NJY Thrive Reflection

  Key Learning Points on Motivation 1. Autonomy enhances intrinsic motivation When learning tasks connect to students’ values or interests, motivation shifts from extrinsic (“I must”) to intrinsic (“I want to”). Providing meaningful choices increases students’ sense of ownership, which aligns with Self-Determination Theory (SDT) —autonomy supports deeper engagement. Autonomy-rich environments help students enter a state of flow , where learning feels pleasurable and self-driven. 2. Belonging strengthens relatedness and emotional safety Motivation increases when students feel recognised as individuals rather than grouped or labelled. Small interactions—greetings, personal stories, shared memories—build relatedness , a core psychological need in SDT. A strong sense of belonging supports persistence, risk-taking, and willingness to struggle through challenges. 3. Competence grows through realistic expectations and scaffolding Students are more motivated w...

 When we are talking about integrity and academic misconduct, we are looking at something different here. We know that we should not cheat in exam. Misconduct in simple term mean "copy others work and claim it yours", "ask other to do your own work", "adapt others work without acknowledgment". With AI, what seems to be clear has become blur. I attended the course, dialogue of GPT and these are the insights generated by GPT that I extracted. 1. Clarify AI’s Role in Coursework Students may use generative AI tools (e.g., ChatGPT, DALL·E, Canva AI, Copilot) as learning assistants , not substitutes for original thought. We will use three guiding principles to communicate expectations schoolwide: • Declare – Be transparent about how AI was used (tool, stage, purpose, extent). • Attribute – Credit AI-generated ideas, images, or phrasing that influenced the work. • Improve – Use AI as a starting point for refinement, verification, and testing through human ...

 We commonly use GPT to get things done for us. GPT can make learning easy like what a teacher do. From the research with NIE, I gather one strategy using the "Primer and Prompt" approach. The craft of primer is adapted from Harvard School - a four step approach: Define GPT role, Define your role, Define the dialogue Process, Define the expected outcome. Example, GPT role is act like a nutritional expert and to ask me question, my role is to provide inform so that we can have a good outcome. The dialogue has to be critical (we examine each other output) and the objective is to create new insights.

 There is a difference between design ability and design capability. A student can have the design ability but take a much longer time to complete a design project because the lack the capability to use AI to make him efficient and effective.  We need to proactively guide our students in (1) use of AI for learning, to help them think critically (2) use of AI for productivity, to help them to get things do fast. All these are subject-specific and we need to understand as teachers what we want our students to learn in related to AI. It is not about rule to follow, but what ought to be done when no one is watching

In the 13 Feb 2025 lesson, we tried using a template for visualisation with a project. Students are patiently trying. Again, different students have different needs, and I prepared videos for them so that they can use the template to "apply knowledge" to their own design, and the outcome was positive. See facilitation plan https://docs.google.com/document/d/1tGY4o68GLYVY5-QjPDIiyQDdr9XJnDFSQub71Cx8Mv8/edit?tab=t.0 I do not need to strain myself, and I can direct my instructions by just saying, Refer to my YouTube video #3 based on students' need. In a self-directed learning classroom with diverse needs of students, we have to create "agents" to help us. YouTube is one "teacher-directed" agent, and Chat GPT is a "self-directed agent. Because GPT cannot provide video based on students' outcomes, I am playing a uniquely human role as a teacher. And I asked Chat GPT what he thinks. Below is what my AI agents did for me, and I particularly like the...

Can we design a task where students cannot cut and paste their responses? I am reflecting on a meeting on using AI in education and asking GPT to convert my reflection into actionable knowledge. Here is how it goes.   You said: "1. Task designed should be broad enough that requires co-thinking with AI by (a) assigning GPT with a role, (b) prompting GPT to solve the problem (c) reflecting about their prompting process. 2. For a task to be broad and of significance to the students, Jonathan suggested "better food in the canteen" as a good example. 3. In (a) Assigning GPT with a role can be used to (i) provide perspectives (e.g in canteen project, it can be the perspective of teachers, students and vendors. And Better food in the canteen may be in the form of better preparation, better taste, healthier choice etc) 4. In (b) - when prompting and interacting with GPT, students need to be critical and demonstrate higher-order thinking (analyse and evaluate what GPT said part b...

