This week I was assigned to assist Sec One Normal Technical class with the outdoor learning experience. As I waited for my students during the breaks, I started to reflect on my experience with our outdoor Adventure program and hence, will like to share my thoughts on my perceived effects on our students.
Conception of outdoor learning
What do we expect the outcomes from such outdoor learning? In my mind, I see outdoor learning, as programs that will directly or indirectly resulting in changes in thinking, feeling or behavior. But how is this different from our school based learning? I think that school based and outdoor learning though is different but are complementary experiences. Hence, I believed that it is the nature of the experience and its quality that makes the big difference. And so the quality of such experience is important. Without sufficient quality experience, it may result in more negative effect (such as negative attitudes and feelings) than benefits of working in the outdoor classroom (such as fun in learning).
How I viewed our outdoor learning?
I mainly view outdoor learning as practices with a range of different focus and possible learning outcomes. Although, we do have a “special experience” that is different from the usual school curriculum. For us, regardless of the different locations (lower seletar, Ubin, Lavador Adventure centre and Marina Barrage), the focus of our outdoor learning across the 4 days seems to be mainly on learning about oneself, for example, in personal attainment through adventure education with outcomes of such experiences of personal development on self-confidence, resilience.
Another focus, I think is on learning new skills such as dragon boating and kayaking with outcomes of attaining new water sports abilities.
I am also glad that we did not just concentrate on going through the process and completing the adventure and obtaining new skills. One other focus which I felt was as important that is on learning about working with others (social development). The high-element, repelling activities at Lavador Adventure center made students aware of team building and coping strategies.
While I also believe that at the heart of the outdoor learning be “special experience” that enabled students to “step away from the curriculum for a while”, it should retain a focus on learning. Provisions of clear information about learning aims and objectives could be made. Teachers as well as students alike need to know what these aims are so as to enable them to be more involved. Hopefully, in this way the programs will enable some to understand other domains such as cognitive development as well.
There is one focus, which I think can be improved for the outdoor learning, especially for the visit to the Marina Barrage. We should not be contended in just visits to the outdoor reservoir center, but enable students to understand the values and beliefs about, for example, the value of water conservation, our country’s relationship to it. Some of these students have already been to the center during their Primary education. Probably they know about its significance.
I must however, clarify that by cognitive development, I do not refer to curriculum integration. As a matter as fact, I think that such cognitive development should have less to do with curriculum topics. Instead, it should be on adding to the general knowledge, their view and thoughts of issues. Students should be able to explain things they seen, experienced or understood on the outdoor learning, instead of just trekking through and completed it. This is the cognitive benefit I think outdoor learning will value add to our students, complementing the school curriculum.
Friday, May 27, 2011
Saturday, May 21, 2011
Of Teaching and Learning
It has been some time since my last reflection, this week I will touch on my belief of teaching and learning, starting from my own experience to how this translated to the teaching and learning of my students.
My own experience
Now, back tracked four months ago into the teaching of my own kid…. My exasperation filled the room. My boy sits in front of me quietly, knowing once again he has got it wrong. Just yesterday… yesterday… we covered these same letters and he had gotten them right. Now, it is as though he has never seen them before. He tries. At least I think he does. But sometimes it is as though he is trying but not learning. I have no idea what is wrong with my boy. My elder boy learnt the same stuff with no problem. He took everything in like little sponges. So it is not my teaching method that is the problem. What is up with this boy of mine? I berated my kid for his failure to identify the letters correctly. Once again, he did not get it. He was in tears. I was in tears (in my heart). This one month (Dec 2010 to Jan 2011) has been dreadful. Really dreadful for both my wife and I. What was I thinking? He was not learning with us and now, we were all miserable.
Our next move was monumental, although I did not know it at the time.
