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Raffles Girls’ School Secondary

EXPLORING LEADERSHIP AND LEARNING THEORIES ASSOCIATION CONFERENCE PENANG 15-17 FEBRUARY 2011 By Mary George Cheriyan Director, RGS PeRL , Singapore. Raffles Girls’ School Secondary. Raffles Girls’ School Secondary. RGS: Strategic developments Independent school status: 1992

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Raffles Girls’ School Secondary

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  1. EXPLORING LEADERSHIP AND LEARNING THEORIES ASSOCIATION CONFERENCE PENANG 15-17 FEBRUARY 2011 By Mary George Cheriyan Director, RGS PeRL, Singapore Raffles Girls’ School Secondary

  2. Raffles Girls’ School Secondary

  3. RGS: Strategic developments Independent school status: 1992 Integrated programme: 2004 autonomy in curriculum design, professional development, assessment etc Raffles Girls’ School Secondary

  4. Raffles Girls’ School Secondary

  5. 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

  6. 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

  7. Universality VS (?) Distinctness **Intersecting Influences** (Winser, 1996) Raffles Girls’ School Secondary

  8. CONTEXT Theories and Models of learning Raffles Girls’ School Secondary

  9. Egs of Western theories amd models applied in RGS: • Critical Thinking: Richard Paul’s model • GE Curriculum design: Integrated Curriculum Model: JVTBaska • Assessment: AAC Egof Adaptation Performance Task Raffles Girls’ School Secondary

  10. Research projects: • 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

  11. Value of indigenous/ contextualised research Sensitivity to diversity Home-grown responses to curriculum innovation 3. Gaps in research 4. Reflective Practice Raffles Girls’ School Secondary

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