As part of the TSLN (Thinking Schools, Learning Nation), schools have embarked on TLLM (Teach less, Learn More) and putting it into practice. The aim is to improve the quality of teaching and learning so that teachers can engage the students and prepare them for life rather than mainly for tests and examinations while students can be more engaged in learning and better able to achieve the desired outcomes of education. In the light of this, it calls for curriculum re-design, that is, to examine closely the fundamentals of teaching by asking basic questions of why we teach, what we teach and how we teach.
- We offer consultation on re-designing curriculum based on pedagogical frameworks such as Understanding by Design (UbD), Teaching for Understanding (TfU), Concept-based Instruction and Integrated Curriculum. Teacher will learn how to develop enduring understanding and essential questions. Based on these, they will design performance-based assessments, and learning experiences that enable the students to understand knowledge and skills within the subject area, and apply them in meaningful and effective ways.
. - We provide teachers with a conceptual framework and practical examples for Assessments for Learning and Assessment as Learning in relation to Assessment of Learning. Teachers will be engaged in examining their own instruction and assessment practices to develop formative performance-oriented assessment tools as well as strategies for gathering ongoing information about student learning that informs instruction. Teachers will discuss and practise how to provide students with feedback that helps them understand their current level of performance and how to improve performance related to established learning goals. We will be anchoring on Reuven Feuerstein’s work on Mediated Learning.
. - Another workshop is on effective facilitation. The aim of this workshop is to help teachers implement effectively via understanding the theoretical underpinning of re-designed curriculum. Teachers will learn the art of using questioning techniques and thinking (Making Thinking Visible from Harvard Graduate School of Education, 2011) routines as well as critical thinking skills (using Richard Paul’s Elements of Reasoning) while practising differentiated instruction (Carol A. Tomlinson, 2018) in class with cooperative learning.
. - We provide consultation on Curriculum Mapping to plan a meaningful and coherent curriculum across levels that is anchored on Understanding using Concept-Based Instruction and Howard Gardner’s Five Minds for the Future. Teachers will learn the essential principles of curriculum mapping and a conceptual approach to curriculum. They will reflect about the emphasis and rationale of the curriculum in light of their students.
. - We also help to bring about changes in the schools through coaching key personnel to be curriculum leaders and coaches using observation, reflective conversation (Feiman-Nemser, 2001; Costa and Garmston, 2015) Cognitive Coaching, 2015) and effective feedback to enhance teachers’ professional learning. We adopts a “Train the Trainers” Model. As key personnel in the various departments play a critical role shaping and bringing about significant changes in the curriculum through the way they think (depth of understanding, beliefs, values and intentions), say and do (Sparks, 2007), the key personnel will form part of a professional learning community to be led by the consultant. The intent of this model is to develop the teaching and learning capacity of the key personnel and provide professional support as their hone their practices over time. As a community, they will help one another grow as curriculum leaders. They will draw on their shared beliefs and purpose to inspire and guide fellow colleagues as they critique, share and improve the unit and lesson plans at the various levels. The design of this package is based on Cochran-Smith and Lytle’s (1999) idea of knowledge for practice, knowledge in practice and knowledge of practice. There will be consolidation of learning after one-to-one coaching.
. - Consultation services are not just a theoretical exercise but will also provide the relevant support and handholding during the implementation period via lesson study. The consultant will observe lessons to ascertain the application of the skills learnt and feedback for developmental purpose. Besides supporting teachers individually, the consultant will also attend TTT sessions to assist the team to review and consolidate curriculum.
Our strengths are:
- Helping teachers to see a connection between theory and classroom practice in a very succinct and practical way as the workshops are working sessions where the teachers immediately apply what they have learned and put into practice.
- Providing subject-based examples in accordance with the national syllabi.
- Facilitating the implementation of the re-designed package and giving appropriate feedback to guide the teachers to teach with understanding.
- Customising professional development programme to align with the respective school’s vision and initiatives.