Monday, February 22, 2016

Instructional Model and Strategies in Disciplinary Literacy for Teaching and Learning Physics by Dr Tang Kok Sing

doing a little broadcast for interested folks in workshops, for the benefit of all.


Instructional Model and Strategies in Disciplinary Literacy for Teaching and Learning Physics

Venue: Academy of Singapore Teachers
Dates / Time: The Master Class will be conducted over three sessions at the Academy of Singapore Teachers (AST):
  1. Session 1: Wednesday 23 March; 2.30 p.m. to 5.30 p.m. 
  2. Session 2: Wednesday 13 April; 2.30 p.m. to 5.30 p.m. 
  3. Session 3: Thursday 28 Jul; 2.30 p.m. to 5.30 p.m. 
Lecturer: Dr Tang Kok Sing
Facilitator: Mr Lee Siew Lin

Number of Participants: 15 – 25 pax


Physics teacher leaders with keen interests in disciplinary literacy and argumentation strategy to:
  1. engage students in scientific dialogues and stimulate higher order thinking in physics 
  2. enhance students’ conceptual understanding and develop their ability to reason 


At the end of the master class, the participants will:

  1. understand disciplinary literacy instruction in the context of physics teaching and learning in the classroom 
  2. be familiar with various disciplinary literacy strategies and how to apply them in the physics classroom 
  3. contextualize the disciplinary literacy instructional model by designing and implementing argument-based inquiry physics lessons 



Science inquiry in the classrooms often emphasises hands-on activities with a tendency to avoid text and reading due to time constraint. However, such literacy skills (e.g. active listening and effective communication) are important competencies that students need, in order to be scientifically literate.

How do we then develop in students the disciplinary literacy and proficiencies – language, symbols, representations, diagrams, graphs, reports, arguments and explanations – so that they are able to engage in scientific inquiry and physics discussion in the classroom?

Course Content

In this Master Class series, Dr Tang will be sharing a pedagogical model that integrates an argument-based inquiry with a talking- and writing-to-learn approach. This model is supported by specific literacy strategies that scaffold students’ reasoning and writing process as they engage in scientific inquiry of observable phenomena.

The disciplinary literacy instructional model and strategies, as well as the materials used for this workshop, are conceptualised, developed and tested from the research that Dr Tang had conducted with local secondary schools in Singapore.

By the third session of the Master Class series, participants will be able to share a physics lesson that incorporates the disciplinary literacy instruction and strategies with fellow participants.


Register for the Master Class now to learn about disciplinary literacy instruction in physics to enhance students’ conceptual understanding and ability to engage in science argumentation.

We seek your understanding to submit the Google Form before 4 March.