NJY Thrive Reflection

What should designerly dialogue be like if one were to express their designerly way of doing things? Macrosystem - Design thinking culture within a caring culture Exosystem - assessment sequence Mesosystem - assessment environment 

 27 June - Started Padlet for students to post the work done within the class and provided objective feedback. Whatapp students to check if they understand the feedback. Reminded the students that it's okay to upload work that is even perceived as "no good" by themselves. The more important is to show a better version. 28 June - To check about the routine at home for Monday to see if they can follow up on the feedback.

Sun and Trent (2020) work on doctoral degree supervision dialogue adapted Lee and Murray (2015) framework to understand if supervisor-supervisee dialogue follow the framework which involved (1) building relationship to motivate, inspire and care for the student through timely and negotiable communication and discussion of progress and achievement (2) Emancipation - Encouraging students to question and develop their writing so as to support ontological and epistemological discovery; open to different ideas (3) Critical thinking - encourage students to question and analyse their writing by deconstructing and reconstructing conceptual and analytical arguments (4) Enculturation - moving students toward becoming members of the academic community by exploring disciplinary discourses and advising on literature references (5) Functional - Setting writing goals and tasks and helping with writing structures and language. How could a D&T supervision framework be like for D&T (1) - (3)...

Based on Ajjwai's ecological framework, the purpose of dialogic feedback could be articulated at different levels. Level 1 (Microsystem) - To clarify students understand our feedback (information) Level 2 (Chronosystem) - To develop the feedback literacy as framed by Carless and Boud (2018). To develop as a person to respectfully challenge authoritative knowledge through (inner) dialogue with material (Nicol, 2010) Level 3 (Mesosystem) - To experience peer/teacher/parent dialogic feedback beyond subject discipline and learn how to navigate the different modes of dialogue. Level 4 (Exosystem) - To structure the school/depart curriculum that promotes active participation in the assessment process. To promote the ethic of care in feedback dialogue (Bozalek et al., 2016) with students, parents, and internal and external stakeholders. Level 5 (Macrosystem) - To appreciate the ideal of democracy in Singapore

From Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development by Jennifer Charteris Assumptions: In the context where the teacher values "intellectual accountability" to solve the problem using data and is agentic in doing so rather than blaming the system. The dialogue should then not be about the standards but "how one could exceed his or her own high expectation". Jennifer did not define "ecology" like Chong or Ajjwai but argued for a bottomed-up system of professional development through dialogue, seeing the system from the eye of the teacher rather than from the eye of the system or outsiders (researchers) like Chong or Ajjwai. In the area of "dealing with" the issue of students with behavioural disorders and SEN, how can we have professional dialogue (with data about the issue from AED T&L, family, after-school life and past experience to bring the disorders to order? What kind o...

From  Ajjawi, R., Molloy, E., Bearman, M., & Rees, C. E. (2017). Contextual Influences on Feedback Practices: An Ecological Perspective. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up Assessment for Learning in Higher Education (Vol. 5, pp. 129-143). Springer-Verlag Singapore Pte Ltd. https://doi.org/10.1007/978-981-10-3045-1_9 The microsystem - dialogic feedback (among peers as well as between the student and teacher) at a particular stage of the design The mesosystem - dialogic feedback at a different stage of the coursework (problem formulation, idea conceptualisation and idea realisation) and across other coursework subjects such as FCE and Art Exosystem - coursework (internal or external) examination system, rule of engagement between supervisor and supervisee and peers (currently only allowed internally), validity and reliability of coursework assessment design, knowledge of supervisor on examination requirement and subject expertise,...

The intervention "technology-mediated dialogic peer feedback" What is known about technology-mediated dialogue peer feedback? The use of screencast and google Docs to mediate dialogue peer feedback (N=8) in writing literature review in higher education. How do students engage in feedback and how do get students involved in feedback. How are you going to get students involved in peer feedback? From Winstone (2017) literature review in support agentic engagement  (1) Structure students to be seekers of feedback (2) Students should have a voice if the feedback message is (a) not useful (or specific to the area and selective), (b) insufficiently detailed or individualized, (c) too authoritative (or judgmental or insent) in tone (or not balanced), (d) not guided with implementation strategies, and (e) not understandable due to the terminology used in feedback. Since the above is the cause of disengagement, the design of the environment should scaffold peers' feedback messages ...

 Inspirations thoughts are not elaborated as I need to continue my reading but recorded for further review Articles:  (1) "supporting the feedback uptake process with dialogic screencast feedback..." (2)  "Towards faster feedback in higher education through digitally mediated dialogic loops" (3) "Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University" (1) To have a vision for HBL , we need to provide holistic feedback on students learning capacity in the form of learning analytics that could let both students reflect and dialogue and parents-teachers to dialogue and thus make improvements not just in students learning but improve the process for HBL with stakeholder (parents). In the end, students and parents need to be aware that HBL is about self-regulated learning and such competency can be attained progressively . How can we evaluate the combined use of technology to sustain communicatio...