We gave up! (…on our method teaching)
We decided my boy was not going to learn well and that this was okay. We just had fun. I had to try this and try that and just sort of follow what seemed to delight him the most. At that time, his brother was attending a language class and it seemed to delight him when attending. In retrospect, I probably should have seen the light at the end of the tunnel because this was the exact moment that his learning changed for the better. When we began to simply try new things and follow his lead, I discovered that my kid could learn. More to the point, I discovered how he learnt. And learn he did and was able to recite the letters backwards as well. He could read of any letters pointed to him. He was faster than his brother. And we have the extraordinary privilege of discovering them right alongside my kid. All within the month!
How does it translate to my own students’ teaching and learning?
Since that time, I am more convinced that all students can learn, regardless of the any statements they make to the contrary. If I meet students who seemed to be uninterested in learning, I am convinced that we are missing something. It may be that we are just teaching them and not enabling them to learn. Or it may be as simple as the possibility they are not interested in learning in the style in which we have been teaching, a way that may even be painful to them. Who would? Let me cite an example, imagine if I was trying to teach you how to write your letters. I put the pencil in your right hand (even though you are left-handed) and guide you without actually writing on the paper (because I want you to remember the letters in your mind rather than writing on the paper for you). Now I leave you to somehow transfer this input to something you can write on the paper. I naturally expect you to adjust my input in order to teach yourself how to write with your left hand, orienting the letters correctly while recalling from memory.
You might say, “That is ridiculous.” But now imagine once again, my teaching method did work for many other students. The students actually preferred to learn letters in this way, and you are one of the few in the class who struggle with this method. It is clear that it does not work for you. Does it sound familiar?
The traditional visual teaching method most commonly used today may simply be the wrong key banging away at the lock of the tightly closed door to our students’ mind, completely preventing their ability to join in the learning experience that are going on around them. Frustration will eventually lead the student to give up. No one wants to be the one who work on problems so slowly that it is an embarrassment. No student wants to be the one who says something so uninformed that he becomes the object of his friends’ laughter. Any student who says that he does not want to learn is simply employing a self-protection mechanism to shield himself from the fear that maybe he cannot learn.
My job, an incredible responsibility, is to show our students that indeed they can learn. What we can do is to help our students chart a new path, to find a new map that leads to their ability to delight in learning. Teachers are the keeper of the keys. However, it also means that we need to have the ability to find the correct key that will unlock a love of learning for our students.
We should all endeavor to use different keys that work with and appeal to a variety of learning styles. We should begin the process of removing things that prevent our students from learning. And replace systems and techniques and methods that have not been successful keys to opening our students’ minds – thinking skills. Let us allow our students the privilege of learning in sync with the ways they were designed
My own experience
Now, back tracked four months ago into the teaching of my own kid…. My exasperation filled the room. My boy sits in front of me quietly, knowing once again he has got it wrong. Just yesterday… yesterday… we covered these same letters and he had gotten them right. Now, it is as though he has never seen them before. He tries. At least I think he does. But sometimes it is as though he is trying but not learning. I have no idea what is wrong with my boy. My elder boy learnt the same stuff with no problem. He took everything in like little sponges. So it is not my teaching method that is the problem. What is up with this boy of mine? I berated my kid for his failure to identify the letters correctly. Once again, he did not get it. He was in tears. I was in tears (in my heart). This one month (Dec 2010 to Jan 2011) has been dreadful. Really dreadful for both my wife and I. What was I thinking? He was not learning with us and now, we were all miserable.
Our next move was monumental, although I did not know it at the time.
We gave up! (…on our method teaching)
We decided my boy was not going to learn well and that this was okay. We just had fun. I had to try this and try that and just sort of follow what seemed to delight him the most. At that time, his brother was attending a language class and it seemed to delight him when attending. In retrospect, I probably should have seen the light at the end of the tunnel because this was the exact moment that his learning changed for the better. When we began to simply try new things and follow his lead, I discovered that my kid could learn. More to the point, I discovered how he learnt. And learn he did and was able to recite the letters backwards as well. He could read of any letters pointed to him. He was faster than his brother. And we have the extraordinary privilege of discovering them right alongside my kid. All within the month!
