"Leaders are not born, they are made. And they are made just like anything else, through hard work, And that’s the price we’ll pay to achieve that goal, or any goal.” Vince Lombardi
The School Leadership Academy provides a professional development platform to ensure leaders-in-education continually meet new challenges with fresh insight and perspectives in the VUCA (Volatile, Uncertain, Complex and Ambiguous) environment. The workshops are designed to enhance the competencies of leaders-in-education to be educational visionaries, instructional leaders, organizational leaders and even community builders. Through a process of learning in authentic workplaces and diverse contexts, leaders-ineducation will address a range of topics that are critical for their continual growth. These include Strategic Planning, Transforming Learning Organisations Curriculum Innovation and Action Management. Leaders-in-education will be provided with opportunities to deepen their understanding of professional, management and leadership issue as well as exposure to thought leadership so that they can become catalysts of change and sustain a competitive advantage in a fast-changing educational landscape.
English is used as a lingua franca” among speakers of diverse languages and cultures. English language has gained its importance in many countries, from a language of interest to an essential to gain entrance to the world.
Marshall Cavendish English Academy, through its workshops aims to enhance participants’ understanding of language and communication skills for multilingual and intercultural contexts. Participants will be engaged to develop and teach curriculum materials and related pedagogical strategies that are informed by current literature on teaching English as an International language.
Led by Dr Yeap Ban Har, our Mathematics Academy aims to improve Mathematics education by helping Mathematics educators become more effective and have avenues to deepen their knowledge of content and pedagogy.
Our Mathematics teacher professional development programme is designed to give educators a firm foundation in the fundamentals of Mathematics instruction and ensure successful implementation of the Mathematics curriculum. At Marshall Cavendish Institute, our programme covers two major areas in teacher education:
- Content knowledge
- Classroom practice
With this, we have also developed a comprehensive programmes to train and certify educators. Our programmes aims to equip educators with relevant content knowledge, innovative pedagogical knowledge and strong pedagogical-content knowledge. The programme involves hands-on work and observation of actual lessons, allowing educators to implement what is learnt and develop a teaching portfolio to showcase their achievements.
- Certificate in Mathematics Teaching (Primary)
- Certificate in Mathematics Education for Mathematics Specialist (Primary)
Educators can choose from a wide range of courses to enhance their content knowledge, learn strategies on teaching a topic or gain insights into why a topic is taught in a certain way. Through the various modules available, they will also understand how the curriculum and teaching method develop our children for the future. As a teacher, learning from fellow teachers is equally important in improving teaching practice. Our courses provide avenues for both formal and informal aspects of learning.
Based on the current issues and research trends in Science pedagogy, the Science Academy's programme is designed to keep Science educators abreast on the strategies used to better engage and motivate students in learning Science. The courses provide educators with both knowledge and training in curriculum development and innovation, Science Inquiry Approach as well as assessment modes in Science teaching and learning that will be applicable and helpful to their classroom practices.
STEM education has reached the point where the interest in it is ‘an almost universal preoccupation’ (English, 2016). Studies conducted by Ainley et al (2008) showed that the experiences of students in the primary and early secondary years of schooling can establish a ‘series of competence that students have in the foundations of mathematics and science and can kindle their interest in science related fields’. According to DeBacker & Nelson (2000), an early interest in STEM topics can be a predictor for eventual career intentions. Hence, primary school provides an optimum time when gaps in STEM knowledge and understanding can be addressed.
In the “STEM education in Asia Pacific” survey conducted in October 2017, 1580 secondary school students and 560 teachers in Australia, China, Hong Kong, Japan, Korea, Singapore and Taiwan were polled to understand what motivates students to study STEM. Key findings showed that more than 80% of the students feel that quality of teachers (who make classes fun and subjects interesting) is important in motivating them to study STEM subjects. Yet less than 30% of teachers completely agreed that their schools provide opportunities and or funds for their professional development. In addition to limited access to professional training, STEM teachers in the Asia Pacific region say their biggest challenge is that the current teaching methods are not focussed on cultivating students’ passion in STEM. In view of these findings, it is logical and imperative that intervention strategies aim to build up educator capacity in STEM education and related science communication. Educators will be better positioned to provide the type of experiences that enable students to develop STEM literacies and the critical 21st century skills especially communication skills necessary for the knowledge-based economy.
Learning Outcomes Through the workshops, participants will have the knowledge and skills to
- Understand STEM education and science Communication practices;
- Identify, apply and evaluate STEM and science Communication programmes and strategies for diverse audiences, using a range of means, media, and technologies;
- Enhance their STEM literacies and develop lifelong learning habits.
Lesson Study Academy
Our aims are to increase the effectiveness of educators through the development and enhancement of educators’ professional knowledge to improve students’ learning experience.
Marshall Cavendish Institute’s Lesson Study Academy offers a range of novel, progressive programmes in lesson study across subject areas. These include short seminars and workshops as well as long programmes which comprise comprehensive handholding models and overseas immersion trips. Our main facilitators spent many years in the Ministry of Education (MOE), Singapore, and are fully qualified, experienced professional development facilitators.
These programmes aim to help participants gain an understanding of lesson study as a professional development tool and to enhance their competency in implementing lesson study effectively. This is in line with MOE’s efforts to raise the professional capacity of teachers in the context of a professional learning community (PLC) which focuses on collaborative professional learning among teachers.
Early Childhood Programmes
Our Early Childhood
While Early Childhood Studies in Mathematics (ECM) courses focus on mathematical thinking, Early Childhood Studies in Education (ECE) courses are strategies-driven and are not specific to any particular content area. Many examples used show the integration of different content area and thinking competencies. Early Childhood Studies in Science (ECS) courses focuses on scientific thinking.