PISA 2012 Results in Focus - What 15-year-olds know and what

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PISA 2012 Results in Focus - What 15-year-olds know and what

Postby obiwanmum » Wed Dec 04, 2013 12:50 am

DH sent me this... another mind boggling survey that put Singapore among the top of the heap.
http://www.oecd.org/pisa/keyfindings/pi ... erview.pdf

What caught my eye is this on Pg 18.
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Ready to Learn:
Students’ Engagement, Drive and Self-Beliefs
What the Data tell Us
• Students whose parents have high expectations for them – who expect them to earn a university degree and work in a professional or managerial capacity later on – tend to have more perseverance, greater intrinsic motivation to learn mathematics, and more confidence in their own ability to solve mathematics problems than students of similar socio-economic status and academic performance, but whose parents hold less ambitious expectations for them.
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So we in KSP have been doing the right things all along... :lol:

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Re: PISA 2012 Results in Focus - What 15-year-olds know and

Postby obiwanmum » Wed Dec 04, 2013 12:52 am

...oh.. of course in Channelnewsasia as well... this sort of things.

http://www.channelnewsasia.com/news/sin ... 08160.html

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Re: PISA 2012 Results in Focus - What 15-year-olds know and

Postby ChiefKiasu » Wed Dec 04, 2013 8:55 am

obiwanmum wrote:... So we in KSP have been doing the right things all along... :lol:


Of course. They can call us kiasu for all they want, but we get the last laugh. :evil:

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Re: PISA 2012 Results in Focus - What 15-year-olds know and

Postby optimistforum » Sun Dec 15, 2013 4:55 am

We have faired badly again in the UK, but with a gradual move towards a 1950s style education we should see ourselves back on top within a decade. Our children have great problem solving skills and creativity. We are also moving slightly back to some form of traditional rigour in eng, maths and science. It all augurs well for UK Plc.
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Re: PISA 2012 Results in Focus - What 15-year-olds know and

Postby sparks » Sun Dec 15, 2013 10:20 am

Very enlighting read! Thanks for posting the links.

What caught my eye is this:

Teachers and school principals need to be able
to identify students who show signs of lack of
engagement with school and work with them
individually before disengagement takes firm root.
Schools can help students learn how to learn, nurture
their willingness to solve problems, and build their
capacity for hard work and persistence. Teachers can
help students to develop perseverance and motivation
by supporting students in their efforts to meet high
expectations and in showing greater degrees of
commitment, and by encouraging students to regard
mistakes and setbacks as learning opportunities.
Teachers’ practices can promote students’ drive and
willingness to engage with complex problems. Teachers’
use of cognitive-activation strategies, such as giving
students problems that require them to think for an
extended time, presenting problems for which there is
no immediately obvious way of arriving at a solution,
and helping students to learn from the mistakes they
have made, is associated with students’ perseverance
and openness to problem solving.
Similarly, students who reported that their mathematics
teachers use teacher-directed instruction (e.g. the
teacher sets clear goals for student learning and asks
students to present their thinking or reasoning at some
length) and formative assessments (e.g. the teacher gives
students feedback on their strengths and weaknesses
in mathematics) also reported particularly high levels
of perseverance, openness to problem solving, and
willingness to pursue mathematics as a career or field
of further study. Yet the use of such strategies among
teachers is not widespread: only 53% of students
reported that their teachers often present them with
problems that require them to think for an extended
time, and 47% reported that their teachers often present
problems for which there is no immediately obvious
way of arriving at a solution. Similarly, on average across
OECD countries, only 17% of students reported that
their teacher assigns projects that require at least one
week to complete.
Canada is more successful in this regard: 60% of students
in Canada reported that their teachers often present
problems for which there is no immediately obvious
way of arriving at a solution, and 66% reported that their
teachers often present them with problems that require
them to think for an extended time. Education systems
could and should do more to promote students’ ability
to work towards long-term goals.


I feel that giving students the time to think & digest learning is lacking in the current system.

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