NJY Thrive Reflection

What types of task is suitable and not suitable for peer feedback? Drawing parallel from Prof Min work on peer feedback in writing, coursework tasks for D&T/FCE/Art could be crafted for peer feedback if (1) There is a common skill (research, formulate, ideate, develop, communicate, prototype) to be acquired by working on a project on a different topic.   (2) Students appreciate it if it is related to enriching one's ideas (or content) through oral peer feedback. This is particularly applicable in the stage of ideation. (3) Lower achieving students feel that they could gain a lot from peers as sometimes it is easier for them to receive suggestions from peers than from authoritative teachers. Seeing how their peer design (with video technology) exposed lower-achieving students to the quality process and product.   How complex should the task be optimal for peer feedback? But Task complexity should not be mixed up with feedback complexity due to task complexity. The...

Adpated from "the feedback design" (p.142) Implementing peer feedback  Clarify design intent to ensure it is not a communication or document issue Identify the problem with the design at each stage (need formulation, ideation, development, mock-up, construction proposal, communication of solution) Explain why you think it is a problem Provide suggestions on design direction to move the design forward,  refer to resources or instruct on the skill required

Working with students who could not act on the feedback given Peer Feedback survey will be self-directed from Term 2 Programme will be needed for students who need help The start for walkabout this week  The history lesson is orderly and quiet in Week 1 but the Geography lesson is not. The is a need for  dipstick observation (30 seconds) from Monday to Wednesday Monday The science is orderly and quiet and 90% were attentive for both NA and NT - 9.10 Lit is orderly and quite Maths - NT - K is not engaged in a game NA - quiet and orderly Wednesday 9.10 - Science is orderly in practical NA, NT -K is talking out loud and copying 9.35 - Geo is orderly and quiet (off light) - M is standing 10.35 - Students out of class after the first bell. 11.30 - In-row and seat quietly (Test?) 1230 - In-row and seat K and Q is talking but seems to be soft. K is right in front of teacher. Celebration of the end of Week 1-2 behaviour. Not all have done well. But we need to move on to next stage of ...

During the file check on the FCE coursework, I clearly see how low is the low ability student in the class as compared to the high ability students. The lower ability students use a few ways to answer an open-ended question while HA used a paragraph. Language ability will definitely hinder LA's ability to provide peer feedback for improvement and it will take years to improve the ability of one's language. How can we close this gap at a reasonable level so that the NT students will not feel overwhelmed? Should we train the NT students to play the role of the seeker (receiver) and the NA student to play the role of reciprocal teacher based on what they had learned? What kind of differentiated training is then be needed for these two groups and how the enactment can be monitored with calibrated and differentiated scaffolding given?

Why do you want to invest in peer feedback when teacher feedback is better in terms of the quality of the feedback message given? From the perspective of developing feedback literacy for sustainable life-long learning Students need to make the judgement of the feedback given by their peers to see if it is accurate (in terms of information provided to reject or accept) constructive (in terms of actionable to move their work forward or improve the quality of their work) instead of relying on teacher as the source of feedback without being critical about the feedback given Students may be reluctant to have a dialogue with authoritative teachers to provide feedback that is critical From the perspective of the teacher seeing students as instructional resources Students brought with them a rich experience at secondary school, this experience can be used to enrich the content of the work through feedback by providing a different perspective from that of a teacher.  In the context of a bi...

We are moving toward the use of e-journal. Other than the logistical convenience of having e-submission, e-sample, e-standardisation. Is Singapore ready for e-feedback in high-stake exams?  Before we can go into e-feedback, we need to be ready with e-journal. A real-time authentic designing of a solution that is called upon to solve a daily problem. The supervisor is expected to guide students in the process of designing and e-feedback will have many potentials My vision of why I am doing what I am doing should not change:  To close the cognitive gap through peer feedback in a common curriculum.  I am also "dreaming" at how D&T coursework can be transformed from an academic subject that allows students to build a portfolio to showcase their individual skills to a portfolio showcasing how their skills had be applied collaboratively to benefit the community. This is possible if the last year of coursework, which is an exam, will allow for partnership with the community....

Peer feedback provides rich information about their learning environment to the form teacher to interpret the data for target setting each morning. It also serves as an excellent tool for triangulation when there were incident in the class such as bullying. Actions have to be taken immediately at the end of the day and have to be made good the following day. Teacher feedback for students with high-frequency disruption provides rich information to parents and form teachers for school-home collaboration. Should parents provide feedback on their child's behaviour at home? Now, how to ensure uptake of feedback by L who bullied M.   

