Teamwork and putting theory into practice!
I’ve seen how the strategies used by the teachers who have completed these courses have improved student engagement. The teachers have become aware of the essential pedagogy and how the theory of learning applies into practice. Teamwork has evolved as the teachers taking part in the course share and work together in teams. This has translated well into ongoing mutual levels of support and collegiality. It has also enabled them to work more effectively and more confidently in team collaborative planning.
Paul Starkie, Principal, Crescendo HELP International School
A more structured lesson planning and creative ideas for classroom strategies and activities. A better and confident teacher, delivering lessons in the classroom.
Joanne Ong, Assistant Primary Principal, Crescendo HELP International School
Our E2STEM Professional Learning Community (PLC) is vibrant and active, as our teachers develop confidence in engaging their peers on professional practice.
Mr. Lim Tou Boon, Programme Director, E2STEM Education, Cambodia
International methodology for learning and teaching
We wanted to provide our teachers with the opportunity to develop their professional skills in learning and teaching. It provided the opportunity to explore theory and pedagogy related to learning and teaching along with strategies that could be implemented in the classroom. This course has been brilliant for teachers who are new to teaching or training to become teachers, but also provides an opportunity for experienced teachers to refresh their skills and experience international methodology for learning and teaching.
Tammy Cyngier, Deputy Principal, Head of Primary, Crescendo HELP International School
Building a Learning Community and the Culture for Supportive Mentoring
We have noticed how the teacher’s confidence has changed in the classroom, how dynamic their lessons have been and their willingness to try new ideas. The confidence has improved in regards to their professional conversations with colleagues and the sharing of the knowledge, strategies and ideas within the CHIS teaching community. Many have gone on to lead small group PD sessions based on what they have learnt from the CIATL/CICTL and CIDTL. We have also seen an enhanced culture of supportive mentoring. Mentors have enjoyed being part of the learning process as they are learning too but enjoyed observing different colleagues from across the school and in different subject areas.
Tammy Cyngier, Deputy Principal, Head of Primary, Crescendo HELP International School
Active Learning with an Inclusive Mindset
We have seen an increase in active learning strategies being used across the school, not just in teachers who have done the various courses but other classes too. Students are actively engaged in the learning process, often making reflections on their own learning and identifying areas of strength and areas for improvement. There has been a huge impact on the idea of inclusivity and differentiation across the school and how we can cater to the needs for all our learners. We have seen an impact in improved planning, where lessons are coherent and AfL, differentiation, inclusivity and active learning have all been planned for. Because teachers are considering these aspects within their teaching we are seeing the impact in the lessons.
Tammy Cyngier, Deputy Principal, Head of Primary, Crescendo HELP International School
Greater teacher confidence, impacting greater engagement among learners
I have found that these courses have exposed my teachers to the Cambridge standards of teaching and subsequently built their confidence in the delivery of lessons. The impact I’ve seen with the learners is their greater engagement with the application of Active Learning.
Paulus Lee Xing Rong, Principal, Seri Jubli International School
A significant number of our E2STEM students have given positive feedback on their improved learning experience, and attributed that to their teachers employing what they had learned in the Cambridge PDQ in their teaching.
Mr. Lim Tou Boon, Programme Director, E2STEM Education, Cambodia
Benefits of the Mentoring Programme to the Mentors
I would encourage other teachers to become mentors. We may not always have the chance for another person to show us where and how our teaching practice can improve. But by being a mentor, while constructively critiquing another teacher, the self-reflection is the added bonus while helping that teacher become better. The impact is not just on one person (the teacher being observed and mentored), but on the mentor as well.
Chan Siew Yen, Head of English, HELP International School
In evaluating a teacher’s lessons, I reflect on my own teaching practice as well, to see what I can add, change, remove.
Chan Siew Yen, Head of English, HELP International School
Through my experience of being a mentor for the Cambridge PDQ course I have learnt various soft skills such as interpersonal skills, communication skills , coaching and mentoring, time management, and reflection in teaching where teaching and learning is on-going with higher adaptability.
