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Pedagogical Research Lab Raffles Girls’ School (Secondary) (RGS PeRL)

Pedagogical Research Lab Raffles Girls’ School (Secondary) (RGS PeRL). A school-based model of a pedagogical research lab Presenter : Mrs Mary George Cheriyan Director, RGS PeRL Co-presenter: Mr Chris Ow Specialist Teacher, RGS PeRL

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Pedagogical Research Lab Raffles Girls’ School (Secondary) (RGS PeRL)

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  1. Pedagogical Research LabRaffles Girls’ School (Secondary)(RGS PeRL) A school-based model of a pedagogical research lab Presenter: Mrs Mary George Cheriyan Director, RGS PeRL Co-presenter: Mr Chris Ow Specialist Teacher, RGS PeRL Presented at the Teachers’ Network Conference, September 2010

  2. Underlying principles • Reflective practice cultivates thoughtful teaching • Reflective practice translates into • ‘enhanced teacher efficacy:’ (Stronge, 2002,p7) • An indigenized paradigmin educational research generates home-grown improvements • to educational practices

  3. What’s the context to PeRL’s research? The Raffles Programme curriculum is based on Gifted Ed principles: Integrated Curriculum Model (Van Tassel-Baska, 1986): • Advanced Content • Higher Order process and product • Overarching themes, ideas & concepts with salience to the real world

  4. Egs of Curriculum Map & Unit Plan. -Curriculum map -Unit Plan UnitPlan_FoundingModSpore.doc Special emphasis on the Asian high ability female learner

  5. Research at PeRL Key thrusts • Pedagogical practices: What works • Gaps in research on the Asian high ability female learner

  6. According to the CORE 1 research, which characterised teaching in Singapore secondary classrooms, these (CT habits) are not common features. On the other hand, these are features of good teaching, not just teaching for the gifted. They have equal relevance to students in all schools, in all streams. For that reason, my hope is that PeRL might spend some time helping RGS teachers capture, model and explain: • how teachers can plan and teach from the perspective of the learner; • how to listen and watch in ways that add value to classroom learning; and • how to teach in ways that help students to develop the habit of becoming reflective on their own habits as learners, as people. Prof Peter Taylor, CRPP, 2010

  7. Research Infrastructure 2 levels of research: School-wide: spearheaded and conducted by Specialist Teachers Department/ Group-based: initiated by other teachers but supported by RGS PeRL. Research Office: protocols eg, application; template; ethical dimension Role of a custodian: co-ordination; verve; catalyst; sees possibilities

  8. Research projects Level 1: What are the factors that enable the implementation of the Performance Task and contribute to the outcomes? Implementation of the Performance Assessment in RGS • Cognitive research (Gardner 1993) indicates that most learning goes on within an active, rather than a passive context and “that children construct knowledge from their actions on the environment” (Wadsworth 1989)

  9. PT questions • Factors that have enabled the PT to take root and be sustained as an assessment mode in RGS. • Impact of the PT on the quality of teaching and learning • Value-addednessof the PT as a complement to standardized testing • Relationship between pedagogy and the PT.

  10. Level 2 : Group/ department-based -Practitioner Inquiry Egs: 1. Raffles Apple Mobile project: What are the factors that contribute to student buy-in of 1 to 1 laptop learning? 2. Under construction: Lesson Study (EL) and Historian’s craft

  11. Implications & Consequences • Advocacy role: • indigenized research; the learning needs of the Asian gifted girl 2. Learning Community of educators: -consultancy: ideas on Best Practices -research collaboration (Letter of Intent signed with CRPP in April 2010)

  12. Implications & Consequences 3. Reflective Practitioners: • School-based research is a potent strategy for professional development because it is a learning process which is systematic and collaborative within the context of the classroom and school environment. The objective of such research to understand practice in order to improve that practice Nowlan, D. (2001). Action Research as Teacher Professional Development. Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N.Denzin & Y. Lincoln (Eds.), Handbook of Qualitative Research. (2nd ed., pp 567-605). Thousand Oaks: Sage. Calhoun, E.F., (1993). Action research: Three approaches. Educational Leadership, 51(2), 62-65.

  13. PeRL’s ‘Blue Ocean’.

  14. Challenge RGS PeRL is a small organisation with huge aspirations. We are still learning the ropes of research design even while conducting it. Our model as a school-based research lab is a double-edged sword: while it offers a ‘blue ocean strategy’ (Kim and Mauborgne,2005) of practitioner-orientedness in research and consultancy, we are also embedded within the school structures and activities and so, need to juggle adroitly these responsibilities with our research agenda. Raffles Girls’ School Secondary

  15. Conclusion Intent of the research is to apply it. Review Improve Innovate Goal: that the purpose behind the practice-the pupil-learns better

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