of the last year. Thank you for your generosity, which helps UWCSEA go above and beyond to deliver a missionaligned education and innovative teaching and learning programmes that challenge our students to stretch and grow.

Community support allowed us to gain important learnings for the College, including the findings in the penultimate year of a longitudinal study with Oregon State University that examines the impact and effectiveness of UWCSEA’s Outdoor Education programme in developing skills and competencies our students need to create a more peaceful and sustainable future. We also developed new on-campus outdoor education

opportunities, advanced our commitment to inclusive learning environments, and nurtured creativity through the arts. Further, we reflect on another year of dynamic studentdirected initiatives such as Stand-in-Ovation which fostered important outside the box thinking and ideation skills that are critical to solving pressing needs in our ever-changing world.

Thank you for your continued support of teaching and learning initiatives that allow us to bring innovator mindsets and real world experiences to our students at greater depth and scale.

THE OSU STUDY: GUIDING OUR LEARNING PRINCIPLES INTO THE FUTURE

Supported by the Foundation in its final two years, the UWCSEA collaborative study with Oregon State University is heading into its last year in 2023/2024. The study began in 2015/16, and was designed to look at the long-term, incremental impact of UWCSEA’s Outdoor Education (OED) on UWCSEA’s Learning Programme and the skills and qualities we seek to develop in our students. It also seeks to measure the influence of OED on wellbeing characteristics such as grit, and connection with nature.

This year felt a particular buzz of activity as Outdoor Education programming saw a return post-pandemic. As Oli Sampson, Head of OED Dover reported at the start of this year, “We are excited to be returning to offering the sorts of programmes that Outdoor Education at UWCSEA is known for. We are supporting students to have experiences that develop skills, challenge, and build them up to be connected to themselves, each other, and most importantly to the natural world.”

Researchers Mike and Chris were also excited to get back to the trips, joining the Grade 9 students in Tioman. As Mike reflected, “Measuring [OED] post Covid will definitely have an impact. It’s going to take some time to re-capture the Covid lost years, not only because of the disconnect to these trips over time, but also from the side of recapturing expectations around student learning.” For this, Chris was quick to add that no matter the change due to the pandemic years, it was great to be able to get students back in nature: “You can’t be serious about sustainability unless you realise you live on planet earth - so it’s great to be back out there to see the beauty in nature which is really important for the kids … they need to learn again about the natural world and to start thinking about it.”

The Foundation looks forward to bringing you highlights from the final year of the OSU longitudinal study next year.

For those who may have missed it, we invite you to read the “Stepping Stones to the Great Outdoors” article published in the December 2022 issue of Dunia, which shares insights OED from the student perspective.

SUPPORTING ALL LEARNERS: HIGH SCHOOL LEARNING SPACE OPENS

As most of all of the spaces at the College are open, social, and noisy, this space feels private, and helps me recharge my social batteries to be better when I go back to my classes.” – Grade 9 Student

As part of the Dover Campus’ initiative to support education for all learners, a new High School Learning Centre opened earlier this year. Co-designed by educators and students, the space supports neurodiverse high school students with the goal of destigmatizing learning support while offering a space that nurtures various student needs and a sense of belonging.

The space offers multiple ‘zones’; a garden, a classroom meeting area, quiet reflective spaces, and a sensory dark room where students can take an immersive 15-minute reset. The sensory-supportive modular furnishings support student drop-ins, while the classroom corner supports coaching for educators seeking to learn more about how space and classroom design can support neurodiversity and different ways of learning.

With its central location beside Reception on Dover Campus, the vvisibility is vital to conveying a supportive message. “It’s all about visibility,” says Claudia-Campbell Pegg, Head of High School Learning Support on Dover Campus. “The central location communicates how support for our students is not hidden away, and is a testament to the priority and emphasis UWCSEA is placing on this important pathways programme.”

When the Foundation team visited recently, a couple of students were enjoying some down time, and shared their reflections on the space: “Some people don’t do well with overwhelming noise; it can be too much. Having a space that can be confirmed as quiet helps us recharge our social battery and then we can be better back in our classes,” a Grade 10 student reflected. Another shared, “This inclusive space has a calm atmosphere where you actually see other students who are like you. I didn’t realise how many people in this community were like me … being allowed to be in such an inclusive environment makes me feel more confident.”

