CONCURRENT TEACHER PRESENTATIONS | 15:00 to 15:45
1A Anticipating the Horizon: Lessons from Leading
Instructional leadership involves three main aspects: creating a vision, cultivating a strong culture and providing support for learning. In our increasingly complex world today, with increasing diversity in mindsets and perspectives in the classroom and at the workplace, how can Literature instructional leaders continue to effectively manage their teams to enact these core aspects of instructional leadership? How can they translate national curricular objectives into actionable change on the ground? How can they engender buy-in from teachers to implement such changes?
In this session, the presenters, alumni of CPDD’s Leading the Literature Team workshop, will share their respective journeys as beginning Literature instructional leaders as they enact Literature Syllabus 2019. In particular, they will share how they incorporated diverse resources and engaged their teams to refine teaching and learning practices through exploring different approaches, one of which is the Gradual Release of Responsibility (GRR) approach.
1B Assessing both Process and Product: Literature Portfolios and Online Knowledge-Building Discussions
In the first half of the session, the presenters will share their experiences and reflections on implementing portfolio assessment for the Secondary 1 Normal (Academic) Literature cohort at Unity Secondary School. The second half of the session will focus on how a collaborative, inquiry-based knowledge-building approach was implemented for the upper secondary Pure Literature students. Participants will learn how learning analytics on the online Knowledge Forum (KF) platform may be employed to give students more frequent and personalised feedback on their interpretations of a text during class discussions.
1C Thinking Routines: 4-Quad Me Not
The Literature Department from Bedok South Secondary embarked on an Implementation Support Research (ISR) project in collaboration with CPDD to enact Literature Syllabus 2019.
As part of the project, the team focused on incorporating aspects of the Principle of Critical Appreciation in the Literature classroom. Participants will learn how thinking routines such as the 4-Quadrant Routine are not only used to further examine plot, character and style in a text, but also develop students’ metacognition. They will also see how ICT tools like Mentimeter and Padlet can enable students to reflect, review and refine their responses, creating opportunities for Assessment for Learning (AfL) in the classroom.
1D Encouraging Multiple Ways of Knowing through Literary Inquiry
As literature teachers, we would like to see students read critically and embrace ambiguity as they construct interpretations of a text. Such an approach to meaning-making is based on modes of literary inquiry undertaken by experts in the discipline. Yet, given our tendency to focus on close reading a text to decipher its formal elements, students are usually taught to privilege a univocal interpretation of the text. How can we move beyond this so that students – and not teachers – are independent creators of literary knowledge in the classroom? This workshop introduces participants to classroom strategies that help high-progress learners adopt modes of literary inquiry, thereby enabling them to negotiate multiple ways of reading texts, and of themselves and the world.
1E Navigating the Grey World
This workshop will equip participants with strategies to deepen students’ understanding of texts and develop multiple perspectives. Participants will experience a variety of activities that will better engage visual learners, and learners with different needs. In this session, they will experience how texts such as The Boy in Striped Pyjamas and Something Old, Something New, Something Borrowed… can be made more accessible through the use of multi-modality (e.g., music, film, and social media) and creative writing.
1F Poetry with He(ART)
This session will explore how a Learning Journey to the National Gallery Singapore can be used to teach students how to embrace ambiguities in Art and Literature. Students are taught how to read and write ekphrastic poems, and through this they learn how to make connections between art, history, and literature. Rather than being anxious by ambiguities in Art and Literature, this creative task allows them to become comfortable with multiple interpretations and to gain confidence in articulating their personal interpretations and connections to the world.
1G Teaching Asian Poetry in the Literature Classroom
As part of an ongoing research project to develop global and empathetic thinkers in the Literature classroom, three teachers collaborated with researchers from the National Institute of Education to design a ten-week poetry unit on appreciating Asian poetry. This helped to expand students’ understanding of Asia through the critical analysis of poems written about Asia. In the process, students were introduced to poetic forms unique to Asia and explored the factors which gave rise to them.
Through this workshop, participants will be introduced to two dialogic pedagogies to teach texts. These are the creative use of dialogic poetic form as an entry point to explore multiple perspectives and strategies such as interruption to disrupt stereotypical understandings of other cultures.
1H The 4 Quadrant Routine: A Tool to Structure and Deepen Thinking in Poetry
Reading is a “transaction” (Rosenblatt, 1956) between the reader and a text to create particular meanings. This can prove to be a challenge for some students, given that there is no one way to read any text. The lack of a ‘right’ or definitive interpretation can also hinder students from actively engaging with the text, probing and responding to it appropriately.
The presenter will guide teachers to design learning experiences that encourage students to respond to texts in a holistic manner, based on the Literary Response Framework (LRF). A unit of work for Literature will be shared, where teachers can get students to experience the text first, before embarking on the use of the 4 Quadrant Routine.
1I Think. Talk. Reflect. Think Again.
This presentation hopes to demonstrate how Literature teachers can use reflective practice to design effective and engaging learning experiences. Through user-friendly ICT platforms and engaging group tasks, meaningful classroom dialogue can be generated, observed and easily recorded. By playing back these learning experiences, students and teachers become more cognisant of their thinking in action. They become not only more open to and appreciative of multiple perspectives, but also braver in embracing the ambiguity and uncertainty embedded in the meaning-making process.
1J Helping the Eye See with Exploratory Talk
The 2019 Literature syllabus introduced teachers to the Literary Response Framework (LRF). Teachers have been encouraged to use strategies for facilitating exploratory talk in the Literature classroom to encourage students to respond holistically to texts.
This session will zoom in on the specific teaching actions used in a series of lessons designed to help a class of Secondary 3 students compare and contrast the different perspectives of characters in Fahrenheit 451. In particular, the session will present how exploratory talk was used to help develop students’ mastery of the three lenses in the LRF. Drawing from reflections based on video recordings of these lessons, the session will also address the complexities involved in planning and facilitating exploratory talk, and how to anticipate and address these.
1K Begin at the Beginning: Putting Students before Texts
How do we develop students’ personal engagement and critical appreciation of texts when they lack confidence and proficiency in reading and writing? This session aims to share different ways of Experiencing Story to encourage students to better appreciate Literature. Participants will learn how to give students opportunities to develop their thinking skills through dialogue, which in turn translate into richer written responses. Through the co-construction of knowledge, learners engage in in-depth analysis and integrate new information in their responses. With increased autonomy, students take greater personal ownership in meaning making and become more willing to take proactive steps towards greater discovery of self and the world.