Raffles Girls’ School Secondary. Raffles Girls’ School Secondary.

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Raffles Girls’ School Secondary EXPLORING LEADERSHIP AND LEARNING THEORIES ASSOCIATION CONFERENCE PENANG 15-17 FEBRUARY 2011 By Mary George Cheriyan Director, RGS PeRL, Singapore

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Raffles Girls’ School Secondary

Transcript of Raffles Girls’ School Secondary. Raffles Girls’ School Secondary.

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EXPLORING LEADERSHIP AND LEARNING THEORIES ASSOCIATION

CONFERENCE

PENANG

15-17 FEBRUARY 2011

By Mary George CheriyanDirector, RGS PeRL, Singapore

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RGS: Strategic developments

1. Independent school status: 1992

2. Integrated programme: 2004 autonomy in curriculum design,

professional development, assessment etc

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3 principles

1. Reflective practice cultivates thoughtful teaching

2. Reflective practice translates into ‘enhanced teacher efficacy:’ (Stronge, 2002)

3. An indigenized paradigm in educational research generates home-grown improvements to educational practices

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Many of us are quite happy to subscribe to an a-historical, a-social, an a-semiotic view of human cognition.’ (Hasan, Cited in…, p3)

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Universality

VS (?)

Distinctness

**Intersecting Influences**

(Winser, 1996)

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CONTEXT

Theories and Models of learning

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Egs of Western theories amd models applied in RGS:

•Critical Thinking: Richard Paul’s model

•GE Curriculum design: Integrated Curriculum Model: JVTBaska

•Assessment: AAC

Eg of Adaptation

Performance Task

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Research projects:

1. Schoolwide: How does the schoolwide use of the Performance Task as an alternative assessment contribute to the quality of teaching and learning?

2. Practitioner Inquiry: Group-based• Underachievement amongst the Malay

students in RGS • 1 to 1 laptop learning• Questioning techniques

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Value of indigenous/ contextualised research

1. Sensitivity to diversity

2. Home-grown responses to curriculum innovation

3. Gaps in research

4. Reflective Practice