NJY Thrive Reflection

My reflection from Wang (2008), Wang and Huang (2018),  Johnson and Aargon (2003) papers on the principles design of technology-mediated learning environment, in particular, BSL to prepare for the possible scenarios of high absentee rate of students. There are three board areas in which design specifications can be established. They are (1) pedagogical (2) Social (3) Technical.  Pedagogical  (1) Involve both in-class and online students from time to time during instruction through 1-min reflection and activity such as think-pair (online with face to face)-share (2) Plan how best assessment data can be collected from both in-class and face to face students for feedback to avoid teacher over-load of information for effective feedback (3) Organise information in small parts and review each part before moving on to the next (read a short text, discuss, reflect) - (watch a short clip, solve problem, peer assess) etc (4) Provide assessment in a fun way to motivate - e.g using w...

Term 1 Week 7 - The positive omicron virus week I could not go to school for one week as I was tested ART positive but with mild symptoms. I tried (1) asynchronous learning by assigning students with SLS for my 3 Em, (2) remote teaching in directing students how to design for 1 Ex (it is a NA-NT group) whom do not have their PLDs using the advanced share screen beta mode and (3) remote teaching in reviewing what they had done in SLS and attempted dialogic teaching over online using the normal share screen mode. First, I must be clear that remote teaching is quite different from full-home based learning and planned home-based learning  in that remote teaching replace what is supposed to be face-to-face learning with online learning with limited preparation time.  (1) Students were in school and it is earlier for student-student interaction but there is still a psychological barrier for teacher-students interaction BUT much lesser as compared when it is in zoom if the laptop is ...

 How can the next cluster PD be for D&T teachers in Oct 2022? Should we have face-to-face or Zooms or both? In the sharing of google classroom - how can I arrange it to answer the question of affordance of google classroom - tools and agents. Tools provided the features (utility) and agents such as human see how these features can be used for learning (usability) How can the zoom be non-lecture style and model interactivity, connectedness and reflectivity? In the sharing of drawing and sketching to design - clearly face-to-face is better. What happens if we still cannot meet face-to-face? How can we demonstrate with devices like what I did for google cardboard, physical tools like PLD, physical learning aid?

How to manage high-frequency disruptive behavior?  A discussion with LBS elicited issues like sleep and assess to media as well as home routine. Is there a need for alignment of home routine with school routine for SEN students. What are the elements that we can and cannot be aligned? What are the elements in schools and what are the elements at homes At home - Sleep (affect the mind) In School - Friends and interaction (affect the soul or Social) At home and in school - Food  (affect the body) At home (during HBL) - when soul, body and mind is put to test without monitoring

Connecting Learning from S7 meeting on 10 Feb and EDTM 902 Superintendent share about what happened to primary school and could affect the needs of students in secondary school. He must be a believer of constructivism. What prior knowledge does this group of students have/not have due to Covid. Should our SOW for Sec 1 be structured in a way that we have dialogistic of their prior experience and knowledge? I think this exercise is better than many briefings on the first two days of orientation. While it is important for them to know each other and make friends, it is equally important for us to know where they stand at the start so that we can set targets to where we want them to be. The discussion also lead me to post two important questions What is unique about the "e" and e-pedagogy or it is the same? This has the implications of the belief the extent we duplicate effective face-to-face learning to online learning

What is inclusiveness in reality? Getting used of SEN students disrupting the class? Not even aware that they deserved a better environment to learn. Ecological, we are conditioned by our environment. And As a supporting Heads and with bombarded with reading about learning theories, I can now connect how easily human can be conditioned over time.  The problem with classic conditioning is subject is passive and controlled by the environment. Operant conditioning, the subject is active and be conditioned toward positive behavior with rewards. Reward does not have to be physical but the fulfilment in achieving what we plan out to be. Let not in this reflection to REMIND myself to condition them and not let them condition me and accept with they are at the standard of behavior.

Teacher role is no longer a transmitter of value but to facilitate the inculcation of values through dialogue. It is an active process between the teacher and the students. Term 1 Week 6 has marked the start of a lot of talking and documentation to understand my supporting form class.  There are two targets I created for my supporting form class based on what I think they are and what I want them to be. (1) To have zero call-outs to the office after the morning assembly (2) To be praised by teachers to be the most teachable class with zero disruption to the lesson The process has to be discussed with individual and with the class before implementation with the framework of feedback literacy (1) Students must appreciate that feedback is not punishment but for growth in character and class culture (2) Students must make judgements of the own behaviour and behaviours of peers and proactive seek feedback to improve their behaviours (3) Students must manage their emotions when negative ...

In the review of literature of peer assessment conducted within the context of secondary school, the following are design principles for peer assessment.  Start with a simple assessment task with objective response and gradually move to a complex task with subjective responses Provide calibrated scaffolding based on learner’s ability and complexity of the task Assign individuals to assess 3-4 work with reasonable assessment load and calibrated scaffold Consider Learners characteristics and skills before taking on face-to-face collaborative peer assessment Monitor student rating and feedback, their responses and emotions during enactment over time Design principle 3 is more difficult to implement. I attempted a web-based portfolio in which one of the agendas is to design a learning platform for peer assessment. I included my own design as an exemplar for the top student so that there is always a gap for them to fill. https://sites.google.com/moe.edu.sg/collaborative-design/about...

In the review of literature of peer assessment conducted within the context of secondary school, the following are design principles for peer assessment.  Start with a simple assessment task with objective response and gradually move to a complex task with subjective responses Provide calibrated scaffolding based on learner’s ability and complexity of the task Assign individuals to assess 3-4 work with reasonable assessment load and calibrated scaffold Consider Learners characteristics and skills before taking on face-to-face collaborative peer assessment Monitor student rating and feedback, their responses and emotions during enactment over time Based on the design principles, I would like to know more about this year. (1) the effect of the content of feedback given by peers – look at what they had written down for their peers. (2) The effect of providing feedback – look at what they think about when giving feedback (3) The effect of receiving feedback – look at what they do a...