Parliamentary Replies
Teach Less, Learn More
Name and Constituency of Member of Parliament
Dr Fatimah Lateef, MP for Marine Parade GRC
Question
To ask the Minister for Education (a) what findings and results have surfaced following the introduction of the “Teach Less, Learn More” programmes in schools; (b) what lessons have been learnt from these findings and how will these lessons be implemented in the curriculum; and (c) whether sharing sessions have been organised to share best practices across institutions.
Response
The “Teach Less, Learn More” (TLLM) movement, started in 2006, helps our teachers and schools to focus on the fundamentals of effective teaching, so that our students are engaged, learn with understanding, and are developed holistically, beyond preparing for tests and examinations. (It is not about teachers literally “teaching less”.) To do so, schools have innovated in curriculum (what to teach), pedagogy (how to teach) and assessment (how much have learners learnt).
In leading the TLLM journey, MOE has made judicious reduction of curriculum content to provide teachers with more scope for innovation in their teaching and to reduce the curriculum load on our students. This has provided our students with the time for more holistic development and to take part in learning activities that will help them to think more critically and creatively. MOE has also provided schools with additional resources and support to carry out school-based curriculum innovations.
Evaluation of the TLLM effort has shown that teachers are now more able to customise the curriculum, apply a variety of pedagogies, and use more varied modes of assessment. By the end of this year, a total of 266 (74%) schools would have leveraged on resources and expertise offered by MOE to embark on their school-based curriculum innovations. (This compares with an initial 29 Prototype schools in 2006.) Our school leaders and teachers have found that students are more engaged and motivated in learning as a result of their TLLM efforts.
There are many lessons that we have learnt from this TLLM journey, some with general application and others relevant for certain subjects and learner profiles. One general lesson is that the active involvement and support of the school leaders is a critical factor in the success of school-based curriculum innovations. Another is that structured time has to be formally set aside in the time table in order to support teachers in their efforts to collaborate and plan together. Such lessons have enabled us to guide schools more effectively in their TLLM initiatives.
There are many platforms and opportunities for schools to share their TLLM innovations and good practices. Last year, 92 primary schools and 117 secondary schools and JCs have shared their school-based curriculum innovations in the form of publications or at platforms such as conferences and workshops. 25 primary schools and 26 secondary schools and JCs have shared their TLLM initiatives at international platforms. With the setting up of the Singapore Teacher Centre, there will be even more opportunities and platforms ahead for our schools to share their innovations, collaborate on projects and learn good practices from one another.