Now showing 1 - 10 of 22
  • Publication
    Restricted
    Developing the repertoire of heuristics for mathematical problem solving, project 1: establishing baseline data for mathematical problem solving practices in Singapore schools
    (2009-03)
    Teong, Su Kwang
    ;
    Hedberg, John G.
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    Ho, Kai Fai
    ;
    Lioe, Luis Tirtasanjaya
    ;
    Tiong, John Yeun Siew
    ;
    Wong, Khoon Yoong
    ;
      278  168
  • Publication
    Open Access
    Teacher resilience in Singapore: Insights from a mixed-methods study
    (National Institute of Education (Singapore), 2022) ; ;
    Chen, Chen Angela
    ;
    Ng, Chee Shyan
      104  149
  • Publication
    Open Access
    Building teacher pedagogical capacity: Connecting syllabus with practice in the English language school-based curriculum
    (2011)
    Tan-Chia, Lydia
    ;
    Lee, Yim Ping
    ;
    School leaders do recognise that there is an emerging new generation team of teachers with different abilities and life experience in our schools. These teachers bring into the classrooms diverse talents and they approach lesson planning and development in creative ways to motivate and engage their students to learn in school. A greater interplay among teachers would be useful to provide a more sustained approach for innovative and effective pedagogies to scale up across to other subjects and levels. The project allowed veteran teachers with deep teaching experiences working together with other teachers with new perspectives. Five teachers from a secondary school introduced media materials into their teaching of oracy in English Language (EL). The aim was to increase opportunities for high ability students to learn and interact with the materials outside the classroom. The focus of the paper is on the curriculum work as seen through the eyes of these five teachers in providing a more challenging school-based curriculum to engage their high ability students. The teachers planned a series of lessons guided by a modified lesson study protocol. Learning materials were packaged to achieve the syllabus and instructional objectives through the use of class tasks and small group discussions, role-modelling and in-depth study of specific interest areas in the media materials. The five dimensions in the PETALSTM Framework, namely, pedagogy, experience of learning, tone of environment, assessment and learning content were used to examine their pivotal role in predicting students’ engagement levels. Data analysis of the survey as well as interviews with somes tudents highlighted areas for future work in the use of media materials for EL teaching and learning.
      180  203
  • Publication
    Restricted
    The implementation of lesson study as a teacher-directed form of instructional improvement in a primary school in Singapore
    (2009-05) ; ;
    Sharifah Thalha Syed Haron
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    Wang, Xiong
    ;
    Lim-Ratnam, Christina
    This report highlights the major findings of a two-year CRPP-funded intervention project in which researchers worked closely with a primary school to introduce Lesson Study as a tool for teacher learning and community building. The findings are presented through a survey study of teachers' perception of Lesson Study; two case studies of the knowledge construction and community building processes in two sampled Lesson Study teams, one in English Language and one in Mathematics and a methodological exploration that attempted to represent the instructional improvement in four mathematics research lessons from both quantitative and qualitative perspectives. A video case intended to be used as a tool to support teacher development was developed to document the learning of a mathematics topic through the experience of a Lesson Study team. Its components and development process are also illustrated.
      416  127
  • Publication
    Open Access
      190  409
  • Publication
    Open Access
    Lesson study and instructional improvement
    (2010) ;
    Lee, Christine Kim-eng
    A project on lesson study carried out in 2006 and 2007 aimed to find out how it can be used to bring about enhanced teacher learning and instructional improvements. This two-year intensive collaboration between researchers and a local primary school involved planning, teaching and observing research lessons together, as well as studying the processes of school-based curriculum development and teacher learning. The challenges of implementing lesson study in the Singapore context and its evolving local adaptations were carefully documented and analysed. We found that with strong school support, lesson study could bring about continual instructional improvement and a sense of community among the teachers, even though its time-consuming nature may pose numerous challenges for the teachers and schools.
      165  155
  • Publication
    Open Access
    The case teacher’s approach to Bridging and the knowledge co-construction process around it – The researchers’ perspectives
    (2011) ;
    Lioe, Luis Tirtasanjaya
    ;
    Gayatri Balakrishnan
    ;
    Yeow, Mun Ching
    This paper presents findings from observations of the case teacher’s unit of lessons that informed the development of the video cases and teacher participation in the online PLCs. A simplified version of Nassaji & Wells’ (2000) IRF-discourse structure and the Mathematics Curriculum Framework (CPDD, 2005) reveals that the bridging from model method to algebra was done through ‘discussion of problem sums’ by purposefully and carefully building upon students’ work using model method. The lessons followed predominant IRF structure where teachers’ initiated discourse plays key role in developing students’ processes, metacognition, and attitudes towards building connection between the two methods. Such classroom discourse patterns informed the development of viewing questions that scaffold teachers in viewing the video cases.
      136  127
  • Publication
    Open Access
    IDM-supported and web-based video cases to develop professional learning communities for teachers in mathematics problem solving in Singapore
    (2011) ;
    Lioe, Luis Tirtasanjaya
    ;
    Gayatri Balakrishnan
    Situated learning perspective and the principal of authenticity has guided design of the video cases which were derived from authentic problems of a classroom teacher and his unit of lessons (see more detail in the abstract of the second paper). Informed by literature on mathematics problem solving (such as Stacey & MacGregor, 1999) and the model method (such as Ng & Lee, 2009), three video cases were developed to highlight the following pedagogical themes: 1) understanding the case teacher's rationale and approaches to bridging; 2) understanding the cognitive challenges in bridging; and 3) understanding students' feedback and initial Algebra learning outcome. Interviews with the case teacher provided a first-person narration of his rationale for planning, teaching and assessing student learning. To support teachers’ viewing and reflection, scaffolds (prompts) were designed in the form of viewing questions to stimulate critical analysis of a case lesson on the content, instructional goals and facilitation of student understanding. In the mean time, we anchored teacher learning in the Macrocontexts of video-based problem solving for repeated viewing and responses to questions in the personal blogs called, My Workplace, which is merged together with an online Discussion Forum to generate multiple perspectives (Cognition & Technology Group at Vanderbilt, 1993). Our Microcontext includes identifying ‘critical incidents’ according to what they think as important, difficult, and hinge points in a case lesson (Paine, Fang & Wilson, 2003) and discussion supported by e-facilitation in the Forum platform (Wang, 2008). Building of the Online PLC was piloted in the case teacher’s school for almost a year (Feb – Nov 2010), which started from a group of mathematics teacher leaders and later extended to 70 English-medium teachers of the school (see more detail in the abstract of the third paper). The teachers’ feedback in piloting stage has informed several rounds of iterative design and continuous improvements of the design and use (Stephens & Hartman, 2004). Research is going on to draw out implications for scaling up the use in diverse school contexts and learning platforms (such as lesson study)
      134  163
  • Publication
    Open Access
    Designing web-based video cases for teacher learning and teacher development: The Singapore experience
    (2008-03)
    Lioe, Luis Tirtasanjaya
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    ;
    Ho, Kai Fai
    Video cases have been shown as effective tools to support teacher learning and teacher development. This study aims to design web-based video cases to support teachers in mathematical problem solving. Two video cases were built by drawing on data from a three-year funded project in Singapore. The first case is built on two Grade 5 teachers’ different pedagogy in conducting problem solving activities while the second case draws on different challenges that two pairs of Grade 5 students experienced in the process of solving problems. The framing includes case commentary, guiding questions, and discussion forum to help users reflect on their practices and initiate peer-sharing and -learning among users. The long-term goal of the design is to build a virtual community of practice.
      315  1700