NJY Thrive Reflection

Why a student could not get the data he needs from the internet? It involved not just the keyword used in the search engine but the selection of information from website to website.  Screencast can be used to understand the issue students faced when working on a PLD. To be continued...

From Yuan and Kim (2015) Effective Feedback Design Using Free Technologies The attribute of effective feedback should be first considered before selecting any free tools.  (A) Content of feedback should provide direction on how to move to the next level that is easily understood by the students as well as recognition of the progress made. "(1) Effective feedback should inform learners of their learning  goals  and  how  they can make improvements. Although information as to how to make improvements impacts students’ learning (Hattie & Timperley, 2007),  (2) Students’ progress and excellence also need to be acknowledged in feedback. The acknowledgement of success and progress helps students develop a positive attitude toward learning (Gagne´ , 1985; Gagne´ , Briggs, & Wager, 1992; Taylor & Hoedt, 1966; Weaver, 2006) and motivates them to learn (Orsmond, Merry, & Reiling, 2005; Poulos & Mahony, 2008; Tseng & Tsai, 2007)." Can...

Problem statement: Students are unable to visualise their ideas in 3-D even with feedback (verbal or written) given. It was found that demonstrating how it can be drawn produced a better outcome as students are able to observe the procedure in achieving the 3-D sketch. However, it will not be possible for a teacher to make 20 recordings. Exemplar - In 1 integrity,  I get students to record their feedback for their peers after I did my own recording to model how feedback can be enacted.  Ease of use of technology - Within the lesson, one student managed to help me to troubleshoot and bypass using a web-based loom without installation (he is supposing one who is less focused). He feels so proud that he can be the teacher for the day. He becomes my AED for that lesson, going around and helping others who could not set up their looms. As teachers do not have a chrome book, this part of the ICT is also an issue. We cannot test what works on a student's Chromebook. But leveraging ...

With the removal of MYE, one of the questions raised was - what do we not know about a student's progress without MYE?  If learning analytics could personalised feedback at scale for improvement, whether or not, students act on the suggestive feedback, will we be able to predict if with high accuracy if students could progress to the next level? Or who is the best in the cohort to be recognised? How will that data be presented to be ethically sound? Now that we only have WAs, if we have data on students' work progress throughout the year, the way they follow up on feedback, work on each assignment (online), do their homework, interact in class and online, and all these can be feedback to the students in term of their quality of content, learning strategies (did the student do it last minute and if so what is the quality of work), did they students think deeply when they post comments online) and so on.  If LA could ascertain one competence and depositions, why do we still need...

Elaborating using the elements of feedback from Panadero and Lipnevich (2022). This has a practical implementation of how we supervisors prepare our lessons to facilitate coursework effectively. From the perspective of content of feedback How does the quality of feedback message/content  differ with and without technology? Message include term of characteristic of message such as type (positive vs negative), level (personal, task, process, self-regulative), amount. Quality can be seen from technical quality (accuracy, consistency, fairness), constructiveness of feedback for uptake, interactive content for uptake. From the perspective of the function of feedback How various processes of feedback work or do not work work with and without technology? Process include the cognitive and metacognitive process of feedback - how student encode, evaluate and decide to act, reflect on feedback  Sequences of feedback - when it should be given that serve that need to the user? Motivational...

How could the lower secondary curriculum be re-designed that cater to students' ability and pathways like what a weight-loss specialist will do? How can we build up resources and set up a feedback system that allows for personalisation in which students make choices based on the initial diagnosis of their ability, need and interest and provide them with recommendations on the possible pathway in their course based on the resources that we have built up over the year?

 This year, five of my students concurred with D&T awards. I wonder if it is my student's innate ability or something that I had done in terms of the feedback given. Student Ax - widening the gap for student A to fill by expecting aesthetically appealing and yet simple design Student Jz - "forcing" student to work with what remains after mistakes made during realisation instead of redoing Student N - co-triggering of ideas - When student ideas triggered your ideas, re-trigger their idea towards yours without telling them it's your idea Student S - Playing with the material and its structure- why a watch cannot be made of wood? Design awareness and movement Student D - what value can you add to an ordinary product? How can we train students to provide feedback that lead to creative thoughts? How dialogic feedback come back about deeper understanding for both the teacher and the students? e.g balancing your physical and intellectual growth - reading book shelve.