Elaine Thong PY, KS4 & KS5 Chemistry Teacher, KS5 Supercurriculum Coordinator, HELP International School
I have benefited greatly as a mentor; self-reflection for improvements including updated technologies available, applications of apps and skills learned could be evaluated through mentees’ classes, cross-department transferable skills could be explored. Instead of teaching a few hundred students yearly, sharing of teaching and learning skills impacts more students in Malaysia and indirectly contributes to our community or society at large.
Elaine Thong PY, KS4 & KS5 Chemistry Teacher, KS5 Supercurriculum Coordinator, HELP International School
I have learnt that every single teacher has something unique and special that they will bring into their teaching. Cambridge PDQ course is an enabler for them to see who they are as an educator by identifying the school of thoughts, teaching theories as well as philosophies of pedagogy that they can personally resonate with the most. To be able to be in constant learning conversations while mentoring them helps alleviate my thinking and has expanded my thinking scope further to view teaching and learning as not just a skill but rather as a lifelong artistry that needs to be constantly reworked, frequently reflected upon as well as being kept up to date. Cambridge PDQ course championed the idea of lifelong learning and this is something that all educators must embrace to stay relevant in the industry.
Siti Zaleha, IGCSE Mathematics Teacher, HELP International School
To those who want to re-assess their set of beliefs in teaching while picking some new, up-to-date skills in teaching and learning, this is your golden opportunity to do so! If you only think about the extra responsibilities that you may have on your plate due to being a mentor, think again. New learning presents new opportunities and is a huge advantage in our own professional journey. If we have a good set of qualifications and skills, why not share it so others can benefit from it as well? Plus, our credentials are only as valid as the time we attained it. There is no guarantee that our existing knowledge and skills are always valid. The mentoring process provides the mentor with the opportunity to explore and learn new strategies to cater to the needs of an ever changing world. In short, being a mentor will offer you with such opportunities.
Siti Zaleha, IGCSE Mathematics Teacher, HELP International School
As a teacher, we try to discover new ways of learning everyday and reflect on what went well or what needs improvement. By being a mentor, you will not only have the opportunity to learn new things but you get to see the strength of others and learn from that. This helps you build on your own knowledge and grow from there.
Abegail De Costa, Primary 6 Homeroom Teacher, HELP International School
Benefits of the Mentoring Programme to the Mentors
That’s one small step for man, one giant leap for mankind. If more teachers take up the job as mentors, our education system might move more towards active learning.
Elaine Thong PY, KS4 & KS5 Chemistry Teacher, KS5 Supercurriculum Coordinator, HELP International School
The Cambridge PDQ course benefits the mentee. I had and have been observing more ideas in teaching and learning as well as implementing active learning after the course. This is an essential course for fresh graduates to start their career in the education field.
Elaine Thong PY, KS4 & KS5 Chemistry Teacher, KS5 Supercurriculum Coordinator, HELP International School
By being a mentor, you learn to organise your plans for your mentee, appreciate people’s time more and you are embracing the duality of teaching and learning at its finest; teaching students and supporting teachers. Aside from the sense of achievement when your mentees attain excellent results, you would also have built a strong collegial relationship with them. You will be surprised at the opportunity of learning and being supported by them in the future 🙂
Siti Zaleha, IGCSE Mathematics Teacher, HELP International School
I have had the opportunity and privilege to be a mentor to at least 10 mentees. The most striking improvements that I have noticed is when they start talking about their own practice. They talk about education. They regard their planning as well as teaching by putting it into the context of pedagogy. A group of educators who are constantly reflecting and improving their teaching and learning skills – In my opinion, this is Cambridge educators in their true form!
Siti Zaleha, IGCSE Mathematics Teacher, HELP International School
At the start of their teaching, I could see struggles and uncertainties when planning and teaching. As they embarked on their PDQ journey, they grew in confidence; not only in planning but also in the delivery of their lessons. They were more aware of students needing support and found strategies to guide them based on effective assessments carried out.