What’s next for the High School Learning Centre? “Thinking forward, we’d love to grow. We want it to be the coolest space on campus where everyone can get what they need to learn,” Claudia shares. There are plans to collaborate with the Art Department to design and paint the outdoor planters and seating area, and continue to build the outreach and engagement to better educate teachers and the community.

INSPIRING THE COMMUNITY THROUGH ART

My favourite aspect of this project was how creative and open-ended it was. I learned so much about spray painting and creating murals … the unique experience of being able to work with my peers and an artist was a very rare opportunity. I’m grateful I took part in this project.” – Grace, Grade 10

The East Campus Art Team had an innovative response to the request to look at a creative way to improve the atmosphere for students and visitors entering the school from the Bus Bay.

The long standing Foundation supported Artist in Residence Programme was the perfect catalyst to tackle this creative challenge. Phil Jones, a New Zealand artist known for his unique blend of street and fine art techniques, was commissioned to work with the students to explore an underwater mural scene. The mural concept was designed to follow the stairs from the Bus Bay up into campus, moving from undersea images to land.

East art students experienced the creative design process in dynamic ways, beginning by drawing and sketching freehand, taking risks to run freely with their designs. They learned to work and control the spray paint; manipulating the flow of the paint using the nozzle to apply colour techniques to their stencils and wall designs. They also learned the importance of working to design a shared open space, and the importance of considering the impact of art on the larger community. Finally, students gained inspiration and motivation for their own creative expression by learning directly from Phil’s passion and dedication to his craft.

What’s next? Once the overall mural is completed, students from Primary to High School will be invited to add a small creative design - a fish or other underwater creature - to the mural. What a great concept for a vibrant, fun, visible legacy of the creative impact students can have on their own campus!

A SPACE TO SUPPORT PROFESSIONAL LEARNING

“As teachers, we’re always looking for ways to improve our teaching practice, and instructional coaching allows that to happen in a targeted and effective way.” – Philip Eden, Instructional Coach (Digital Literacy)

The Coaching Centre that opened this past year in the Dover High School Library is making its mark on professional learning. The growing team of instructional coaches on Dover is a vital testament to the school’s dedication to professional learning, offering personalised support, expertise, and collaboration to hone and enhance teaching techniques, with the overall goal of improving student learning.

Philanthropic support from the UWCSEA community has been a vital part of growing this Coaching Centre resource for educators on campus. The prominent location in the high school library also communicates the important role of coaching in the dynamic learning ecosystem of the community. Students also see the coaching space as they come into the library, and importantly understand that their teachers are also lifelong learners who are constantly improving their craft.

“Because of some coaching, I was able to bring a specific problem that I had to the coaching process. We were able to brainstorm it together and I came out of it with a product that has changed my teaching forever,” shares Nina-Noelle Hall, Head of EAL, High School Dover. Judson Tomlin, Head of High School Biology, also reflects on the importance of the coaching experience: “Probably what was most useful about the coaching process was being able to have somebody help facilitate my ideas, and pull down barriers to implementing them…the process was incredibly rewarding and fun, and as teachers we should be lifelong learners.”

The Centre allows UWCSEA educators to meet for professional support in a dedicated space. Not all educators are assigned classrooms, so the quiet, private, relaxed atmosphere of the Coaching Centre truly helps to facilitate the best kind of coaching, where external pressures are removed. The space is also used by the Coaching staff for team meetings, and allows for confidential and open conversations.

TAKING OUTDOOR ED AND LEARNING TO NEW HEIGHTS ON CAMPUS

“It’s been great to be able to offer these unique Outdoor-Ed activities to boarders on campus … to try something new, challenge themselves, learn new skills and build their confidence.” – Regina Sutomo, Boarding House Parent, Tampines House

This is a story with history and impact across our campuses. In the late 1990’s, Dover campus built a high-ropes course as a way for the Outdoor Education team to continue to develop student’s outdoor learning skills in a safe environment during monsoon seasons. When East campus opened back in 2013, the OED team was looking to mirror Dover’s on-campus learning spaces. We are pleased to report that the course on East has been completed this year!