How does it translate to my own students’ teaching and learning?
Since that time, I am more convinced that all students can learn, regardless of the any statements they make to the contrary. If I meet students who seemed to be uninterested in learning, I am convinced that we are missing something. It may be that we are just teaching them and not enabling them to learn. Or it may be as simple as the possibility they are not interested in learning in the style in which we have been teaching, a way that may even be painful to them. Who would? Let me cite an example, imagine if I was trying to teach you how to write your letters. I put the pencil in your right hand (even though you are left-handed) and guide you without actually writing on the paper (because I want you to remember the letters in your mind rather than writing on the paper for you). Now I leave you to somehow transfer this input to something you can write on the paper. I naturally expect you to adjust my input in order to teach yourself how to write with your left hand, orienting the letters correctly while recalling from memory.
You might say, “That is ridiculous.” But now imagine once again, my teaching method did work for many other students. The students actually preferred to learn letters in this way, and you are one of the few in the class who struggle with this method. It is clear that it does not work for you. Does it sound familiar?
The traditional visual teaching method most commonly used today may simply be the wrong key banging away at the lock of the tightly closed door to our students’ mind, completely preventing their ability to join in the learning experience that are going on around them. Frustration will eventually lead the student to give up. No one wants to be the one who work on problems so slowly that it is an embarrassment. No student wants to be the one who says something so uninformed that he becomes the object of his friends’ laughter. Any student who says that he does not want to learn is simply employing a self-protection mechanism to shield himself from the fear that maybe he cannot learn.
My job, an incredible responsibility, is to show our students that indeed they can learn. What we can do is to help our students chart a new path, to find a new map that leads to their ability to delight in learning. Teachers are the keeper of the keys. However, it also means that we need to have the ability to find the correct key that will unlock a love of learning for our students.
We should all endeavor to use different keys that work with and appeal to a variety of learning styles. We should begin the process of removing things that prevent our students from learning. And replace systems and techniques and methods that have not been successful keys to opening our students’ minds – thinking skills. Let us allow our students the privilege of learning in sync with the ways they were designed
Monday, April 25, 2011
Need for monitoring of ICT-enriched activities
This week, I attempt to present my thinking on the need of monitoring of school activity especially ICT-enriched activities which are a long term programs.
I believe in the need to constantly monitor evidence about learning of students supported by ICT and the efforts of teachers to improve such learning. Such monitoring can then allow continuous adjusting of our own decisions and actions in response to these evidences. But before there can be any monitoring, there is a need to unpack what constitutes as evidence about such learning and teaching supported by ICT.
Once such evidences about learning and teaching are established, the use of data will be a key factor in the improvement of teaching and learning. Through reviews of data, school leaders will be able to identify areas of ICT curriculum in which student baseline standards is below expectations, as well as areas of subject curriculum that need differentiated instructions supported by ICT for individual students. The evidences can then be refined or changed when necessary.
Reviewing data is also part of the department improvement planning process (AFI in the ICT Action Plan). These data served not only as means by which the various ICT practices in school demonstrate success and celebrate achievement, but also as indicators of how far these practices will likely progress with additional support and how student learning can be improved.
I hear often, too often of teachers claiming to do something based on their experience alone. I think that this is not sufficient. There should be emphasis on data-based decision making about instructions for teaching and learning. I believe that this new emphasis will give rise to increase vigilance at both heads and teachers level about the programs conducted, especially for students learning. For instance, at PLC meetings, data should be presented and looked at so as to figure out how to get our students to move to the next level. With data, we know where the current position is. Teachers then work together to ensure that teaching strategies supported by ICT to address specific learning challenges those students faced.
