NJY Thrive Reflection

Considerations of group formation Grouping Is there an optimal way to form groups? What could be the guiding principles? Let them choose who they can help in PF? What structure can we design to ensure that choose the right person to help? What information should be give to help them make the right choice? Let them choose who they wanted to seek help from? How do they know that they need to be a seeker and not help in the round of activities? Student-initiated group formation does not seem to be thought through carefully. In a class of 40, with technology, what will group formation orchestration be like? Can it be done spontaneously after some time? Teach them how to choose based on the task and their friends Should it then be a seeker and helper match? What is the best sequence of assessments by peer? Different stage of the project task In the assessment colloquium, a group teaching JC students shared how they want peers to be in the assessment   Draft 1 - criteria with unders...

How do engage students in self-feedback? The focus is on understanding processing. What triggers inner feedback?  Annotated exemplar then teacher comments.  Whole class feedback based on misconceptions - thinking of feedback 

The essentials (System) Context matters - what context promote self-regulation (People) Teachers matters (enthusiasm) - positive, relax, enjoyable emotion vs negative, tense, rushing through emotion provide role-modelling example for students to regulate their own emotion.    (People) Students awareness of their own progress and judgement matters (do they overestimate themselves?) The Process From the concept of self-regulation (goal, performance, reflection of your experience) The concept of goal-orientation in self-regulation (1) Feedback on personal goals (if it exists) in alignment with organisation/syllabus goals The good thing about performance orientation is that they just do well even when they do not like it *** Can we align the coursework goals with the personal goals (or interest) that aligned with the sociatial goals?  Performing structuring your environment that make it need more effort to do the wrong things How to help them develop self-regulated learning...

 With the removal of MYE - what new competency on assessment do the teachers need is the design of assessment that involve students in progress in order to develop students' metacognition and triangulation of learning.  MOE definition of assessment literacy is framed by the three questions of: where am I going? Where am I now (involved emotions and responses) and how do I get there (involved receptivity)?

 New insights Subject-specific assessment and evaluation. How to evaluate designerly depositions? Profession development cycle in attending courses knowledge, practice, students' response, students outcome Test design with eliciting misconception Carless & Winstone Teacher feedback literacy and its interplay (2020) - The triangle to frame your thinking?  How you are framing your reading and thoughts process How do you differentiate human Is the design of rubrics for progressive learning or for evaluation of attainment at different level? The purpose of rubrics for evaluation vs learning. The language and voice in feedback Eyre K.C> talking about respects sond wave. Dialogic feedback for file check - you let the teacher The change of department meeting to model assessment culture - how do you want to check with teacher competency in facilitating the coursework process. Breakdown to reconstruct. To check culture (1) The concept of embodied learning by changing the way you...

 New Insights Gender-centric feedback - very relevant for Sec 1 D&T No difference, with and without feedback in MOOC - need to better understand if feedback has no significant difference for higher achievers who are highly motivation The practical implication of Dr Ana's framework involved context, sources, learners' characteristics and engagement in the processing of feedback MCQ test, why not Multiple Course with the test on the crafting of Question - provide students with choice and ask students to write the question and explain why they think that should be the question. Does "advice" instead of "feedback" works better for Secondary School Students?