Dialogic feedback message (amount, type-corrective suggestive),  function (clarifying, sense-making, shared goal)  purpose (motivational, achievement of the task, change in behaviour, well-being), process (cognitive, metacognitive), context (subject, performance, project-based) source (preparation, experience, belief) agents (peer, teacher, machine)...

Can we have a professional dialogue among D&T teachers on how to provide discipline-specific dialogic feedback to students when supervising students? When the theme is released, can the dialogue be carried out professionally "how dialogue help the students think", "how dialogue help students visualise" etc rather than talking about "how to help the students score"

What are possible dialogic feedback messages that are not reported in the literature? In achieving better performance - most of the dialogue has focused on the task level or process level feedback with corrective feedback and suggestive feedback message - what happens when students are uninterested in the subject? Dialogue to promote disciplinary awareness (syllabus aim) Dialogue about the need of the students in relation to their goals rather than the teacher's goals Dialogue about how he wants to (the effort needed) and can (the competence) get there rather than how the teacher wants him to get there Dialogue about the assessment culture that hinders the motivation The purpose is not to lower the bar but to sustain the feedback dialogue, without with, there is no engagement to start with. What dialogue is ineffective? "Talk only no use" - what actions are needed to couple with dialogic feedback? Should demonstration form part of the feedback such as "Let's do i...

How can the concept of co-designing by Jason be enacted with dialogic feedback to close the teacher and students' design thinking gap? Jason once said - the teacher needs to think about "how will you design this" before giving feedback. The greater the gap (which means the higher the expectation) the more the students will need to know about how to get there (a process of how to get there that can be duplicated in the next task is more important than the procedure of how to get there that is only specific to the task)  As I draw, how will my teacher provide corrective feedback about my visualisation as well as suggestive feedback about the quality of my ideas in terms of functionality (technology), usability (ergonomic) and desirability (aesthetic), manufacturability (construction and material)?  How can create a maker space with wheels and bars to design a trolley? Can teachers and students "sketch and see" together in real-time using mobile guardians? 

Conceptualisations of assessment literacy (Smith et al. 2013; Winstone, Nash, Parker, et al. 2017) Conceptualisations of feedback literacy (Carless and Boud, 2018) The part is the cultural shift that the school need to have to address the issue of school assessment illiterate among students who were stressed out with examination and the misconception of higher stake exam due to higher weightage of EOY exam. The assessment objectives of the EOY exam should be given upfront together with the assessment plan and the assessment objective should not change if the syllabus did not change. The so-called "topic" for the exam can be given at the teacher level depending on the student's readiness for the examinations. While the cognitive demand of the topic does not change, the scope (content) could. This is a shift from focusing on the content to the skills test that still requires knowledge of the content. Scoping the content help manage students' assessment load. 

Interactive cover sheet for D&T FCE and Art in 2023 to improve feedback process in coursework assessment  An interactive cover sheet includes (1) assessment criteria (2) students self-assessment of the criteria (3) students request for feedback on specific aspect for teacher* to (1) check on students understanding of standards for that criteria (not at the end of the work) (2) check on students metacognitive ability to self-assess (3) students cognitive and emotional ability to seek help (4) design peer dialogue feedback session (as correction) for improvement (allow only abled students to provide corrective or suggestive feedback for students^ to  (1) justify to accept and reject peer feedback  (2) to work on the feedback and seek further feedback if needed (2) seek further dialogic feedback from teacher if needed * Teacher could use the data to reflect on how the dialogic has promote or hinder uptake and thus adjust his dialogue (e.g more directive, more polite, mor...

Ecological perspective in the conceptualisation of school-based assessment. MOE policy and system, SEAB policy and systems, Societal belief and systems (parents) School assessment, appraisal, monitoring policy and system (for both teachers and students): SBB, EYE, WA Department (IP and non IP) level process and system in enacting school-based assessment: Pedagogical vs Assessment: (IBL, Collaborative Learning, Direct instruction) vs (Teacher-centric and students driven assessment) Classroom level assessment practices: New and existing - interactive coversheet, peer feedback, self-assessment, dialogic feedback, collaborative testing, use of technology for formative assessment, correction. Strategic planning Strategic thrust 2a: Develop students' assessment and feedback literacy  Strategic thrust 2b: Enhancing existing assessment practices that contribute to feedback literacy (1) From correction that "providing answers and letting them copy" to dialogic feedback (2) From ti...

The 7 shift From transmission of information to helping learners make sense of overloading information - so can can we experiment designing learning and take risk and make it to real, meaningful  From answering yesterday's question with solutions to framing questions to understand the future needs, and problems to find a new solution From standard models to diverse models of education - What is Peirce Educational Model for our profile of students - well-supported parents, value relationships? From physical learning in school to Virtual, Global, Home-based learning - How can we enhance our HBL by fostering students' curiosity? From individual talents to leveraging team strengths - Understanding the strengths each department to solve problems in teaching and learning - to revisit PLC - a discussion of challenges in SEN, discipline issue. Professional Knowledge vs Learning Theory From academic excellence to the holistic development - mastery, metacognition as a key way From frater...