I believe in the need to constantly monitor evidence about learning of students supported by ICT and the efforts of teachers to improve such learning. Such monitoring can then allow continuous adjusting of our own decisions and actions in response to these evidences. But before there can be any monitoring, there is a need to unpack what constitutes as evidence about such learning and teaching supported by ICT.
Once such evidences about learning and teaching are established, the use of data will be a key factor in the improvement of teaching and learning. Through reviews of data, school leaders will be able to identify areas of ICT curriculum in which student baseline standards is below expectations, as well as areas of subject curriculum that need differentiated instructions supported by ICT for individual students. The evidences can then be refined or changed when necessary.
Reviewing data is also part of the department improvement planning process (AFI in the ICT Action Plan). These data served not only as means by which the various ICT practices in school demonstrate success and celebrate achievement, but also as indicators of how far these practices will likely progress with additional support and how student learning can be improved.
I hear often, too often of teachers claiming to do something based on their experience alone. I think that this is not sufficient. There should be emphasis on data-based decision making about instructions for teaching and learning. I believe that this new emphasis will give rise to increase vigilance at both heads and teachers level about the programs conducted, especially for students learning. For instance, at PLC meetings, data should be presented and looked at so as to figure out how to get our students to move to the next level. With data, we know where the current position is. Teachers then work together to ensure that teaching strategies supported by ICT to address specific learning challenges those students faced.
Saturday, April 16, 2011
“Learning Organization” in school
This week I reflect on what was shared during our meeting on “Learning organization” in particular,on the sustainable domain pedagogical in ICT implementation and offer my comments related to the conditions necessary for its sustainability efforts in the long run.
Why sustainable? Although the school had been involved for only a year, it may be early to be thinking about sustaining the performance or enhancing pedagogical ICT implementation much further. Nevertheless, I believe I should consider the conditions needed for such domain so as to ensure change in attitudes and beliefs that is the key in enabling the transition to a higher level.
There need to be a willingness to be held responsible for what students learn leveraging on pedagogical ICT. The days of excuses are over when some of us did have an attitude of :”What can we do? These are students we have got?” I believe that this sort of attitude needs to be taken right off the “table”. Everything has to be related to student achievement when leveraging on pedagogical ICT. It should be focused instruction. Everything that happens all the time here needs to have a purpose (animation - enhancing understanding, videotaping- building up confidence, story boarding – language building and improving communication skills). Little things such as movies should not be shown during lesson time unless they are curriculum.
There should be a growing awareness of the long term nature of pedagogical ICT implementation and that this area of focus will be part of the school culture. With the mandate of pedagogical ICT as part of our school culture, sustainability will weigh heavily upon our shoulders and not just a few of us. This is because everyone will then be able to improve on this focus together.
We should enable a realization about the interdependence of curriculum and leveraging of pedagogical ICT. Of course, we cannot discount the progress made in curriculum achievement at our school. Students are coming much better prepared now than last few years – I think because of the work our teachers are doing at that level. With the extra effort in leveraging of pedagogical ICT, I see a tremendous amount of professional development in our teachers, content enhancement in our curriculum and C21 skill improvement in our students.
Finally, as teachers, we should all be aware of the wide array of factors that produce strong student performance especially in terms of learning and deep understanding in the long run. One goal for schools is to promote a learning atmosphere because the students need this life-long learning. The students have a lot of baggage, quite a lot of them in content and Self 2 already. If they do not learn HOW to learn at school, if we do not show them the proper skills and tap more on the Self 1 in school, then what is the point of teaching?
Why sustainable? Although the school had been involved for only a year, it may be early to be thinking about sustaining the performance or enhancing pedagogical ICT implementation much further. Nevertheless, I believe I should consider the conditions needed for such domain so as to ensure change in attitudes and beliefs that is the key in enabling the transition to a higher level.