“The beauty of the high-ropes adventure course is that it gives students an opportunity to push themselves and build confidence, to receive support and support their peers, accomplish challenges and problem solve, and find success in a safe and controlled way,” says Chris Newman, Head of Outdoor Education for East Campus. “It’s also just right there! We can go harness up, and face those fears within 15 minutes. It really is amazing that others on campus can also be a part of that special wow factor, seeing members of the community harnessed up and just going for it.”

The course provides users with a healthy dose of adrenaline, which encourages growth through vulnerability and a sense of achievement. East Boarding Houseparent Regina Sutomo reflects on its impact on the Boarding House students: “Beyond the new practical skills like climbing safety, belaying, and safe-breaking, …the high-adrenaline challenge teaches a group about teamwork, communication and self-belief more than anything else. They’ve enjoyed overcoming their fears, and realising they can do more than they think.”

Please join the Foundation in congratulating the East OED team, Facilities team, and all involved in this project on the successful completion this year. The climbing wall and high ropes course have been in the works for a while, and we are excited to see this project making a fun, meaningful impact!

EAST INNOVATION

IN ACTION:

DEVELOPING AN INNOVATOR’S MINDSET

Go to the Innovation@East website, and it becomes clear that developing students into creative, innovative thinkers is an overarching goal of the programme. This year, we’d like to highlight two special projects that harnessed and developed that ‘Innovator’s Mindset’.

STAND-IN-OVATION

I really like design technology as a subject, and I wanted to learn more about 3D printing. I also play the violin and piano, so I wanted to combine my interests and take it into something new.”

–

Grade 8, Dover Campus

Stand-In-Ovation is a musical instrument design and 3D printing challenge, run in collaboration with Dyson, one of Innovation@East’s community partners. The challenge was open to all students across Dover and East, Grades 4 to 12. The project brief is (seemingly!) simple: design and fabricate a playable musical instrument! The prize? Besides a super cool instrument of their own design (and bragging rights), the winner would receive their own 3D design printer!

In preparation, Dyson engineers worked with UWCSEA students over the course of 4 workshop sessions in May 2023, to teach the art and science behind instrument design. East and Dover students learned - from an engineering and design perspective - what goes into the construction of different types of instruments, and how that affects pitch, tone, and sound development.

“I signed up for this as it gives me the space to think outside of the box, tinker, and have fun! I like jazz and I want to try to mimic some of the sounds,” shared East G9 student Tanay as he excitedly thought about what was ahead. For Dover scholar Thao, G12, her goal was simple: “I want to make a musical instrument before I leave UWCSEA!”

Not only is this a fascinating challenge, this project brings East and Dover students together in the space of Innovation, from different age groups and subject areas. Students who enjoy music, physics, mathematics, and/or design have the opportunity to share their knowledge across disciplines. Students learn about the mathematical relationship to chords, how the vibration of air creates different sounds, and ultimately how the materials instruments are made from matter.

We look forward to reporting on the outcomes of this challenge early in the new school year. Good luck to all the student participants!

PRIMARY E-SPORTS

With a focus on inclusion and developing an eSport hub at UWCSEA, the East Esports Club seeks to nurture our students’ soft skills through their passion in the participation and playing of electronic sports. Currently 23 students from Grades 2 to 5 are participating per term as part of the club.

The Esports Club provides an opportunity for young students to enhance their confidence through critical thinking, team building, and learning sustainable planning (and playing) resource management. For example, through structured gaming sessions, students nurture their teamwork skills, improve and develop communication skills while gaming, and help each other promote a healthy spirit of competitive and fair play. Currently the team is equipped with 2 mobile eSport incubators that allow up to two 2 teams of 5 players to compete in international competitions.

The Esports Club is intent on raising inclusivity within the student community, by providing multiple platforms from which our students can represent themselves at the College, national, and international scale. As a part of this, connecting and playing with others across Singapore is core to the club’s programme. The application design has been a collaboration amongst: UWCSEA East, SAIS, SAS, TTS, XCL, GES and SJIS. Students from Grade 2 and up have the opportunity to meet others around Singapore in a friendly competition environment, and participate in wider competitions. Students form new friendships across grades and between schools and institutions, and gain confidence that can be applied to other aspects of their lives.