raffles girls’ school secondary. raffles girls’ school secondary
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Raffles Girls’ School SecondaryTRANSCRIPT
Raffles Girls’School
Secondary
EXPLORING LEADERSHIP AND LEARNING THEORIES ASSOCIATION
CONFERENCE
PENANG
15-17 FEBRUARY 2011
By Mary George CheriyanDirector, RGS PeRL, Singapore
Raffles Girls’School
Secondary
Raffles Girls’School
Secondary
RGS: Strategic developments
1. Independent school status: 1992
2. Integrated programme: 2004 autonomy in curriculum design,
professional development, assessment etc
Raffles Girls’School
Secondary
Raffles Girls’School
Secondary
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
Raffles Girls’School
Secondary
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)
Raffles Girls’School
Secondary
Universality
VS (?)
Distinctness
**Intersecting Influences**
(Winser, 1996)
Raffles Girls’School
Secondary
CONTEXT
Theories and Models of learning
Raffles Girls’School
Secondary
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
Raffles Girls’School
Secondary
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
Raffles Girls’School
Secondary
Value of indigenous/ contextualised research
1. Sensitivity to diversity
2. Home-grown responses to curriculum innovation
3. Gaps in research
4. Reflective Practice