NJY Thrive Reflection

 How can we award "marks" for contribution in the classroom like what university awards for participation? Which I think was poorly done. Awards students for stepping forward to teach others and share knowledge Awards students for providing triggers for others to build knowledge  When instructions are given, there will definitely be people who catch it and some who do not, how can we reward students (even if it is about the reproduction of knowledge) who teach others

 Effective collaboration in my study is about individual contribution to group and distil from group discuss to advance knowledge. The discussion is face to face (group) and contribution is online (individual). How will this work out.

 

Enculturation to KB and self-assessment  In the first lesson, we usually brief students workshop's safety rules which a passive. It was turned into a challenge where students test their memorise skills and collaborative skills In a 40-minute lesson, students are split into 2 groups (boys vs girls) to list 14 safety rules by looking at the big safety signage outside the studio.  They are supposed to memorise as many as possible.  They were given 2 minutes to discuss how they could strategize to write the 14 rules out in sequences as far as possible.   Insights & improvement-  All students went out to see the rules on the big signature for 2 minutes and came back to the whiteboard to write what they could remember is better than allowing them to go out and see again. This saves time. However, they have another chance to go out as a group and see again if they need to.  Answer in the form worksheet should be given for self-marking. Reflection on how group ...

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...

Atmosphere - this term, I tried each boy's seat beside each girl in terms of seating arrangement, and the tone of the class was quite different as compared to when the boys and girls were seated together.  They asked why the boy and girl were seat together. I said it is because men and women think differently and it is needed for innovation. They believe it without any challenge. As a researcher, I double-checked "for a panel data of 231 European listed firms and based on GMM analysis, show that a critical mass of women positively affects firm performance, and that this effect increases as the firm’s innovation activity increases." (Cabeza-García et al.,2021, p.501).  Attention is tested rather than expected. Students were given to watch the deep dive ideo video. It was paused to check if they "caught" what had been said. Nobody catches it. One girl suggested having a caption on. Thereafter, dipstick check, students can understand. They read off the caption. O...