The 3Gs vital to making subject-based banding work

The replacement of streaming with subject-based banding is intended to provide greater flexibility in Singapore’s secondary school system to enable every student to develop his or her strengths.

With the change, students can pursue different subjects at G1, G2 or G3 bands, which correspond to Normal (Technical), Normal (Standard) and Express standards respectively. Compared to streaming, this is a more refined approach that enables students to study subjects at various levels based on their strengths.

For example, students who excel in languages can study them at G3 and if they are weaker in Mathematics, they can pursue this subject at G2. If a student eventually develops his or her capabilities in Mathematics, he or she may be promoted to G3 the next year. This provides more flexibility in the system.

For these improvements to this education system to work effectively, we need three Gs.

First, a growth mindset, as opposed to a fixed mindset.

Students with a growth mindset believe that their learning capabilities and academic performance can be enhanced through diligent effort, effective learning approaches, as well as support from teachers and others.

They know that even if they are not doing well, they can improve and fulfil their potential if they put in the effort and persevere.

Over time, they will generally achieve better results compared to those with a fixed mindset who think that talents are inborn and set.

When SBB is fully implemented, students will pursue subjects at levels pegged to their previous or current academic performance. At the same time, they should be encouraged to strive to improve, so that their abilities and strengths continue to develop.

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With a growth mindset, students will be better equipped to thrive and move from G1 to G2 or from G2 to G3.

According to Stanford University Professor Carol S. Dweck, a growth mindset enables students to embrace challenges positively, instead of avoiding them. Such students learn from feedback and do not ignore useful criticisms. They also find lessons and inspiration from others’ achievements.

However, we also have to realistic on how fast such attitudes can be developed, given that mindsets take time to change.

A first step is to educate parents and students alike on the importance of having a growth mindset.

One simple way is to suggest that students refrain from using the phrase of “I can’t” and to use the word “yet” instead.

Instead of saying “I can’t solve this problem”, students can say “I have not yet found the solution to this problem”. The latter indicates that they have the potential and capability to improve and find the solution.

To be sure, this will require active support from parents and teachers.

For instance, when their  student or child faces setbacks and frustrations, he or she should be guided to ask empowering questions such as “What can I do to improve the situation?”

The aim is to gradually change attitudes so that students believe in their own growth prospects and that subject-based banding is there to help them move up.     

With a growth mindset, students will be better equipped to thrive and move from G1 to G2 or from G2 to G3. According to Stanford University Professor Carol S. Dweck, a growth mindset enables students to embrace challenges positively, instead of avoiding them.

Such students learn from feedback and do not ignore useful criticisms. They also find lessons and inspiration from others’ achievements.

However, we also have to realistic on how fast such attitudes can be developed, given that mindsets take time to change.

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The second important G refers to grit. University of Pennsylvania Professor Angela Lee Duckworth defines grit as passion and perseverance for long-term goals.

Grit is not about luck or talent. It is about cultivating mental strength to remain steadfast in striving towards a specific goal or commitment, despite challenges and setbacks.

How do we help students to be grittier?

Students can be guided in first identifying what are some of their mid- to long-term goals.

Then they should be encouraged to regard any problems they experience in achieving these goals as learning opportunities and not roadblocks.

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With grit and a growth mindset, our students will continue persisting and thriving, in search of progress in a multi-pathway education system.

Singapore should also celebrate the success of various individuals who demonstrate growth mindset and grit in diverse fields.  

The final G which can benefit our students is goodness, or moral virtue.

With subject-based banding, students of diverse capabilities and potential will be in shared classes instead of separate streams.

Not handled well, this may lead to tension, increased differences and even conflicts.

To avoid the negative effects and to facilitate the positive, schools should take special care to help students better understand each other and nurture a sense of care and compassion for others, especially the slower or weaker students.

Teachers play a crucial role as role models in nurturing the goodness and compassionate nature of our students.

Students can learn to appreciate, respect, encourage and support their classmates and schoolmates of different backgrounds and capabilities. In this way, our citizens can grow to their true, expanding potential.

It will require dedication, quality leadership and guidance to develop a growth mindset, grit and goodness in our students.

But if we manage to do so, it will greatly aid the success of subject-based banding and will help our students cultivate the qualities that will enable them to thrive and succeed as individuals and citizens, amidst the challenges ahead.   

ABOUT THE AUTHOR:

Edmund Lim is an academic director of an education organisation. He previously taught social studies at the National Institute of Education, Nanyang Technological University.