Abegail De Costa, Primary 6 Homeroom Teacher, HELP International School
Benefits of the Mentoring Programme to the Mentees
I can see that my mentees are becoming more strategic in their teaching plan, to pick activities and strategies that will yield them the positive learning outcomes needed, as now they are equipped with knowing how the methods and tools correspond in a student’s learning.
Sharifah Nadia, KS3 Science, KS4 and A-Level Physics teacher, Help International School
I have noticed the growth in confidence in her teaching, knowledge and methods. Also she has now the confidence to integrate new elements in her practice in order to enhance learning.
Bertrand Molinie, PE Teacher, HELP International School
My mentee can use range of activities that meet the need of his students to deliver the content of the curriculum. The training has also improved his level of organization and confidence in teaching.
Olusola Stephen, Head, Creative Design Arts and Technology, Tunku Putra HELP.
My mentee has become much confident in planning, delivering lessons as well as assessing the students in class. She is gradually moving from teacher-centered to child centered approach. With the teaching strategies introduced by the course, she is now able to implement it effectively in class to promote active learning.
Vicky Heng, Bilingual Preschool Teacher
Why pursue the CICTL or CIDTL course
If you are looking for a short course that will inspire you to grow as a teacher, then YES! I would definitely encourage this. Even if you are an experienced teacher, this course helps you strengthen and enhance the quality of teaching and learning.
Abegail De Costa, Primary 6 Homeroom Teacher and Mentor for CIATL/CICTL courses, HELP International School
To me, what benefits me most in being a more effective teacher is the constant use of reflective practice. Knowing various strategies and tools would not help all of my students learn more effectively if I did not observe their behavior during and after learning and reflect on how to make improvements in the future to ensure that we reach the lesson objectives. I also notice my own growth in using assessments to give students greater control over their learning, thus boosting their motivation and enhancing their study performance. In addition, since joining CICTL, I’ve realized that differentiation plays a significant role in addressing the needs of all learners, while I can rely on the assistance of high-achieving students to assist their peers in learning.
Chhouk Laysothea, Secondary English Teacher, E2STEM Education, Cambodia, CICTL graduate (currently pursuing CIDTL)
I would encourage you to take up the Cambridge PDQ Courses. You certainly will be enriched as a teacher which benefits you, your students and ultimately the community. It was difficult to manage real-time teaching and this course simultaneously but doing so was the best way of applying what has been taught in the course. The reward of witnessing your students learning, making links by themselves and becoming more confident in your subject is worth every second spent on the course. If you are able to, do take up the courses.
(Cryzel) Gan Hui Shin, Year 10 & 11 Mathematics and Additional Mathematics Teacher, Kingsway International School, CIATL/CICTL graduate
It provides you with all of the theoretical foundation and pedagogical knowledge that you will need to be a good teacher in the classroom. It embeds all of the theories in real-life situations to make it easier to understand its applications.
Shumita Van Rijswijk, Homeroom Teacher, Year 2, HELP International School, CIATL/CICTL graduate
It provides you with all of the theoretical foundation and pedagogical knowledge that you will need to be a good teacher in the classroom. It embeds all of the theories in real-life situations to make it easier to understand its applications.
Rous Daro, English & Khmer Language Teacher, E2STEM Education, Cambodia, CICTL graduate
The main benefit of doing the Cambridge PDQ Courses is that they provide an essential framework of what it means to teach. These courses also very much teach from example, showing us very practical examples of what we are to do in our own practice.
Ryan Nair, KS3/KS4 Science and English Teacher, CPD Coordinator, Seri Jubli International School, CIATL/CICTL graduate
I would definitely encourage other teachers to register for the Cambridge PDQ Courses. These courses will set you in the right direction in developing as a teacher. They definitely give you a head start into teaching.
Ryan Nair, KS3/KS4 Science and English Teacher, CPD Coordinator, Seri Jubli International School, CIATL/CICTL graduate
I would certainly recommend the CIATL/CICTL course. I feel the course has been an eye opener to my previous practice and has motivated me a great deal to provide an inclusive learning environment for my students.
