Teacher as Professional

1. Teacher as Professional • 2 qualities of being a professional: • Mastery of their field’s knowledge base • The ability to craft creative solutions • to nonroutine problems

2. Teacher as Professional Solution for nonroutine problems comes from insights developed through your own action research and refined through meaningful collaborative work and discourse with colleagues Being a Professional means being a Learner

3. Focus on students’ learning School As A PLC Action Orientation Collaboration Experimentation School functioning as a PLC Collective Inquiry Result Orientation Constant search for a better way Persistent discomfort with status quo Commitment to continuous improvement

4. Ultimately… Teachers as expert work in complex situation • Research-informed Knowledge • + Tacit Knowledge • + Confidence to carry out • their expertise in • demanding unique situations

5. What have we learnt? Collaboration by invitation does not work Teachers need to be learning continuously Teachers need to have a research-orientated attitude towards their work

6. Disciplinary Literacy

8. Content and Habits of thinking A map is not a musical score, which is not like the equation for a function, which in turn differs from an evolutionary tree Subjects have different arrangements of facts, concepts , and constraining notational systems Each subjects area or discipline has its own unique knowledge core, its own habits of thinking and ways of reading, writing and thinking and its own perspective on what constitutes literacy

9. Content and Habits of thinking Content knowledge cannot be separated from learning the language used to represent it Academic subjects cannot separate content learning from discipline-specific ways of reading, writing and talking needed to generate and communicate that learning Discipline’s content and habits of thinking always go hand in hand Habits of thinking occur in disciplinary ways of reading, writing, reasoning and talking

10. Knowing how to work in different disciplines The ways that members of different communities read, inquire, reason, investigate, speak, write ad co-construct their respective knowledge bases Habits of Thinking

11. Teachers: Integrating content knowledge and habits of thinking within their discipline, teachers model for their students specific ways to investigate key topics Conceptual knowledge + habits of thinking + pedagogy scaffold students’ learning Disciplinary Literacy

12. Students: Learning to read, write, talk and reason as a junior member of a particular discipline Crafting arguments in the ways that members of a discipline do: eg proofs in Mathematics, document analysis in History, interpretations in Literature, hypothesis testing in Science Disciplinary Literacy

13. Mastery of Core Ideas and Concepts + Habits of Thinking of Particular Discipline Disciplinary Literacy

14. Learning on the Diagonal Growth in Content Knowledge Learning on the Diagonal Growth in Habits of Thinking

15. Pedagogical comparisons research on cognitive learning by Mother Tongue Department Impact of using online platform like Facebook in the teaching of Mathematics  The use of wikispaces to enhance students’ critical thinking skills by Humanties Department The teaching of physics with iPad @ Nanyang Girls’ High 22 LEADS Team

16. Our Publication

17. PLC coalition team continue to help LEADS team on a regular basis Emphasis on the use of ICT in SDL and CoL LeAPS to allow sharing on Character Education, Innovation and learning from courses attended Going Forward

18. Dr Manu Kapur Associate ProfessorCurriculum, Teaching and Learning Researcher Learning Sciences Lab National Institute of Education