Letchmi Devi Ponnusamy | National Institute of Education (original) (raw)

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Papers by Letchmi Devi Ponnusamy

National Institute of Education (Singapore), 2019

Education Innovation Series, 2016

In this final chapter, we discuss lessons learnt from the complexities of crafting and practising... more In this final chapter, we discuss lessons learnt from the complexities of crafting and practising concept-based curriculum within schools and how these practices are related to curriculum perspectives and teacher capacity in terms of knowledge, skills and dispositions. We attempt to synthesise issues and ideas that have emerged across the different accounts put forth and raise the deeper question of how researchers and practitioners can work together in conceptualising, implementing and assessing concept-based curriculum so that it is suited to the high-ability learner. Thus, in this concluding chapter, we delve deeper into the tenets of the larger political and social processes of curriculum making within the school as well as the key functions of a teacher in driving the curriculum change. As shown in accounts presented by the different authors in their chapters, there is evidence of an increasing interest and effort among educators to introduce and use concept-based curriculum in order to facilitate greater depth of learning for high-ability learners. In view of the demands of equipping learners with twenty-first century dispositions and literacies, policymakers and educators in Singapore have put in concerted efforts in reframing the purpose, process and outcomes of learning in the education system.

With current understanding about the teacher’s critical role in the learning process (Barber M, M... more With current understanding about the teacher’s critical role in the learning process (Barber M, Mourshed M, How the World’s best-performing school systems come out on top. McKinsey & Co, Dubai, 2007; Hattie J, Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge, London, 2009; Mourshed M, et al., How the world’s most improved school systems keep getting better. Retrieved from http://ssomckinsey.darbyfilms.com/reports/schools/How-the-Worlds-Most-Improved-School-Systems-Keep-Getting-Better_Download-version_Final.pdf, 2010), educators are now increasingly looking to involve teachers in ensuring greater customisation of learning. Educational systems are exploring more bottom-up approaches to curriculum development, as they seek to ensure that schools are equipping learners for the post-modern economy whilst at the same time deal with persistent achievement gaps and manage greater stakeholder involvement in education (Braslavsky C, The new century’s ...

This brief was based on the project AFR 01/14 TLS: A Study on Developing Teacher Leadership and E... more This brief was based on the project AFR 01/14 TLS: A Study on Developing Teacher Leadership and Engendering an Emerging Teacher-led Culture.

This brief was based on the project OER 54/12 TLS: Curriculum Innovation and the Nurturing of 21s... more This brief was based on the project OER 54/12 TLS: Curriculum Innovation and the Nurturing of 21st Century Learners.

Special Needs in Singapore, 2021

This brief was based on the project OER 44/12 TLS: Arts Research on Teachers and Students (ARTS3)... more This brief was based on the project OER 44/12 TLS: Arts Research on Teachers and Students (ARTS3): Cultures and Leverages in Nurturing Adaptive Capacities.

This brief was based on the project OER 27/15 TLS: Curriculum Perspectives and Leadership in Inno... more This brief was based on the project OER 27/15 TLS: Curriculum Perspectives and Leadership in Innovations for the Nurturing of 21st Century Learners.

International Journal of Innovation in Education, 2017

Education Innovation Series, 2016

In a climate of increasingly complex social and political issues, mired with competing perspectiv... more In a climate of increasingly complex social and political issues, mired with competing perspectives and ideologies, and the overabundance of information, there is a growing realisation that curriculum that sees learners as mere receptacles of knowledge traditions will not equip them sufficiently to live and work in the future (Eisner J, Curric Stud 32(2):343–357, 2000). Brown (New learning environments for the 21st century. In: Paper presented at the Forum for the Future of Higher Education. Retrieved from http://www.johnseelybrown.com/newlearning.pdf. Retrieved on 16 November 2012, 2005) argues that schools need to prepare learners to be conversant with knowledge and knowing – for learners to take an epistemic frame to learning. Adopting an epistemic frame to learning engages the learners to think conceptually. Hence, there is a need to promote high-quality education, with curriculum and pedagogies that prepare today’s learners to live in and constantly adapt knowledge in an increasingly complex and changing future. There is now a mind shift amongst educators that curriculum needs to foster deeper thinking, flexibility and synthesising of thoughts and ideas.

