Thrive 44- Reflection from RPIC

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 fraternity talent to community (parents and partner beyond education) talent - how can parents help supervise learning

Reimaging Teacher Education

Quality in teaching = responsive, purposeful design

Learning theory (behaviorism, Cognitivism (Bloom), Constructivism) - how to translate it into practice

The concept of pedagogical reasoning, why you are teaching in this way (the outcome expected based on theory)

The concept of pedagogical risk taking - experimenting, playing with teaching with students and learning with students (teacher learn how students learn best). Learning from experience and thus practice informed theory.

How can we respond to the context in which the students exist?

How should we live together as a robust (Healthy, Strong, Thriving, Dynamic) society?

Is harmony achievable? 

Open (not decide) or settle (education to belief) value

Classroom Talk - Initiate Response Evaluate, Think pair share or Initial Repsonse Reinitiate Direct end

Classroom Talk vs Discussion (purposeful collaborative inquiry (deeper understanding with analysis of different perspectives)

Discussion vs Deliberation (a decision is necessary)

Teaching for (vs with) Discussion (learn how to talk with clarity, listen with evidence, ask questions and a "we" to agree or disagree)

Open Issues - fair case of completing evidence (no scientific answer, dilemma, expect disagreement)

Settled Issues - a belief that you want students to inculcate 

Controversy - Should the issue be taught and if yes, should it be taught as open or settled issue 

Discussion should not be spontaneous - they have to prepare, high-quality discussion required students to prepare, with strong norms that take into consideration of fear, bias and trust.

"What should students prepare and teachers prepare to have high-quality dialogic feedback" 

"How can our curriculum honour respectful discussion"

Need to clarify dialogic feedback and dialogic teaching and discussion.

The children mind


Comments

Post a Comment

Popular posts from this blog

2024 Thrive 3 - Self-evaluation of sketching using pen

First lesson with 2I (80-min) 20 pax (10 boys & 10 girls) - The use of Ideo video as a resource to test current students' design capability through reflection was not carried out. It is more of checking for understanding rather than facilitating self-reflecting as a class community. If I were to do it again, how can self-assessment be better embedded in the activity and facilitated? How to design a worksheet that embeds self-assessment? You see what we draw so we can improve our drawing - use a pen not pencil. In my research in 2018, it appears that student improves their sketching faster when they sketch with a pen. Why? they can't erase. They dare to explore  (1) Diagnostic assessment of sketching. Students at this age can identify if their observation sketch is accurate. When they are directed to evaluate their first attempt of sketching from observation using rules (isometric or perspective rule). All followed my instructions to improve. However, a 3 uses correction ta...
Read more

My reflection with AI about the STEM project

 I have just completed a STEM workshop with my students. I would like to reflect about this workshop to any of you. ChatGPT That sounds great, Joon Yong! How did the workshop go? What activities did you and your students work on, and what were some key moments or challenges you encountered? 4o We are working on building a chair using a cardboard. The requirement is to be able to withstand three kilos of weight, and also have a leg that is 15 cm long. However, based on my knowledge about knowledge building, I decided for them to make a wheelchair that the humans can sit on. ChatGPT It sounds like you extended the challenge to make it more engaging and relevant. How did your students respond to the new requirement of designing a wheelchair? Did they come up with any innovative ideas or encounter any specific difficulties? 4o Indeed, the outcome surprises us. Everyone is game to attempt, and all the groups have come up with a real-size chat at the end of the day. ChatGPT That's impres...
Read more