Home >
Research >
Research Projects >
Completed Projects >
A Multidisciplinary Approach to the Teaching of Character and Leadership Education Programme
A Multidisciplinary Approach to the Teaching of Character and Leadership Education Programme
| Project Type: Practitioner Inquiry | Discipline: English Language, Social Studies & Philosophy |
|---|---|
| Duration: 01/2015 - 06/2015 | Domain: Curriculum Design, Citizenship and Leadership |
Abstract:
The implementation of the Character and Leadership Education (CLE) programme is often perceived to be separate from the teaching of academic subjects. This is despite the fact that the application of academic skills and knowledge is often relevant to character building - a process that requires an authentic context for students to develop character, cultivate values and hone leadership skills. A multidisciplinary approach provides such a context for bridging the teaching of academic subjects and CLE programme. In this research, we aim to investigate how effective the use of a multidisciplinary approach in a speech assessment task had been in providing an opportunity for students to explore issues of leadership, ethics and civics in the context of social advocacy. In this speech task, students assumed the role of an advocate to address a social issue through the multiple disciplinary lenses of English Language, Social Studies and Philosophy. Additionally, we are keen to explore the question of whether an interdisciplinary approach, which involves the “integration and even modification of the disciplinary sub-contributions” (Petrie, 1976) would have been more effective an approach.
Research Personnel:
| Role | Name | Department |
|---|---|---|
| Investigator | Mrs Jassie Teo | PeRL |
| Investigator | Mrs Hasanah Alfie | English Language & Literature |
| Advisor | Ms Masturah Abdul Aziz | PeRL |
- Maximizing Impact on Student Learning
- Differentiating an Instructional Unit using Layered Approach
- Using Quick Answer Game “Kahoot” in Teaching 限时抢答游戏Kahoot教学实践之考量
- Tackling the New Oral Component in the GCE O Level Exam: A Research on Methodology and Application
- Facilitating Scientific Argumentation in a Chemistry Classroom
- Error Analysis: Where Learning is the Cost of Errors
- What if some know more? The Place of the Biography Unit in RGS Year 2 English Language Instructional Programme
- Tackling the New Oral Component in the GCE O level HCL Exam - A Research on Methodologies and Application
- Affective Learning in Science Using Reversed Analogy
- Building Confidence in High Ability Learners through Visible Thinking in History
- Mapping Ancient Southeast Asia for 21st Century Learners
- Conceptual Approach in Designing Y2 GAP Art Program... Does It Enhance Learning?
- How Peer Tutoring Helps High Ability Girls Learn Better
- The Role of a Professional Learning Community in Informing Teacher Practice: A Case Study in Raffles Girls' School
- Tracker and Differentiation
- Differentiated Instructions for High Ability Diverse Learners in a Regular Classroom: A Case Study in an Independent School
- Investigating the Generation-First-Instruction-Later Method for its Learning and Transfer Effects – A Proposal to Study Analogical Reasoning as the Generation Task
- Using Effective Questions to Enhance the Students' Higher Order Thinking
- Impact of Learning Chemistry Using Simulation Tools
- Effectiveness of Video as a Medium of Instruction
- E-Portfolio in Mathematics - Students' Perceptions of Learning Mathematics
- Are You Ready for the Flipped Classroom?
- A Multidisciplinary Approach to the Teaching of Character and Leadership Education Programme
- Effectiveness of Online Platforms in Enhancing Counselling Services in Schools
- Inquiry-Based Learning for Lower Secondary Humanities
- Bring Your Own Device (BYOD) for Year 4s
- Understanding Learning Needs in RGS: Through the Lens of the Tuition Phenomenon
- Teacher Belief and Effective Use of Technology in Teaching & Learning
- Nurturing the Reflective Practitioner: The Benefits and Challenges of Practitioner Inquiry: Teachers’ Perspectives
- Cooperative Learning as an Effective Learning Tool across Multiple Disciplines
- Performance Task using Video Analysis and Modelling
- Enhancing the Effectiveness of Learning Journey based on Experiential Learning
- Impact of Digital Technology on Formative and Summative Assessments of Concepts in Sound for High-Ability Learners
- Impact of Assessing Digital Writing on the Performance of High-Ability Students
- Active Learning in Chemistry - The Flipped Way
- Teaching Kinematics using Video Tracker Software
- The Value of Class Participation as an Assessment Tool in the English Language Classroom
- Evaluation of RICE: Impact and Areas for Improvement
- Education Beyond 2015
- The Information Management Practices of RGS PeRL: A Case Study
- Analysis and Evaluation of the Use of Critical Thinking Skills in the Chinese Language Curriculum by Teachers from an Independent Secondary School in Singapore
- Integrated Programme Study
- How Teachers’ Disciplinary Background and Experience Influence their Use of Evaluative Resources
- Ruminating on Rubric
- Developing and Enhancing Higher Tamil Pupils' Point-of-View Writing Skills
- The Role of Co-Curriculur Activity (CCA) in the Development of High Ability Learners: The Pupils' Perspective
- Effective Questioning, Effective Learning
- Efficacy of Self and Peer Evaluation via Voice Thread (ICT) and Hardcopy as Assessment Tools to Improve Writing Skills
- RaM 2011 Programme Evaluation
- The Teaching and Learning of Mathematical Modelling in a Secondary School
- Employing Bloom’s Taxonomy to Assess Students’ Ability in Using Chinese Idioms in Essay Writing
- The Performance Task as an Alternative Assessment for High Ability Learners in Raffles Girls’ School: Contribution to Teaching and Learning
- A Cross-Disciplinary Study of Engagement in Teachers' Research Articles
- Visible Thinking Routines to Facilitate Scientific Thinking
- Self-Regulated Learning: What It Can Look Like
- Problems Posing in Mathematics Teaching and Learning
- Differentiated Instruction in Chinese Language Class
- Using Interactive Approach to Teach Chinese Language as a Foreign Language
- Review of RGS 1:1 Programme
- Providing Multiple Pathways to Writing Poems in a Year 2 Poetry Creative Writing Unit for High-Ability Students
