FIS Maths Teacher Professional Development: Unlearn and Re-learn: Pedagogi Terkini untuk Siswa Masa Kini
Saturday, 26 April 2025; As part of school’s commitment to professional growth and fostering a transformational learning environment, four Mathematics teachers Ms Clara, Ms Sekar, Ms Wening, and Ms Nice participated in a professional development training organised by Mentari Group. The titled “Unlearn and Re-learn: Pedagogi Terkini untuk Siswa Masa Kini” was held at Global Islamic School and served as both a reflective experience and a valuable opportunity to enhance pedagogical skills in response to current educational demands.
The session encouraged teachers to re-evaluate traditional teaching methods that focus heavily on memorisation, mechanical calculation, and procedural approaches. These methods are increasingly less aligned with the needs of today’s learners, who are expected to develop critical thinking and independent problem-solving skills. Instead, teachers were invited to re-learn more relevant approaches that suit to Alpha Generation learning characteristics: tech-savvy, fast-learning, yet easily distracted students.
One of the key areas explored was the importance of meaningful and impactful learning through the CPA (Concrete–Pictorial–Abstract) approach and Spiral Progression. Both strategies are already embedded in the school’s teaching practices, aligning with Focus Independent School’s commitment to connected learning and cognitive development theories, including those of Jean Piaget.
The training also emphasised the value of problem-based learning, which enables students to think critically, logically, and creatively. This aligns with our school’s mission to develop superior thinking skills, promote a strong work ethic, and deliver purposeful learning experiences that are both relevant and intellectually challenging. It also reflects our dedication to offering diverse and inspiring learning experiences while building a strong mathematical foundation.
Although many of the strategies discussed are already being applied at our school, the training served as a platform to strengthen teachers’ understanding, validate current practices, and encourage professional sharing. More importantly, it opened up opportunities for new insights and teaching inspiration to enrich future lesson planning.
This training has surely refreshed our teachers’ perspectives and enriched their teaching strategies that suit to 21st-century learners needs. ***