There need to be a willingness to be held responsible for what students learn leveraging on pedagogical ICT. The days of excuses are over when some of us did have an attitude of :”What can we do? These are students we have got?” I believe that this sort of attitude needs to be taken right off the “table”. Everything has to be related to student achievement when leveraging on pedagogical ICT. It should be focused instruction. Everything that happens all the time here needs to have a purpose (animation - enhancing understanding, videotaping- building up confidence, story boarding – language building and improving communication skills). Little things such as movies should not be shown during lesson time unless they are curriculum.
There should be a growing awareness of the long term nature of pedagogical ICT implementation and that this area of focus will be part of the school culture. With the mandate of pedagogical ICT as part of our school culture, sustainability will weigh heavily upon our shoulders and not just a few of us. This is because everyone will then be able to improve on this focus together.
We should enable a realization about the interdependence of curriculum and leveraging of pedagogical ICT. Of course, we cannot discount the progress made in curriculum achievement at our school. Students are coming much better prepared now than last few years – I think because of the work our teachers are doing at that level. With the extra effort in leveraging of pedagogical ICT, I see a tremendous amount of professional development in our teachers, content enhancement in our curriculum and C21 skill improvement in our students.
Finally, as teachers, we should all be aware of the wide array of factors that produce strong student performance especially in terms of learning and deep understanding in the long run. One goal for schools is to promote a learning atmosphere because the students need this life-long learning. The students have a lot of baggage, quite a lot of them in content and Self 2 already. If they do not learn HOW to learn at school, if we do not show them the proper skills and tap more on the Self 1 in school, then what is the point of teaching?
Friday, April 8, 2011
Review of my leadership role
After 14 weeks (though it seemed longer…) in the role of acting team leader, with diverse responsibilities above and below me, alongside my own teaching duties, I feel a need to review the implications for my leadership role in ICT implementation.
I believed that in order to be successful, especially in leveling up ICT implementation in school, I need to be effective in bringing about changes to the processes of teaching and learning as well as the mindsets of teachers. Although my style and approaches may not be the same as other team leaders, I feel what is key is the clear vision and values I hold that will make the difference.
I need to have this “ICT-applicable instinct” and lead in pedagogical changes in ICT. The hands-on approach is one of the ways I intend to lead such a charge. I need to focus on instructional improvements, building collaboration (though I came to realize that this may take much effort) and good relationships. I see a need to be optimistic about the change and enthusiastic in bringing about the change. Persistence in the buying in of teachers and tough minded to say “no” when needed.
A top down approach is not the way to sustain the ICT implementation. Instead there must be a purposeful and deliberate effort to distribute responsibilities and accountability widely. That is why ICT mentors and Activists’ involvement are important. However, I also need to be realistic about such involvement by teachers. These distributed responsibilities and accountability also need to be “initiated and nurtured” over time. This is why I view my principal’s involvement as been important as he helps to drive and share these responsibilities and accountability among heads and teachers. Then, with right judgements, readiness and capabilities of teachers, there will be a progressive teacher involvement in ICT implementation.
I believed that in order to be successful, especially in leveling up ICT implementation in school, I need to be effective in bringing about changes to the processes of teaching and learning as well as the mindsets of teachers. Although my style and approaches may not be the same as other team leaders, I feel what is key is the clear vision and values I hold that will make the difference.
I need to have this “ICT-applicable instinct” and lead in pedagogical changes in ICT. The hands-on approach is one of the ways I intend to lead such a charge. I need to focus on instructional improvements, building collaboration (though I came to realize that this may take much effort) and good relationships. I see a need to be optimistic about the change and enthusiastic in bringing about the change. Persistence in the buying in of teachers and tough minded to say “no” when needed.
A top down approach is not the way to sustain the ICT implementation. Instead there must be a purposeful and deliberate effort to distribute responsibilities and accountability widely. That is why ICT mentors and Activists’ involvement are important. However, I also need to be realistic about such involvement by teachers. These distributed responsibilities and accountability also need to be “initiated and nurtured” over time. This is why I view my principal’s involvement as been important as he helps to drive and share these responsibilities and accountability among heads and teachers. Then, with right judgements, readiness and capabilities of teachers, there will be a progressive teacher involvement in ICT implementation.