 I was asked by my VP how should I nurture pupils' curiosity? Diversity curiosity kills that cat  Specific curiosity kills anxiety  Since there are students who seem to have anxiety issues, are they not curious about their own body, mind and soul as I am? Lower Secondary students may not have the maturity to solve other people's problems. So how can the curriculum be designed to re-ignite pupils curosity https://hbr.org/2018/09/the-five-dimensions-of-curiosity To be returned for further insights

Out of all the subjects in the common curriculum, I am in charge of three subjects that are examinable and can be used for progression to higher education.  Preliminary observation is that mixing express, NA and NT students together in a common curriculum does have a positive effect on the learning behaviour of the NT students. However, how can we design the curriculum to close the curriculum gap? Can we set the target that all NT students will take G2 D&T, Art and NFS and some NA students will take G3 D&T, Art and NFS? How can we design a common curriculum that closes the cognitive gap of students by having much more improvement made by the NT students? How can we then close the metacognitive gaps of students by having a different learning experience for the Express students by taking the role of critical and constructive feedback provider for others and translating the feedback to internal feedback to set high expectations and learning how to regulate themselves to close ...

Observation of content page crafted for use during file does not seem to work well for C&T department.  Ajjawi Schofield McAleer and Walker (2013) provide examples of cover pages in students' distance learning. How can the cover page be used in the context of blended learning when resources provided are in hardcopy and online and students' responses were capture both online and in hardcopy. The concept of affordance of technology: enabling feedback synthesis can be applied in helping students "design cover page'' that promote self-assessment. This is very applicable for coursework when they track their learning (whether is it online or in hardcopy). From "a print out the content page with resources for the purpose of organising their file" to a "digital content cover page where student input feedback receive and their uptake for their coursework". They input in the content page the lesson objectives and what feedback is given for them to imp...

Trios is reported to be the best based on my review of literature on peer assessment in the secondary school context (see Ng, 2022). This is affirmed by Min research work. However, Prof Min used a random assignment approach where I propose a systematic assignment of high, middle and low ability to form a group. It is unclear if such an arrangement could be an optimal formation if each of them is trained with feedback-seeking strategies. For example, having lower-achieving students trained to ask higher-order questions while higher-achieving students teach while gaining metacognitive insights from thinking about the questions and explaining to the lower-achieving students. What could be the roles of students in a heterogeneous group?

What types of task is suitable and not suitable for peer feedback? Drawing parallel from Prof Min work on peer feedback in writing, coursework tasks for D&T/FCE/Art could be crafted for peer feedback if (1) There is a common skill (research, formulate, ideate, develop, communicate, prototype) to be acquired by working on a project on a different topic.   (2) Students appreciate it if it is related to enriching one's ideas (or content) through oral peer feedback. This is particularly applicable in the stage of ideation. (3) Lower achieving students feel that they could gain a lot from peers as sometimes it is easier for them to receive suggestions from peers than from authoritative teachers. Seeing how their peer design (with video technology) exposed lower-achieving students to the quality process and product.   How complex should the task be optimal for peer feedback? But Task complexity should not be mixed up with feedback complexity due to task complexity. The...

Adpated from "the feedback design" (p.142) Implementing peer feedback  Clarify design intent to ensure it is not a communication or document issue Identify the problem with the design at each stage (need formulation, ideation, development, mock-up, construction proposal, communication of solution) Explain why you think it is a problem Provide suggestions on design direction to move the design forward,  refer to resources or instruct on the skill required

Working with students who could not act on the feedback given Peer Feedback survey will be self-directed from Term 2 Programme will be needed for students who need help The start for walkabout this week  The history lesson is orderly and quiet in Week 1 but the Geography lesson is not. The is a need for  dipstick observation (30 seconds) from Monday to Wednesday Monday The science is orderly and quiet and 90% were attentive for both NA and NT - 9.10 Lit is orderly and quite Maths - NT - K is not engaged in a game NA - quiet and orderly Wednesday 9.10 - Science is orderly in practical NA, NT -K is talking out loud and copying 9.35 - Geo is orderly and quiet (off light) - M is standing 10.35 - Students out of class after the first bell. 11.30 - In-row and seat quietly (Test?) 1230 - In-row and seat K and Q is talking but seems to be soft. K is right in front of teacher. Celebration of the end of Week 1-2 behaviour. Not all have done well. But we need to move on to next stage of ...

