RGS PeRL Outreach Efforts
The RGS Centre for Pedagogical Research and Learning (PeRL) aims to bring educators together to research, develop and implement pedagogical innovations. Since its establishment in 2010, PeRL has always believed in the importance of reaching out to the larger educational fraternity. As part of its outreach efforts, PeRL provides training and consultancy to educational institutions on evidence-based pedagogical practices. Workshops are designed to be practitioner-oriented and mindful of the realities of the school context, as the trainers are educators themselves.
PeRL also produce and publish the “Insights” magazine - a biennial magazine publication which aims to share practitioner research findings and best practices with RGS staff and the wider educational fraternity (click here for Insights). Another key platform is the RGS PeRL Symposium which brings educators together for a day of learning and engaging in reflection and conversations on their practices.
RGS PeRL Symposium: Background
The RGS PeRL Symposium is organised biennially by the RGS Centre for Pedagogical Research and Learning (PeRL). It aims to bring together educators from the wider fraternity to share ideas on good practices, build network and learn from each other. The inaugural PeRL Symposium was held in 2014. Participants are largely educators from RGS and local schools, although we have welcomed educators from overseas.
The Symposium is divided into two sessions:
The RGS Open Classroom provides opportunities for educators to step inside the RGS classrooms to observe RGS teachers in action and experience student interactions and class dynamics. The lessons will highlight a range of instructional strategies such as concept-based learning, creative and critical thinking, differentiated instruction and cooperative learning. The Open Classroom features Mathematics lessons and other subject disciplines in the Sciences, Humanities and Languages.
The Afternoon Session kicks off with a Keynote Address from an invited speaker who will enrich our perspectives on teaching and learning, as well as add vitality to our professional conversations. This will be followed by Concurrent Sessions comprising paper presentations and workshops conducted by fellow educators. The concurrent sessions focus on application of best practices and research findings by practitioners. The duration of each paper presentation may vary between 20 to 30 minutes, followed by question time. Workshops differ from paper presentations in their practical nature and are structured with activities that will result in participants being able to take with them some practical “deliverables” for possible implementation in their classrooms.
The Masterclass: Think Beyond comprises 4 to 5 concurrent sessions. The invited speakers for each Masterclass may be private sector practitioners, entrepreneurs or policy makers - each come with an extensive experience in their individual field. Lasting about 45 minutes, the Masterclass will take the form of informal and candid sharing by the speakers, and the format may vary depending on individual speakers. The Masterclass will provide an occasion for participants to connect with ideas and perspectives beyond the daily grind in school and to gain a better understanding of emerging challenges, trends and innovations that may invigorate or impact teaching and learning.
4th PeRL Symposium 2020
This year’s PeRL Symposium will be held on 3 July 2020 - the first Friday of Term 3. It will mark the 10th anniversary of PeRL’s establishment in RGS and the first time it is held at the Braddell campus. The theme of the Symposium is “Transformative Teaching and Learning: Pursue. Discover. Develop.” The theme invites participants to pursue, discover and develop ideas on transformative practices through the exploration and uncovering of the following Symposium strands:
Strand 1 Technology Counts: Innovate and Inspire.
This strand focuses on teaching and learning with technology. This may include leveraging on active learning processes using SLS, or using technology and ICT tools to support students’ learning and increase student engagement in the classroom.
Strand 2 High-Yield Instructions: Ideas-driven, Evidence-based.
This strand focuses on high-yield instructional strategies that seek to maximise the impact on student learning and improve outcomes for leaners. Such strategies may include, but not limited to, differentiated instructions that respond to students’ needs and interests, strategies to promote discussions, thinking and peer interactions, effective ways of giving feedback and conducting student self-assessment.
Strand 3 Student Development: Student Voice, Self-Efficacy.
This strand focuses on how teachers promote student voice and self-efficacy, as well as nurturing students as active contributors. This strand may include classroom practices, innovation and entrepreneurship programmes, CCA and service learning activities that empower students to make greater investment in their own growth as self-directed learners or peer leaders.