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This presentation explores the concept of Peer Communities of Learners (PCLs) as a mechanism for enhancing teacher collaboration and improving student learning outcomes. Comparative examples from Singapore and Shanghai are discussed, highlighting their different approaches to implementing PCLs. Challenges and enabling factors for PCL implementation are also addressed.
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School and University Partnership for Peer Communities of Learners (SUP4PCL) Project number: 573660-EPP-1-2016-1-EG-EPPKA2-CBHE-JP (2016-2516/001-001) Peer Communities Of Learners Second Local Management Meeting 11th May, 2017The American University in Cairo "This project has been funded with support from the European Commission. This presentation reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Peer Communities of Learners (مجتمعات التعلم بين الأقران) Introduction • Professional Learning Communities (PLCs) or PCLs have been recognized as having the potential to raise the quality of teachers, teaching and student learning through structured teacher collaboration. • In addition to examples presented from Ireland, Germany and USA during the first International Management meeting; I will present comparative examples from Singapore and Shanghai.
There is increasing realization that in addition to quality teachers and teaching school curricula must enhance soft skills such as creative thinking, critical thinking, citizenship and self-directed learning (all enabled in our SUP4PCL). • Teachers and school leaders are compelled to work together to develop a repertoire or new pedagogies to meet these broadened learning outcomes which need to be school specific. • Hence the need for sustained collaboration at school through PCLs to enhance such learning and the production of repertoires.
Definitions: • The broad definition of PCLs is to designate a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented and growth promoting way. • They are sometimes called Communities of Continuous inquiry and improvement. It signifies that a group of people inside and outside a school ,can mutually enhance each other’s and pupil’s learning as well as school development.
Comparison between Singapore and Shanghai: • Both Singapore and Shanghai have both adopted the PCL’s as a mechanism of professional development and school improvement. • Both countries are ofcourse top performers in PISA. However, each applies PCLs in different ways.
Singapore: • The Singapore model focuses on three big ideas: • Enabling Student’s learning. • Building a culture of collaboration. • Focusing on Student outcomes. The Singapore model also focused on four ethical questions: • What do we expect students to learn. • How will we know when they have learned. • How will we respond when they do not learn. • How will we respond when they already know it.
Singapore (Continued ..) • The Singapore model focuses on the role of school leadership in leading the team of inquiry. • This model also works towards building a culture of learning in schools. • The PCLs normally use collaborative tools such as: A- Learning circles B- Lesson study. C- Action Research • In Singapore PCLs are not rewarded so less incentivized than Shanghai.
Shanghai: • The Shanghai PCL model focuses on creating since 1957: • Teaching research groups. • Lesson preparation group in which teachers work together on lesson planning and peer observation. • Three or more teachers form a subject teaching research group. They carry out research, draw conclusions, exchange teaching experience, improve professional standards and profiles. • Teacher research groups vary from 3-10. • They meet once a week for about 2 hours to conduct research limited to their teaching ( teaching experience, new theories, exams, challenges)
They have teaching research offices at the teacher training colleges as well as teacher research departments at the school level. • They normally also study teaching concepts and publically and collaboratively prepare lessons. • The PLCs as represented by teachers preparation groups and lesson preparation groups report their plans and achievement to the school on a regular basis. They also work with other activities. • Teachers are appraised based on their participation in PCLs.
The teaching-research group also invites educational experts. • Various schools also come together. • Not all their encounters are face to face, some of it happens online. A Chinese proverb supports collaborative PCLs in the following manner: “taking what is long to make up for what is short”
In both Singapore and Shanghai PCL’s they care about : • Students improved learning. • They are embedded in teachers’ work schedule. • They develop into LLL especially because they tackle common pedagogical challenges and issues they share. • They stimulate rigor • They challenge the school culture.
Challenges: • teachers workload • Hierarchal work structure. • Priority to family. • Ambiguity of PLC processes. • the PLC culture takes time to develop and requires LLL.
Enabling Factors: • Teachers given time. • PCL’s are part of teachers assessment and incentivization. • A culture of learning is fostered. • Teacher’s tacit knowledge needs to be questioned. • Building strong links between teacher and student learning. • Teachers willingness to learn.
Reference: Hairon H. &Tan C.(2017).Professional learning communities in Singapore and Shanghai: implications of teacher collaboration. COMPARE. Vol 47, No. 1,PP91-104.
