PANDAN PRIMARY SCHOOL

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PANDAN PRIMARY SCHOOL INNOWITS 2005
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CALORIES ME ... I CAN
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Eng Keong
Kamali
Saiful
Joyce
IdeaNovators
Sok Hiang
Santi
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LEADER Mr Chan Eng Keong

• MEMBERS Ms Kung Sok Hiang
• Ms Lim May Ying Joyce
• Mr Kamali Mangon
• Mr Saiful Nizam Pungot
• FACILITATOR Mrs Santi Maran

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Overview

• Metaphor
• Problem Statement
• Ethnography
• Revisiting the problem statement
• Prototype

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PUPILS
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• Metaphor

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• ... TECHNOLOGY

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How Computer Technology Has Progressed

• Version 286
• Version 386
• Version 486
• Pentium 1

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• Pentium 2
• Pentium 3
• Pentium 4
• M

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Pupils Development
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• Current State

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• Version
• 486

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• Characteristics of Version 486

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• limited memory space
• slow in speed, learning and absorption
• back-dated
• limited programmes
• Y2K bug

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• limited content
• not versatile
• outdated
• obsolete
• need a lot of upgrading in terms of ram

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• susceptible to virus attack
• uses MS-DOS!!!,
• time-consuming to maintain,
• bulky in size
• always hang
• noisy

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It means that our pupils

• are cooped up in their own world
• are limited
• are in a world of their own
• lack purpose

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• lack innovation and creativity
• are not gung-ho
• have poor memory
• are not focused (day-dream/ poor attention span)

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• are unable to achieve a pass
• are not actively involved in at least 1 CCA
• have an 11.2 obese rate
• ignorant of things

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• Desired State

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Characteristics of Pentium 3 Pupils

• more memory space
• faster speed, absorption
• compatible with basic programmes

• memory skills
• focussed in learning
• all-rounder ( pass all subjects doing at least 1
  CCA )

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Characteristics of Pentium 3 Pupils

• appropriate BMI
• have general knowledge
• programme exposure leading to enhanced skills

• more compact
• up-to-date
• more versatile

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Characteristics of Pentium 3 Pupils

• beautiful positive attitudes
• healthy lifestyle mindset
• self-discipline
• self-reflective

• easier to maintain upgrade
• have virus protection (anti-virus)
• quieter at work
• self-diagnostic

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Obstacles What are the problems?

• Pupils are not self-motivated.
• Pupils are not independent.
• Pupils have limited exposure.
• Too much reliance on teacherslook at other
  resources, eg. parents, vendors, partners,
  ex-pupils, etc.

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• Accumulated deficit, i.e. Pupils cannot catch up
  as the gap widens between the haves and the
  have-nots.
• Teachers mindset
• Parents mindset - difference in priority

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• Pupils and IE Is it a conflict with Asian
  values ( a thought to ponder upon )
• Role models
• Emotional Support someone to talk to / to learn
  by interacting / observing
• A conflict between togetherness and individual
  excellence

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• Problem
• Statement

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• Our pupils lack purpose, imagination and
  ambition.

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SO, HOW

• To bring out the pupils potential?
• How can we value-add to our pupils?

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Strategies

• Teachers and pupils are to attend workshops on
  memory skills, self-discipline and
  self-reflection etc.
• Teachers provide scaffolding activities for
  pupils to practise the different skills daily.
  This is good. Can we have buddy system where we
  pair up teachers with pupils?

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Strategies

• Teachers can read up and conduct workshops for
  pupils on areas which they are good at including
  academic areas.
• Peer coaching by the better / more skilful
  pupils. As for peer coaching, can teachers do
  this too?

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Strategies

• Teachers to make better use of teaching aids like
  the visualisers, charts, models, IT,
  manipulatives.
• Informal sharing sessions between teachers.

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Strategies

• Make it fun enjoyable.
• A few things each time to train them by walking
  through with the pupils.

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• Ethnography

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MOTIVATIONAL FACTORS

• Relationships / Friends
• Receiving Awards Recognition
• Fun-filled Activities
• Mass Participation
• Mother Tongue

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• Revisiting the problem statement

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• Our schools pupils are underachievers who are
  unmotivated individuals lacking a taste of
  success and self-worth.

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• Prototype

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• Pupils to be motivated by acquiring the insight
  that they can achieve what they want if they
  keep to a task .... I CAN

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Brainstorming for prototype

• Maths Fit to build pupils proficiency in Maths
  
• Pop Quiz to create awareness of the fact that
  there are greater possibilities beyond their
  immediate circle of influence
• Outdoor Fun to build pupils resilience to
  external demands and stress
• Calories Me to create an awareness that one
  has control over ones ability to look and feel
  good

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CALORIES ME ... I can
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EXPECTED OUTCOME

• Pupils will appreciate eating healthily.
• Pupils will learn how to count calories using the
  checklist.
• Pupils will look and feel good.
• Pupils will learn to work in a team.
• Pupils will learn to motivate and encourage one
  another.
• Pupils will learn to be disciplined in their
  eating habits.

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• Pupils to be motivated by acquiring the insight
  that they can achieve what they want if they
  keep to a task .... I CAN

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All Primary 4 Pupils
CALORIES ME ... I can
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For 8 Weeks
CALORIES ME ... I can
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PHOTO GALLERYTHE PROTOTYPE CALORIES CHECKLIST
Keep Tab of Calorie Intake
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PHOTO GALLERYCALORIES CHECKLIST CATERED FOR P4
RECESS
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PHOTO GALLERYTHE CALORIES OF FOOD ITEMS SOLD IN
CANTEEN
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CALORIES ME ... I can
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Conduct A Talk
CALORIES ME ... I can
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BODY-TYPE
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PHOTO GALLERY CALORIES AND ME TALK FOR P4
PUPILS
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The Calorie Checklist!!

• Maximum Kcal for Recess
• Boys - 400 Kcal per day
• Girls - 350 Kcal per day

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Prototype in Action
CALORIES ME ... I can
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PHOTO GALLERYRECORDING THE CALORIES TAKEN DURING
RECESS
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PHOTO GALLERYPUPILS DECIDING ON THE FOOD DURING
TRIAL RUN
Working with Friends
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Prototype in Action...........
CALORIES ME ... I can