Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 133

Lynch, Smith, Howarth
---- clinical or PAL research processes. In this section we provide a case study insight into how teacher
generated researched findings can be used to inform classroom and school based improvement strategies.
Figure 10.1: School-based research: Yusof Ishak Secondary School, Singapore (Teach it So, 2012, p. 98)
Professional learning communities in Yusof Ishak Secondary School in Singapore meet for one hour per
week and conduct evidence-based research on a variety of topics aimed at improving learning in the school.
After completing time in the Ministry and training with NIE to develop their school-based action research
skills, their research follows a clear eight-step procedure:
1. Identify key learning issues.
2. Develop action research plan.
3. Pre-test students on specified area of learning.
4. Develop and try new pedagogical techniques.
5. Conduct peer observation to share and further develop pedagogy and classroom practices within the
professional learning community.
6. Conduct a post-test of the students in their classes (normally at the end of a term or specified research
period. In some cases, it may take a full school year).
7. Evaluate impact on students.
8. Review the effectiveness of the new pedagogy (or curriculum).
If the evaluation shows positive results on student learning then it is incorporated into the teaching
throughout the school. If the evaluation is not positive, then the professional learning community undertakes
further analysis to try and analyse why. Can it be improved? Or should something else be considered the
following year to improve student learning?
Jensen (2012, p. 98) describes a number of teacher research initiatives in Asian schools that provide models
for others to follow. These models are contingent on leadership from education authorities, higher education
institutions, school heads and teachers themselves. They originate in determined policy intentions to elevate
school systems to the globally best performing status. An example is shown in Figure 10.1.
Table 10.2: Dispositions Towards Teaching
• How do I know this is working?
• How can I compare ‘this’ with ‘that’?
• What is the merit and worth of this influence on learning?
• What is the magnitude of the effect?
• What evidence would convince you that you are wrong?
• Where is the evidence that shows that ‘this’ is superior to other programs?
• Where have you seen this practice installed so that it produces effective results?
• Do I share a common conception of progress?
Jensen shows how important professional learning communities of teachers are in Singapore and Shanghai
schools. Time is allocated in the school timetable for teachers to meet weekly in schools. Teachers also
undergo sanctioned research technique sessions in order to undertake quality research. The training includes
dissemination of findings so that they can be distributed to schools and the academic community. This
model offers many possibilities, but recalling the earlier comments on mindsets, a lot of work is required in
Australia to emulate the model both in schools and in teacher education.
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