Thursday, March 31, 2011
Professional Development of Teachers
This week, I will attempt to speak on what I perceived to be my role in the professional development of teachers in ICT implementation.
As part of my contribution to affecting learning on students, my role include encouraging fellow teachers to try something new such as designing ICT based on pedagogy, reexamine assumptions, i.e. drill and practice may not be the best way, look at their teaching from different perspectives namely conceptual understanding versus mere manipulating, rethink how teaching can be better enhanced using ICT. Hence, my role in professional development is part of a set of practices as a leader, and they are especially important at this early stage of ICT implementation. But such development occurs in informal as well as formal ways. This really depends on the teachers’ current understanding of learning.
I believed that to get ICT implementation going, I need to purposely build and strengthen the teachers by providing appropriate professional development opportunities, in-service training, workshops, peer observation and learning.
I also believe that it is critical to respect the teachers’ autonomy and support them in their professional development. More importantly, I need to ensure that the teachers have a reasonable amount of time to participate in professional development. I have invited outside expert advisors such as AsknLearn and Ace Learning to deliver in-service training in the school. More such experts will be invited to help the teachers. Moreover, when teachers want to attempt to use ICT in their lessons, these teachers were offered expert’s help to find best ways to do so. Workshops and seminars were also offered along with an individualized approach to meet the teachers’ learning needs as well.
Such training must be practical so that the teachers will find such intellectual stimulation valuable. So I need to note that, for example, “the experts should run in-services on “What is using ICT for collaborative and self-directed learning all about? What does it look like? What will be look it without ICT?” This is to address the teachers’ concerns about “never even seen CoL and SDL and so does not know what to prepare the students for.” At the same time, the ICT mentors need to be involved in coaching to help teachers deliver a ICT program. This is the informal help which I believed the teachers will find more valuable. The ICT mentors need to be given time for this. Currently, they are heavily loaded with other duties. Together with the external experts in providing in-service for teachers, the ICT mentors will be one of the important pillars who can plan ICT integration with IP Head as well as support the teachers around subject instructions and facilitate discussions with teachers at the department level.
As part of my contribution to affecting learning on students, my role include encouraging fellow teachers to try something new such as designing ICT based on pedagogy, reexamine assumptions, i.e. drill and practice may not be the best way, look at their teaching from different perspectives namely conceptual understanding versus mere manipulating, rethink how teaching can be better enhanced using ICT. Hence, my role in professional development is part of a set of practices as a leader, and they are especially important at this early stage of ICT implementation. But such development occurs in informal as well as formal ways. This really depends on the teachers’ current understanding of learning.
I believed that to get ICT implementation going, I need to purposely build and strengthen the teachers by providing appropriate professional development opportunities, in-service training, workshops, peer observation and learning.
I also believe that it is critical to respect the teachers’ autonomy and support them in their professional development. More importantly, I need to ensure that the teachers have a reasonable amount of time to participate in professional development. I have invited outside expert advisors such as AsknLearn and Ace Learning to deliver in-service training in the school. More such experts will be invited to help the teachers. Moreover, when teachers want to attempt to use ICT in their lessons, these teachers were offered expert’s help to find best ways to do so. Workshops and seminars were also offered along with an individualized approach to meet the teachers’ learning needs as well.
Such training must be practical so that the teachers will find such intellectual stimulation valuable. So I need to note that, for example, “the experts should run in-services on “What is using ICT for collaborative and self-directed learning all about? What does it look like? What will be look it without ICT?” This is to address the teachers’ concerns about “never even seen CoL and SDL and so does not know what to prepare the students for.” At the same time, the ICT mentors need to be involved in coaching to help teachers deliver a ICT program. This is the informal help which I believed the teachers will find more valuable. The ICT mentors need to be given time for this. Currently, they are heavily loaded with other duties. Together with the external experts in providing in-service for teachers, the ICT mentors will be one of the important pillars who can plan ICT integration with IP Head as well as support the teachers around subject instructions and facilitate discussions with teachers at the department level.
