Dr. Tan Liang See received Ph.D. from Nanyang Technological University, and did her Master of Science in Education at Purdue University, United States. Her research focuses on teacher learning, cognitive and affective development of high ability learners, differentiated curriculum and pedagogies, as well as talent development. She led a series research projects supported by National Institute of Education from 2009 to 2018, such as: (1) Cultures and Leverages in Nurturing Adaptive Capacities; (2) Curriculum Innovation and the Nurturing of 21st Century Learners; (3) teacher efficacy; and (4) teacher leadership, as the Principal investigator and Co-Principal investigator. Dr. Tan Liang See taught a range of pre-service, in-service, and Master of Education with specialisation in High Ability Studies. She is currently affiliated to Applied Research Consultants Private Limited, Singapore. She connects with the teaching communities by providing consultancy in research, professional learning and development programmes, and designing and evaluating programme. She interacts closely with the local and overseas educational communities as an advisor, speaker or consultant.
The Fidelity of Conceptualising and Implementing Enrichment Program
A common pedagogical approach to foster creativity and develop talents among gifted students is after-school enrichment programs. To effectively meet the needs of the gifted and talented students, it is imperative to examine the fidelity of these programs. The fidelity has significant implications on the quality of the students' learning experiences. However, in practice, there are several issues concerning the conceptualization and implementation of such programs. Since these enrichment programs are typically not part of the core curriculum, and scheduled outside curriculum time, these programs are relatively low stakes. As an after-school add-on program, such programs tend to be fragmented and ad-hoc in nature. Instead of a systematic program designed to stretch the gifted and talented students, with the goal of developing their knowledge and competencies in breadth and depth, the programs that are implemented tend to be pitched at exposure level. This presentation will share the issues and challenges encountered by a group of secondary schools in Singapore in implementing enrichment programs for their gifted and talented students. Based on their experiences, the study team generated criteria for schools to assess the implementation and effects of the enrichment programs they conceptualised and implemented. The presentation will share the learning of the school leaders, middle management, teachers and students, as well as the follow up actions they have taken to improve their programs.