I asked my students to plan and reflect on the day. How will I do it as an adult? Using Pomodoro based on my needs. Below is a record of how I planned and evolved with my plan for a Sunday work at the National Library after a good rest the day before and how I use GPT to think if there is a way that can better cater to different people to plan for the day. 11.30 - 13.50 - Planning and providing predictive process and outcome for EPMS (2 hr 20 min without a break) 13.50 - 1430 - Longer Break (took longer than I planned) 15.15 - 18.30 - Write about how we can code sketches for creativity (finalised 3 judges' codes) and Test code on AS and SA and explain in ppt (2.5 hours) - but hijacked by my creative mind to prepare a slide for D&T conference 18.30 - 19.30 - Long break dinner 18.30 - 20.00  Self-reflection in action - a new way to reflect as practitioners (1.5 hours) 04.30 - 06.30 Use AI Rabbit Research on possible articles to analyse sketches for creativity Synopsis for Donn......

Alright, today we will share about how to use Samsung tablets for seamless designing, and one of the suggestions is to use Duplicate . With Duplicate , students can think about how their previous drawings can be improved. The question posed is: why is there a need to duplicate, and what happens if the drawing is poor at the start? I mentioned that this is not about drawing, but rather about how students can think critically about improving their previous drawings. Typically, drawings are seen as an expression of ideas, but often, they remain as just an ongoing expression without improvement and evaluation. So, the purpose of Duplicate is to help students refine their designs. That is the first part of the learning process. The other part is about seamlessness . Students can create drawings and documents simultaneously because Samsung tablets allow saving directly to Google Drive , where files are securely stored. Students can save all their images into a folder and then upload them to...

 How should one reflect to be better and wiser? When we reflect on our experiences, how we reflect matters.  I decided to try a 25-minute focused conversational reflection each day with the following questions. What are the assumptions that filter what I think about my experience? Did I have clarity of thought when I acted and was mindful of the effect?  Did I gain new insights from my reflection towards a wiser me tomorrow? My interaction with GPT on the compartmentalization of human minds https://chatgpt.com/share/67c3edd3-42b4-8010-9960-eedb64eeadf1 As human gets to know more about themselves through machines, we need to guard and protect ourselves against both the human and machines (negative) influences

 How can we design SIL and use it to develop self-regulated learning? Strictly speaking, SIL develops self-directed learning and HBL nature self-directed learning. But I am not going to change that, given the programme is set. Rather, I will focus on adaptive thinking within SrL. Presented how adaptive thinking can frame SIL. I wonder how the design by YH can help students understand and discover their own passion and develop their skills rather than following what we asked them to do. I uploaded my sharing to GPT and asked for its insights to clarify what we want SIL for our students. https://chatgpt.com/share/67c406ca-7b58-8010-9af6-a9ce1fefc179 And the following trigger better alignments How Portfolios Can Support Adaptive Thinking in SIL Documenting Learning Actions Students can track their 10 learning actions (e.g., "I identified gaps by researching AI applications in design"). This aligns with SDL and SrL , showing how they set goals, monitor tasks, and seek feedback ....

 After 5 weeks of helping students enact self-directed learning during HBL, I clarified and deepened my understanding of the 10 actions based on the book published in 1975, when I was born. After 50 years, are we systematic about it? Or is it just embedded everywhere without explicit monitoring? SDL actions lead to behaviours. How many of us list down the tasks we need to do each and every day? How many of us have plans for ourselves for what we want to be in 10 to 20 years? I do, but I also prefer to have some surprises along the way. Even as an adult, I have learned to be a better self-directed learner, focusing on "seeking information" using AI and having the mode of reflection-in-action to "check process", at the adult level. And now I learn about co-thinking with AI and how to make AI to be my agents. Human-AI conceptual paper on SDL https://docs.google.com/document/d/1LxPkJyd9y4f_v_0mZXd4ln_YO5jd0z-WIuBmfJ7P-cI/edit?tab=t.0 How students will enact the 10 SDL w...

 How do we assess students' creative work with different design briefs? Expert opinion for common criteria Use criteria to code for content

 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...