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Professional Development Courses

    CTL regularly offers short workshops taught by our faculty who are experts in these fields:

    For enquiries, please email: or tel. 6219 6167 (Julie)

    Please click here for the upcoming PD courses - 2019
    Please click here for the CATL Colloquium (9 - 10 Sep 2019)

  • ICT 0100 - Introduction to Lesson Study

    Duration: 7 hrs

    This course will introduce lesson study as an ongoing, teacher-led, professional learning process that will develop teachers’ capacities and dispositions as they discuss curriculum and subject matter, pedagogy, assessment, student learning, and other related issues. Participants will explore the various stages of the lesson study cycle from unit and lesson planning (PLAN), research lesson implementation (DO), observation (SEE), post-research lesson discussion and refinements made to the research lesson (IMPROVE) vicariously through the use of video cases. The benefits and challenges in implementing lesson study will also be explored.

    ICT 0102 - Experiencing Lesson Study

    Duration: 7 hrs

    This course provides the opportunity for teachers and school key personnel to experience a real live research lesson (RL) observation and post RL colloquium. Throughout this experience, participants will learn how to observe with a focus on student learning and be exposed to a variety of observation tools. They will discuss their observations in a post RL colloquium, supported by experienced faculty members of NIE and other resource persons as “knowledgeable others”. This course is offered mainly as a school-based workshop but it can also be cluster-based with teachers and key personnel from different schools. As part of the workshop will involve observing a real live RL, the course facilitator will work with a team of teachers in crafting the RL. Arrangements for crafting the RL will be discussed further with the course facilitator.

    ICT 0105 - Equipping Facilitators for Lesson Study

    Duration: 7 hrs

    This course provides the opportunity for teachers and school key personnel who are involved in facilitating and leading lesson study (LS) cycles in their own school, to clarify their conceptions and discuss how to continue with and sustain the LS journey. In this course, LS facilitators will discuss challenges of implementation of LS in their own school, and how to steer the discussion in a lesson study cycle. The depth of discussion in this course will depend on the questions raised from the experience of involvement in previous LC cycles by the participants. As such, this course will only benefit participants who have been involved in LS.

  • ICT 0208 - Curriculum Decision Making For School Leaders

    Duration: 12 hrs

    This course serves to develop the capacities of school leaders to lead in school- based curriculum designing. It challenges school leaders to reclaim their professionalism as curriculum and pedagogical leaders of the school. Opportunities will be provided for participants to reflect on their personal theory of curriculum and the impact of their personal theory on curriculum decisions regarding goals, objectives, content, structure, assessment, teaching approaches and the scope and sequence of learning experiences.


  • ICT 0300 - Assessment Literacy In the Primary/Secondary Classroom

    Duration: 7 - 12 hrs

    This course helps primary/secondary teachers clarify their understanding of assessment, teaching and learning within the context of Singapore's 'Holistic Assessment'/ 'Balanced Assessment' aspiration. They should be able to develop an assessment plan with suitable emphasis on assessment for learning at the departmental or school-wide level to build coherence of formative and summative assessment practices.

    ICT 0309 - Quality Assessment Rubrics

    Duration: 7 - 12 hrs

    This course provides an introduction to key elements and principles of rubric design. Participants will review several different types of rubrics (eg. holistic, analytic, general, task-specific rubrics) and discuss their effectiveness for different purposes of teaching and assessment. In particular, there will be an emphasis on distinguishing the use of a rubric in formative and/or summative assessment. The participants will be given an opportunity to design a rubric that should be immediately useful for their classroom teaching and assessment, leading to sharing of their works. Finally, issues of staff competency in effectively designing and using rubrics would be presented.


    ICT 0313 - Designing Quality Alternative Assessments

    Duration: 10 hrs

    This course is intended to increase participants' knowledge and skills about alternative assessment concepts and connections to curricular aims. It gives participants experience in developing or adapting alternative assessment tasks for use in schools. Participants will practise evaluating potential alternative assessment tasks for newly- emerging curricular goals (eg. 21st century skills, citizenship education).

    ICT 0320 - Effective Questioning and Feedback as AfL Strategies

    Duration: 10 hrs

    The course is designed to build teachers’ capacity in the areas of questioning and feedback, two important assessment for learning (AfL) strategies. Using research-informed best practices, participants explore and apply questioning and feedback within authentic contexts. Focusing on enhancing teachers’ use of AfL strategies, the course examines how participants may plan the conditions for ideal questioning and feedback practices. Through discussion, hands-on and reflective activities, participants will enhance their knowledge and skills to use Q&F strategies to support and evaluate teaching and learning. AfL practices and understandings will be set within the context of MOE Assessment Philosophy and assessment competencies.


    ICT 0323 - Student Self-Assessment: 5Ws and 1H   

    Duration: 10 hrs  

    This Student Self-Assessment workshop hopes to provide teachers with a better understanding about student self-assessment (what) and its potential benefits to teachers and students (who & why). This workshop will look at how to set the stage for the implementation of self-assessment in the classroom (where), introduce a variety of self-assessment strategies (what & how) as well as discuss the issues and challenges of implementing student self-assessment (when & how). There will also be a hands-on session for teachers to work together to co-design self-assessment for their students’ use.


    ICT 0324 -  Nurturing Self-regulated Learners through Assessment Practices   

    Duration: 10 hrs   

    This workshop hopes to provide teachers with a better understanding about self-regulated learning (SRL). It will focus especially on shaping classroom assessment practices to nurture SRL. It will discuss the complexities involved as well.  There will also be many hands-on opportunities for teachers to plan for application of course content in their lessons.