S.Meenachi Supramaniam, Primary Milepost 2 Teacher, HELP International School, CIATL/CICTL graduate
The course has enhanced my teaching skills to become an effective teacher and exposed me to the methods to ensure learning takes place.
Micheal A/L Moses, Year 11 Combined Science/Biology/Chemistry Teacher, Kingsway International School, CIATL/CICTL graduate
I would especially encourage teachers without a degree in Education or a professional qualification in Teaching and Learning to do the CIATL/CICTL courses, as it gives you all the necessary tools to become a competent teacher.
Marie-Anne Thiang, Secondary English Teacher, HELP International School, CIATL/CICTL graduate
It has made me more confident with my approach and the ability to trial new methods and tools in my practice. It has also allowed me to reflect upon my own practice more for future improvements.
Zoe Leigh, Secondary English Help International School
After attending the course, I am now used to facilitating student-centered classroom and more capable of differentiating my classroom so that all my students can learn despite of their differences.
Sinet Sem, Secondary school biology E2STEM Education, Cambodia
I have become a more critical reflective teacher, I reflect before and after my lessons and identify what went well and the aspects that I can improve. I am more organised with my planning and keep a record of my schemes of learning. I am more attentive to my learners needs so I can provide them with the right opportunities to learn best.
Veronique Kenel, IKS3 & IGCSE Spanish Help International School
This course helped me be a more effective teacher because I observed that I feel confident with doing a coherent lesson plan that includes engaging students with chunking of scaffolding and how students work collaboratively to explore content. One more thing, I am also confident in using the formative assessment to help students in every lesson stage to make sure that they learn actively. To make my lesson more effective, I use various strategies for engaging students.
Chhun Chhin, K12 History teacher, E2STEM Education, Cambodia, CICTL graduate & currently pursuing CIDTL
It has been benefited me to become a reflective teacher in my practice. It help me in my areas in using different learning and teaching strategies, applying differentiation to adapt to my student’s needs, improve about classroom management and learn to have a coherent lesson plans.
Theodore Karl, Year 4 Primary Math, English, Science and English,CHIS
The ability of planning a coherent lesson, able to reflect( reflective in practise), after lesson and student assessment.
Balachandran, KS3 Science, KS 4 & KS 5 Biology Help International School, CIATL / CICTL graduate
The Cambridge PDQ courses provide teachers with high-quality training that helps to improve and maintain the quality of teaching.
Ramanaesh Rao A/L Ramakrishna, KS4 Biology and Chemistry Teacher, Kingsway International School, CIATL/CICTL graduate
I strongly encourage teachers in practice to pursue the PDQ Courses. You will develop in confidence after completing the course and will find yourself to be a more effective teacher. I am a testimony to that. If you have the support, pursuing the CIDTL would greatly benefit your personal and professional growth but if this is not possible, the next best option would be to complete up to the CICTL.
Rupneet Kaur, IGCSE Chemistry and A-Level Biology Teacher, HELP International School, CIATL/CICTL graduate and currently pursuing CIDTL & CIDTL graduate and currently pursuing CIDTL
Instead of constantly spoon-feeding students information, I am now more effective when I ask questions and facilitate discussions which have pushed my students to think further and be actively engaged during on-site and online classes.
Improved teacher-student relationship – My students have become more open to asking questions and clarifying doubts as the course taught me that positive reinforcement and feedback improves the learning environment. The students do their very best to submit their work and naturally have a cheerful attitude during my class, even if the topic is difficult.
Setting clear learning objectives – Every lesson is paired with learning objectives which I took for granted in the past, but now plays an essential role during all my lessons. It has become woven into my PowerPoint slides and how I measure my students’ level of understanding.
(Cryzel) Gan Hui Shin, Year 10 & 11 Mathematics and Additional Mathematics Teacher, Kingsway International School, CIATL/CICTL graduate
After implementing what I’ve learned in the course into practice in the classroom, I’ve seen that learners are more engaged and motivated in the learning process, and they’re eager to learn and ask more questions than before since the lessons are catered to the students’ interests. Furthermore, I make it apparent in the classroom that it is a safe space where everyone is free to express themselves and constructive feedback is welcomed. As a result, students’ grades are improving significantly, as is their confidence in expressing themselves.
