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Professional Development Workshops

As 21st Century teacher leaders, we aim to enhance student engagement in problem solving, critical thinking and creativity. We understand that future skills are not yet known but are fast emerging, and therefore, we hope to develop our  students’  knowledge base and capacity and desire to learn.

As teacher leaders, our concerns revolve around these questions:

1.    What content knowledge, skills and understandings do I want my         students to demonstrate?

2.    What evidence-based instructional pedagogies will  help my                   students learn?

3.    How do I assess learning? Did my students achieve the learning           outcomes?

4.    What do I need to change to enhance the learning experience?

Customized Workshops

RGS PeRL workshops are designed to address these questions.

Our work is based on good practices and evidence-backed pedagogy.  

We are certified and trained to conduct these workshops. One example is Developing Concept-based Curriculum and Instruction. In addition, we will share RGS’ experience in in implementing these initiatives.

We can customize and co-design these professional development workshops to meet the unique needs of your school, taking note of  specific characteristics like school culture, staff and student profile and even the school’s strategic thrusts.

We invite you  to approach us with your professional learning plan.

Customizable Professional Development Workshops by RGS PeRL Consultancy

Proposed Workshop Synopses

1

A Tale of Two Classrooms

What are the two types of classrooms that a student would encounter? How is student learning like in each type of classroom? This workshop gives an overview of the two types of classroom and emphasizes the need for teachers to transform their ‘non-thinking classrooms’ into thinking classrooms for 21st century teaching and learning in 21st century schools. Teachers will be guided on the process of building a thinking classroom through the adoption of a three-dimensional, concept-based curriculum and instruction model. The model shows  (i) how to use a conceptual lens to develop higher levels of thinking and increase motivation for learning, (ii) how to design instruction to achieve synergistic thinking between the lower and higher levels of knowledge and understanding and (iii) how to scaffold student thinking, from factual/skill to the conceptual level of understanding, through formulation of guiding questions. In a nutshell, workshop participants will learn specific, meaningful and practical  instructional strategies to engage the hearts and minds of students.

2

A New Era In Assessment : Assessment As Enquiry                                   

The emphasis on 20th century Teaching and Learning necessitates a paradigm shift in our conceptions of assessment; a shift from the ‘culture of testing’ to a ‘culture of assessment’.  Assessment goes beyond  evaluation and measurement of student achievement. Rather, it is integrated with Instruction.

As such, in the design of assessment, skilled practitioners harness a variety of assessments- assessment for learning and assessment of learning- that focus not only on measuring student progress in achieving learning outcomes, but also student voice on the processes of learning. Assessment  includes both group work and individual work and self- and peer- assessment.

This workshop will highlight the principles of good assessment design, the intent and integration of both assessment for learning and assessment of learning (including alternative assessment like Performance Task) into unit lesson design and the choice of assessment method to appropriately assess the identified learner outcomes.

(Note: A 1-day customized workshop can be planned specifically for the design of Performance Task)

3

Differentiated Instruction: Making Quality Curriculum More Responsive

Teachers spend many hours - designing  quality curriculum and lessons as well as assessments . One of the key challenges that teachers face is how to translate that quality curriculum into classroom instruction that accommodates the varying needs of students in a classroom . With a growing realization that each child learns differently and has different interests, there is greater impetus to understand and implement differentiated instruction (DI) in the classroom. The intent of a differentiated instruction is to maximise the potential of each learner through meeting their learning needs. However, this could only the beginning of the many challenges that teachers face in using DI.

This workshop will help educators understand the rationale and principles of DI based on Carol Ann Tomlinson’s DI Model (2004). Based on the findings from a case study of an Independent School in Singapore, the workshop presenters will share how teachers can apply DI principles in teaching and learning and how they can address the challenges that arise when implementing DI.t. Participants will gain insights into the planned process of DI and pick up a few practical strategies aimed at getting them started on their DI journey.

 4 Engendering Reflexive Practice and Knowledge Creation For Student Improvement

In order to develop 21st century learners who are able to stay relevant in the knowledge age, teachers are encouraged to re-design learning experiences for their students, using pedagogies which foster collaborative learning, self-directed learning and knowledge-building. Hence, there is a need for teachers to engage in knowledge creation and reflective practices in order to better understand the 21st century classroom.

One of the ways to better understand  what works in the classroom is through Action Research. Action Research involves a systematic and intentional process of "reflexivity" or "reflection-in-action", which involves observing, reflecting on, improving and evaluating on one's own practices. Such a process of reflection and action promote  individual and collective “tinkering” into pedagogical practices and curriculum design and enable the teacher to take charge of his/her own professional development and resolve issues faced in the classroom.

The integration of Action Research into a Professional Learning Community (PLC) will broaden the impact of PLC on teaching practices and student outcomes. The PLC will be more than just a discussion platform; it goes beyond “teacher talk” towards a professional discourse which focuses on student-centred, goal-oriented outcomes. 

This workshop will enable participants to:

(i) uncover the Action Research Cycle and the data-based PLC framework

(ii) design PLC team protocols and standards and action research plans and timelines, and

(iii) share (a) individual/team action research plans (b) data-driven insights


(Note: A 1-day customized workshop can be planned specifically for either Action Research or Professional Learning Community)

**   Content of workshops can be modified to suit your school’s needs. If you are interested in other training areas which are not reflected in the above proposal, please give a call to PeRL Consultancy.

Contact Details

Mrs Lucille Yap, Head Consultancy
Email: lucille.yap@rgs.edu.sg
Phone: 68387851