Education Innovation Series, 2017

Journal of Education for Teaching, 2010

This paper provides an account of the processes leading to the report Transforming teacher educat... more This paper provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21 century schools undertaken by the International Alliance of Leading Education Institutes. The report is a unique document, neither a series of country studies nor one based on an extensive review of the literature. Rather, it attempted to strongly reflect widely varying

National Institute of Education (Singapore), 2019

Education Innovation Series, 2016

In this final chapter, we discuss lessons learnt from the complexities of crafting and practising... more In this final chapter, we discuss lessons learnt from the complexities of crafting and practising concept-based curriculum within schools and how these practices are related to curriculum perspectives and teacher capacity in terms of knowledge, skills and dispositions. We attempt to synthesise issues and ideas that have emerged across the different accounts put forth and raise the deeper question of how researchers and practitioners can work together in conceptualising, implementing and assessing concept-based curriculum so that it is suited to the high-ability learner. Thus, in this concluding chapter, we delve deeper into the tenets of the larger political and social processes of curriculum making within the school as well as the key functions of a teacher in driving the curriculum change. As shown in accounts presented by the different authors in their chapters, there is evidence of an increasing interest and effort among educators to introduce and use concept-based curriculum in order to facilitate greater depth of learning for high-ability learners. In view of the demands of equipping learners with twenty-first century dispositions and literacies, policymakers and educators in Singapore have put in concerted efforts in reframing the purpose, process and outcomes of learning in the education system.

With current understanding about the teacher’s critical role in the learning process (Barber M, M... more With current understanding about the teacher’s critical role in the learning process (Barber M, Mourshed M, How the World’s best-performing school systems come out on top. McKinsey & Co, Dubai, 2007; Hattie J, Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Routledge, London, 2009; Mourshed M, et al., How the world’s most improved school systems keep getting better. Retrieved from http://ssomckinsey.darbyfilms.com/reports/schools/How-the-Worlds-Most-Improved-School-Systems-Keep-Getting-Better_Download-version_Final.pdf, 2010), educators are now increasingly looking to involve teachers in ensuring greater customisation of learning. Educational systems are exploring more bottom-up approaches to curriculum development, as they seek to ensure that schools are equipping learners for the post-modern economy whilst at the same time deal with persistent achievement gaps and manage greater stakeholder involvement in education (Braslavsky C, The new century’s ...

This brief was based on the project AFR 01/14 TLS: A Study on Developing Teacher Leadership and E... more This brief was based on the project AFR 01/14 TLS: A Study on Developing Teacher Leadership and Engendering an Emerging Teacher-led Culture.

This brief was based on the project OER 54/12 TLS: Curriculum Innovation and the Nurturing of 21s... more This brief was based on the project OER 54/12 TLS: Curriculum Innovation and the Nurturing of 21st Century Learners.

Special Needs in Singapore, 2021

This brief was based on the project OER 44/12 TLS: Arts Research on Teachers and Students (ARTS3)... more This brief was based on the project OER 44/12 TLS: Arts Research on Teachers and Students (ARTS3): Cultures and Leverages in Nurturing Adaptive Capacities.

This brief was based on the project OER 27/15 TLS: Curriculum Perspectives and Leadership in Inno... more This brief was based on the project OER 27/15 TLS: Curriculum Perspectives and Leadership in Innovations for the Nurturing of 21st Century Learners.

International Journal of Innovation in Education, 2017

Education Innovation Series, 2016

In a climate of increasingly complex social and political issues, mired with competing perspectiv... more In a climate of increasingly complex social and political issues, mired with competing perspectives and ideologies, and the overabundance of information, there is a growing realisation that curriculum that sees learners as mere receptacles of knowledge traditions will not equip them sufficiently to live and work in the future (Eisner J, Curric Stud 32(2):343–357, 2000). Brown (New learning environments for the 21st century. In: Paper presented at the Forum for the Future of Higher Education. Retrieved from http://www.johnseelybrown.com/newlearning.pdf. Retrieved on 16 November 2012, 2005) argues that schools need to prepare learners to be conversant with knowledge and knowing – for learners to take an epistemic frame to learning. Adopting an epistemic frame to learning engages the learners to think conceptually. Hence, there is a need to promote high-quality education, with curriculum and pedagogies that prepare today’s learners to live in and constantly adapt knowledge in an increasingly complex and changing future. There is now a mind shift amongst educators that curriculum needs to foster deeper thinking, flexibility and synthesising of thoughts and ideas.

Education Innovation Series, 2017

Journal of Education for Teaching, 2010

This paper provides an account of the processes leading to the report Transforming teacher educat... more This paper provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21 century schools undertaken by the International Alliance of Leading Education Institutes. The report is a unique document, neither a series of country studies nor one based on an extensive review of the literature. Rather, it attempted to strongly reflect widely varying