Chhouk Laysothea, Secondary English Teacher, E2STEM Education, Cambodia, CICTL graduate (currently pursuing CIDTL)
Cambridge PDQ courses have changed me a lot in my teaching area.
Muhammad Hanafi Bin Jasla, Primary Physical Education, Crescendo HELP International School, CIATL/CICTL graduate
I am approaching my lessons differently now. Firstly, I always start my lesson by checking students’ prior knowledge. This is very important so that I can differentiate my teaching activity to meet their needs.
Next, I will carry out formative assessments throughout my lesson to check my students’ progress and their understanding. This is very useful where I can use the feedback from that assessment to ensure my lesson was successful and reflect in any area that I need to improve on.
To be honest, it was never a practice for me before joining the Cambridge course. This has helped me reflect and improve on my style of teaching.
Muhammad Hanafi Bin Jasla, Primary Physical Education,Crescendo HELP International School, CIATL/CICTL graduate
The course has provided the theoretical knowledge that will cater to the individual needs of all the students in my class, emphasising the need for scaffolding and differentiation to ensure students are being sufficiently supported and challenged to progress in their learning journey. It has also taught me to constantly reflect on my own teaching practice so that I am aware of the evolving needs amongst the students in my class.
Shumita Van Rijswijk, Homeroom Teacher, Year 2, HELP International School, CIATL/CICTL graduate
I am now planning lessons meticulously and creating a more inclusive learning environment.
Low Ghee Hong, Secondary Science & Maths Teacher, Yong Peng High School, CICTL graduate (currently pursuing CIDTL)
Through the course, I have become a reflective teacher. This has helped me to continuously evaluate my teaching methods and learning activities.
I have learnt to apply better AFL, providing useful feedback for my learners and encouraging them to reflect on their learning. I have also learnt to teach lessons by implementing active learning strategies; creating a more interactive classroom environment.
S.Meenachi Supramaniam, Primary Milepost 2 Teacher, HELP International School, CIATL/CICTL graduate
The CIATL/CICTL has helped me focus on areas that I struggle with in my teaching career, and guided me in my journey of reflection to improve in them. For me especially, it would be in the area of active learning and giving of feedback. It used to take a lot more time to plan, and the execution seldom led towards meeting the lesson objective/s, but now they’re a lot more purposeful and intentional.
Marie-Anne Thiang, Secondary English Teacher, HELP International School, CIATL/CICTL graduate
There’s a lot of purposeful and guided reflection in the Cambridge PDQ courses. I think I’m better at reflection in action now. I’m better able to gauge how the class is going, and adapt it on the spot if needed (because of the tools given, and the number of observations and reflections I had to do). I think in the past, I would have bulldozed ahead
with my plans, even though I can see that it’s not working out for my learners, but these days I can calmly think about my options for change whilst I’m conducting a class.
Marie-Anne Thiang, Secondary English Teacher, HELP International School, CIATL/CICTL graduate
Through CIATL and CICTL , I had gained better comprehension on how to create a more cohesive lesson by breaking down complex ideas into two or three lesson sequences. This practice lets me help my learners construct their understanding better and it also benefits me as when I break down the topic into a series of lessons, I can easily find relevant active learning strategies to deliver the content more effectively.
Another advantage is, I started dedicating time to write a teaching journal to observe and reflect on my teaching and student’s learning. This process gets me to reflect deeper in my own practice and how best to differentiate my lessons to meet students’ needs.
Four questions that help me regularly are: (1) What did my students learn today? (2) What helped them learn? (3) What went well and not well ? (4) What specific evidence do I have to back up my claims? (5) What differently can I make next time for differentiation?
Chansolyka Tep, High School Earth Science teacher, E2STEM Education, Cambodia, CIATL/CICTL graduate & currently pursuing CIDTL
Impact on student learning
I’ve noticed that my students are more engaged as I’m using a wider variety of resources and tool to support their learning. Also, the use of differentiation has allowed me to focus on my students’ individual strengths and areas for development so they can progress at their own pace.