How can we provide written feedback for sketching to ensure improvement? No way! It does not work. Feedback for design sketching is better done via sketching. Sketching as a form of feedback. Take a look at how feedback can be given for sketching So how much does a video recorded feedback being uptake by a student who is motivated? A critical lens on feedback uptake Before feedback Video recorded teacher feedback https://www.loom.com/share/42a8c2f209354956a1e26a9d93549156 After feedback   Based on my framework of sketching   (1) the use of stroke to figure out the shape was not uptook. (2) the details of slot was done. (3) the understanding of grain direction was not uptook. (4) the "perspective" drawing stay as "perspective" without following the isometric demonstrated.  In conclusion - percentage uptake is about 30%

A student is not interested in coming down for the meeting to discuss the need to change his behaviour. What does not works -telling a student that meeting is important and who are attending -having an agenda -parents asking students to attend -offering to have a separate session to discuss the importance What works -changing agenda to show the need and concern and to provide voice -call to explain that the meeting is constructive and not corrective in the feedback to be given constructive - feedback + strategies to close the expectation gap corrective - feedback as information of undesirable behaviour - articulate the teacher's belief in the student - believe in teachers that a process (series of actions) is needed to change one decision.

Three-stage of functional analysis include (1) Events that trigger the (2) thoughts or emotions that resulted in the behaviour (in the use of vulgarities) and subsequences (3) consequences that follow. This can be used by teachers to help students understand what is the trigger and how it can be regulated to prevent such behaviour and be very clear of the immediate consequences that follow and the immediate response. For example. A student may be asked to form into a group to discuss a topic and he felt that he is "out of place" in the group. Having the expectation that he had to deliver by the teacher, he became anxious and started to use vulgarities (not directed to anyone). If there is no response from the teacher, the students will not see that it is an issue. When the teacher use consistently, "this word does not belong here", the students can be trained to respond "I am sorry". Then, disciplinary actions should not be taken but discussion on the trig...

A notebook system tracks a student's behaviour by providing feedback after each lesson so that he is constantly reminded of good behaviour. The student will be given a 1 if the teacher strongly disagrees with the observed behaviour as good and 5 of the teacher strongly agree.   What happens when a student gets many 1 for the day and what happens when a student gets many 5 for the day and what happens when a students get a mixed and what happens when he gets all 1 except for a particular teacher in a particular class? How can we help to facilitate students' thinking and reflection what the feedback that he collected from the teachers and build up this students feedback literacy? Let's take a look at the current conceptual model. Appreciating feedback - recognising the value and their active role in the process K will be an example to see if he sees the notebook system as feedback from the teacher for him to improve and is willing to appreciate the fact that feedback is for ...

 Problem statement Students are living with the fact that the learning environment is noisy, disruptive and chaotic. Driven by a few students who mishave, others see it as a norm when the expectation is low for this group of NA/NT students. Without expectation, students did not know where to go, where were they now and how to get there. Feedback will never be able to feed forward.  Feedback has very often been teacher-centred, a teacher telling students mostly what not to do in the context of students' behaviour. Whereas in the academic area, we have been talking about the learning goal, the gap and how to close the learning gap.  There has been a shift in higher education toward feedback being student-centric. That is, feedback is a process of dialogue between the teacher and students to work towards a shared goal, rather than the teachers' goal. The context is also in academic study. Is there a conceptual or knowledge gap in the use of feedback in character education? ...

Term 1 week 10 ends off with the focus of changing the behaviour of a few students to changing the learning environment  What had convinced me that my form class deserve better learning environment L can meet me punctually at 6.50am in morning to do his D&T K can zoom with me at 10.10 till 11.45pm at night to do his D&T, even after a failed attempt J can focus after school at 2pm to finish his drawing S can focus at 4.30 to finish his D&T A, K, Q can meet me to finish their drawing  As a result, they moved from a failed grade to a pass grade. This convinced me of two things (1) They can learn in a good environment (2) They want to do well (3) Thus, they deserve more from me. There is no trust in this class and indeed some had proven to be irresponsible during VIA padlet lesson. With pre-planning, collaboration started to improve MOST important thing - THIS CLASS IS LOGICAL! I started off with the class by talking to individuals to understand them and the issue, my ...

Reflection on a sharing on Emerging Learning Environment Can we excite students when they learn at home with emerging technology? Zspace, VR chat,  panoramic - pano.dpm.org.cn, Augmented reality, Immersive exhibition to a local museum - art/history/design? Immerse and reflect on the Physical environment at home in connection to the subject How can we elicit the three modes of creativity Creely et al. (2021) in an interactive learning environment Storytelling - narrative pedagogy  How then can we assess them with these emerging learning environment Holographic technology - projected real person (futuristic) How can we make online learning useful - we need to have a social, cognitive and teaching presence (Community of Inquiry - Garrison, Aderson & Archer, 2000).  How can students interact online as if they are face-to-face? How do we know that the technological tool is useful (with features and easy to use) for both students and teachers that provide not just the educa...