During the file check on the FCE coursework, I clearly see how low is the low ability student in the class as compared to the high ability students. The lower ability students use a few ways to answer an open-ended question while HA used a paragraph. Language ability will definitely hinder LA's ability to provide peer feedback for improvement and it will take years to improve the ability of one's language. How can we close this gap at a reasonable level so that the NT students will not feel overwhelmed? Should we train the NT students to play the role of the seeker (receiver) and the NA student to play the role of reciprocal teacher based on what they had learned? What kind of differentiated training is then be needed for these two groups and how the enactment can be monitored with calibrated and differentiated scaffolding given?

Why do you want to invest in peer feedback when teacher feedback is better in terms of the quality of the feedback message given? From the perspective of developing feedback literacy for sustainable life-long learning Students need to make the judgement of the feedback given by their peers to see if it is accurate (in terms of information provided to reject or accept) constructive (in terms of actionable to move their work forward or improve the quality of their work) instead of relying on teacher as the source of feedback without being critical about the feedback given Students may be reluctant to have a dialogue with authoritative teachers to provide feedback that is critical From the perspective of the teacher seeing students as instructional resources Students brought with them a rich experience at secondary school, this experience can be used to enrich the content of the work through feedback by providing a different perspective from that of a teacher.  In the context of a bi...

We are moving toward the use of e-journal. Other than the logistical convenience of having e-submission, e-sample, e-standardisation. Is Singapore ready for e-feedback in high-stake exams?  Before we can go into e-feedback, we need to be ready with e-journal. A real-time authentic designing of a solution that is called upon to solve a daily problem. The supervisor is expected to guide students in the process of designing and e-feedback will have many potentials My vision of why I am doing what I am doing should not change:  To close the cognitive gap through peer feedback in a common curriculum.  I am also "dreaming" at how D&T coursework can be transformed from an academic subject that allows students to build a portfolio to showcase their individual skills to a portfolio showcasing how their skills had be applied collaboratively to benefit the community. This is possible if the last year of coursework, which is an exam, will allow for partnership with the community....

Peer feedback provides rich information about their learning environment to the form teacher to interpret the data for target setting each morning. It also serves as an excellent tool for triangulation when there were incident in the class such as bullying. Actions have to be taken immediately at the end of the day and have to be made good the following day. Teacher feedback for students with high-frequency disruption provides rich information to parents and form teachers for school-home collaboration. Should parents provide feedback on their child's behaviour at home? Now, how to ensure uptake of feedback by L who bullied M.   

How can we provide written feedback for sketching to ensure improvement? No way! It does not work. Feedback for design sketching is better done via sketching. Sketching as a form of feedback. Take a look at how feedback can be given for sketching So how much does a video recorded feedback being uptake by a student who is motivated? A critical lens on feedback uptake Before feedback Video recorded teacher feedback https://www.loom.com/share/42a8c2f209354956a1e26a9d93549156 After feedback   Based on my framework of sketching   (1) the use of stroke to figure out the shape was not uptook. (2) the details of slot was done. (3) the understanding of grain direction was not uptook. (4) the "perspective" drawing stay as "perspective" without following the isometric demonstrated.  In conclusion - percentage uptake is about 30%

A student is not interested in coming down for the meeting to discuss the need to change his behaviour. What does not works -telling a student that meeting is important and who are attending -having an agenda -parents asking students to attend -offering to have a separate session to discuss the importance What works -changing agenda to show the need and concern and to provide voice -call to explain that the meeting is constructive and not corrective in the feedback to be given constructive - feedback + strategies to close the expectation gap corrective - feedback as information of undesirable behaviour - articulate the teacher's belief in the student - believe in teachers that a process (series of actions) is needed to change one decision.