Thursday, March 24, 2011
Conditions to Improving Teaching and Learning
Last week, I reflected on the setting and helping teachers achieve expectations. This week, I will attempt to speak on how I hope to improve such conditions for improved teaching and learning.
In my opinion, the condition here should refer to the knowledge and skills of teachers about curriculum, instruction and learning for the students. And exercising a positive influence on these variables calls on me to know the technical core of schooling, extend my problem solving capacities and review my knowledge of effective instruction.
And since a considerable amount of evidence is available in literature about the effects on student learning stemming from such conditions, it is my responsibility to help prioritize those known conditions to have the greatest chance of improving students’ learning. Already our school on classroom level had focus on assessment for learning (AfL) and the use of ICT as two long term strategic thrusts in our improvement efforts where, for example, on the extent to which teachers are providing students with immediate and formative feedback and pedagogical technology instructions
Simply knowing which conditions hold the greatest promise for improving student learning may not be enough. But it serves as a starting point where every one of us leaders discovers the core conditions for ourselves. After that it still leaves me with the problem of figuring out how to improve the actual status of those conditions in the school. So the key question following discovery and selecting of core variables for action is “What do I do?”
From my past reflections, I had emphasized that as educators, we must place teaching and learning at the heart of improvement efforts and so our relentless pursue ways is to improve the instructional core. Building instructional capacity of teachers requires shifting beliefs and cultures, adopting views that all students regarding of streams can learning, and coupling the need of high expectations. But in order to build up such capacity, I must first understand the definition of quality instruction and pedagogy. After which it is important to be able to strategically implement a plan that addresses capability building among teachers within our departments while other building trust. Investment in teachers’ continuous professional development can increase student achievement. However, such importance should be emphasized by placing a premium on teachers’ professional development as a route to improving instructional outcomes. Professional development should not be just a teacher attending a course and reflecting. The “learned-teacher” should be encouraged to form professional leaning communities to support inquiry and development of pedagogical practices.
In my opinion, the condition here should refer to the knowledge and skills of teachers about curriculum, instruction and learning for the students. And exercising a positive influence on these variables calls on me to know the technical core of schooling, extend my problem solving capacities and review my knowledge of effective instruction.
And since a considerable amount of evidence is available in literature about the effects on student learning stemming from such conditions, it is my responsibility to help prioritize those known conditions to have the greatest chance of improving students’ learning. Already our school on classroom level had focus on assessment for learning (AfL) and the use of ICT as two long term strategic thrusts in our improvement efforts where, for example, on the extent to which teachers are providing students with immediate and formative feedback and pedagogical technology instructions
Simply knowing which conditions hold the greatest promise for improving student learning may not be enough. But it serves as a starting point where every one of us leaders discovers the core conditions for ourselves. After that it still leaves me with the problem of figuring out how to improve the actual status of those conditions in the school. So the key question following discovery and selecting of core variables for action is “What do I do?”
From my past reflections, I had emphasized that as educators, we must place teaching and learning at the heart of improvement efforts and so our relentless pursue ways is to improve the instructional core. Building instructional capacity of teachers requires shifting beliefs and cultures, adopting views that all students regarding of streams can learning, and coupling the need of high expectations. But in order to build up such capacity, I must first understand the definition of quality instruction and pedagogy. After which it is important to be able to strategically implement a plan that addresses capability building among teachers within our departments while other building trust. Investment in teachers’ continuous professional development can increase student achievement. However, such importance should be emphasized by placing a premium on teachers’ professional development as a route to improving instructional outcomes. Professional development should not be just a teacher attending a course and reflecting. The “learned-teacher” should be encouraged to form professional leaning communities to support inquiry and development of pedagogical practices.
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