Zoe Leigh Craddock, Secondary English Teacher, HELP International School, CICTL graduate
My students have become more independent, proactive and confident during my lessons. They present mathematical solutions to questions clearly and provide good verbal explanations during online lessons. They have maintained a positive learning attitude where they aim to complete work assigned to them and stay focused on the lessons despite the challenges they face in online learning.
They feel that a safe learning environment has enabled them to ask questions without reservations and have instead been positively reinforced.
(Cryzel) Gan Hui Shin, Year 10 & 11 Mathematics and Additional Mathematics Teacher, Kingsway International School, CIATL/CICTL graduate
My students are responding and engaging with the tasks a lot more. The constant reflection on teaching practice ensures that I am delivering the lesson and supporting them with activities to meet individual student needs.
Shumita Van Rijswijk, Homeroom Teacher, Year 2, HELP International School, CIATL/CICTL graduate
By reframing how I approached my lessons to facilitate students being active participants, I saw one girl, in particular, come alive. She had previously been completely passive in my KS4 Science class, having given up. But as I tried to plan more active learning into my lessons, she started volunteering answers on her own and demonstrated understanding of key concepts.
Ryan Nair, KS3/KS4 Science and English Teacher, CPD Coordinator, Seri Jubli International School, CIATL/CICTL graduate
One impact I have observed as a new norm in my learners is there is an increase in students’ engagement in their learning. The majority of my learners, even the quiet ones, started to turn in their assignments on time and participate more in class. On top of that, they asked less now about the grades and focused more on the purpose of assignments and tests to help them improve in their content mastery.
Chansolyka Tep, High School Earth Science teacher, E2STEM Education, Cambodia, CIATL/CICTL graduate & currently pursuing CIDTL
Students are more passionate to learn and are eager to start the lesson with multiple strategies and activities. They have also started to use these strategies at home to enhance their learning.
Ramanaesh Rao A/L Ramakrishna, KS4 Biology and Chemistry Teacher, Kingsway International School, CIATL/CICTL graduate
My students have become independent learners. They are able to explore independently and are more confident now. Another important change in my students that I have seen is that they are more open and respectful to me now, as I, through this course, learnt to understand and respect the talents in each child. We as teachers need to understand the diversity of our students and our lessons should have a variety of activities to make teaching and learning inclusive so that no child feels out of place. This promotes positive behaviour towards learning and is important in helping our students feel safe in the classroom.
Rupneet Kaur, IGCSE Chemistry and A-Level Biology Teacher, HELP International School, CIATL/CICTL graduate and currently pursuing CIDTL
They have showed more confidence and able to interact as team work or pair work is essential as part of their learning skills. (Linda) Lee Chui Ling, English Teacher, Shen Jai High School, CICTL graduate (will be pursuing CIDTL)
Career Advancement of Candidates who have taken our Cambridge PDQ Courses
I would encourage you to take up the Cambridge PDQ Courses. I was a learning and teaching assistant previously. I have now been given a homeroom position in Year 2. I am responsible for teaching the core subjects for a class of 19 students. The courses have been very useful to help me fully prepar for the classroom. The support provided by the mentors and instructors were invaluable, easing me into a classroom setting in the most scaffolded way possible.
Shumita Van Rijswijk, Homeroom Teacher, Year 2, HELP International School, CIATL/CICTL graduate
I’m now the coordinator for CPD in my own school. I am in the midst of planning, designing and implementing teacher training programs and assessment methods. By far the greatest benefit was just helping me understand that effective teaching is defined by what and how students learn.
Ryan Nair, KS3/KS4 Science and English Teacher, CPD Coordinator, Seri Jubli International School, CIATL/CICTL graduate
After completing the CIATL/CICTL, I’ve been assigned to teach KS4 First Language English, which is a bit of a learning curve for me.
Marie-Anne Thiang, Secondary English Teacher, HELP International School, CIATL/CICTL graduate
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