    ICT 0328 -  Evidence-based Assessment for Learning   

    Duration: 10 hrs   

    Assessment is integral to the learning process. It should begin with clarity of purpose and gather information to inform future practices. The quality of the evidence of student learning is, however, only as good as the design of the assessment. What are the factors that must be considered in designing quality assessment in a unit of work? What happens after the evidence comes in? How to use assessment results formatively? The answers to these questions connect the assessment design to the intended use of the evidence for the action part of learning. In this course, frameworks for designing unit assessment plans to ensure the quality of the evidence of learning will be presented. Principled approaches to interpret and use evidence collected to progress student learning will be introduced. At the end of the course, participants will be able to make informed instructional choices through knowing where learning is headed, where it is now, and using evidence to decide what to do next to improve student understanding.

  • ICT 0407 - Talk in our Classroom

    Duration: 7 hrs

    This course promotes a new culture of teacher and student talk in the classroom that goes beyond the IRE/F (Initiation-Response-Evaluation/Feedback) interaction mode. This workshop promotes dialogic teaching which has the potential to engage learners, stimulate and extend their thinking, and advance their learning and understanding across subjects.This module aims to prepare teachers for handling the C2015 policies of maximising students' learning outcomes, in particular, Self-directed Learning (SDL) and SEL (Social-Emotional Learning) competencies. Dialogic talk may also be used as a powerful tool for scaffolding formative assessment events in the classroom and will help participants in their understanding of talk, questioning strategies and formative assessment.

    ICT 0415 - Developing Critical and Inventive Thinking Through Design Projects

    Duration: 6 hrs

    This course explores a way of teaching and learning critical thinking skills and inventive thinking skills through a single programme or project. By experiencing the learning process themselves, participants will examine how design projects can be used to develop students’ critical and inventive thinking skills.


    ICT 0416 - Design Thinking as a Methodology for Developing 21st Century Skills and Competencies: Introduction for Educators

    Duration: 3 hrs

    In this introductory workshop, participants will learn what design thinking is, with a focus on understanding the core values and sensibilities of the design thinker. They will experience the design thinking processes in a hands-on activity, and then critically explore how design thinking may be used to develop 21st century skills and competencies in schools.

    ICT 0417 - Design Thinking: Tools and Methods

    Duration: 14 hrs

    This course introduces participants to the concept of design thinking, as well as a basic set of design thinking tools and processes. Participants will immediately put into practice the tools and processes they have learned as they attempt to create innovative solutions to solve a real-world human problem. The course ends with an exploration of possible ways of applying design thinking tools and processes in Singapore schools.


    ICT 0419 - Dialogic Argumentation: Development of Thinking and Expository Writing

    Duration: 10 hrs

    This course will introduce participants to the practice of dialogic argumentation. We explore the theory of how social argumentation mirrors individual thinking and is thus a productive path to developing 21st century dispositions and thinking values. The curriculum is a structured approach designed to help students debate broad issues represented by 2 opposing perspectives. Research evidence shows that repeated practice of dialogic argumentation improves students’ expository essay writing, as expository essay writing requires a high level ability to integrate multiple perspectives and evidence. Participants will engage in dialogic argumentation with each other in order to better understand the argumentation process. Time will also be set aside for participants to discuss issues of implementation in the classroom.

  • ICT 0500 - Teaching Inquiry through Reflective Practice

    Duration: 7 hrs

    Reflective Practice serves to provide teachers with the capacity to look into the work they do every day so as to shape meaningful practice from the various events and situations that they confront in the daily grind of their practice. In this course, we introduce teachers to the theories and practice of reflection, and ways to make reflection a meaningful habit to support their work.


    ICT 0504 - Action Research For Schools

    Duration: 7 hrs

    Action research in education is an essential part of teachers' professional growth. It aims at promoting teachers' reflection and refinement on their practices, producing local/contextual knowledge, and sharing this knowledge with professional communities. In this course, we introduce the qualitative methods in Action Research, data analysis in qualitative Action Research, and consideration of qualitative and quantitative methods in Action Research on teaching. This course is designed to help teachers to acquire competencies in designing, using and evaluating this methodology for the purpose of professional development.


    ICT 0505 - Qualitative Research For Education Practitioners

    Duration: 12 hrs

    By the end of the course, participants will be able to give due consideration to the concepts, principles and theories underlying qualitative educational research designs and methods and provide a clear rationale for using qualitative methods and analysis for their own action research studies. Participants will design a rigorous qualitative study in terms of data collection and analysis and interpret, discuss, and write up findings derived from data collected from field research.

    ICT0509 - Enabling Data-Driven Conversations: A Foundation Course in Statistical Data Analysis Using IBM SPSS Statistics 

    Duration:  8 hrs

    ICT 0509 is an introductory level course on general research methods commonly used in the school settings and hands-on practice using SPSS statistics conducted in the computer lab at NIE.  The aim of the course is to provide participants with the skills to confidently identify a research problem, design a research study, obtain exposures to various research methods (both qualitative and quantitative methods), and conduct a basic repertoire of statistical data analyses using foundational level of SPSS statistical tests.  Participants will have opportunity to discuss their research interest (if any), develop research questions and methodology, and gain basic experiences in analyzing interview data and applying simple statistics for data analysis for quantitative research data