NJY Thrive Reflection

A quick note for future reflections In the classroom, the main purpose of collaboration is for deep learning. In real-life, situations often put us to test how well we collaborate in time of "crisis".  This week, I managed three "crisis" and it has to be resolved through collaboration. Interestingly I played very different roles in all these situations.  In the first scenario, I am the leader with a team of experts. In the second scenario, I was as lost as my team members, who are very diverse in experience. Third, I was the novice under an expert or more competent others. A work-life experience of a homogeneous high achiever group As a leader with an expert team, I work together to coordinate decision-making rather than making decisions; the crisis was resolved with a stroke of luck. So in the classroom, in a heterogeneous group of high achievers, the leader just has to be a listener to help coordinate decisions to resolve a learning problem.  A work-life experienc...

Knowledge building by Scardamalia has research findings over 30 years. The principles are very apt to Design and Technology and coursework-based subjects. While Knowledge Forum is mainly text-based, it can be transformed into a visual form.  How can peer feedback promote community participation, idea improvement, student agency, designerly discourse and trend-setting? While the current argument looks at the process of knowledge building rather than the outcome (which is deem not possible by some critiques in schools), we do see students design products that impressed industrial players and design education. Can D&T/NFS/ART take the lead then? Aren't these subjects about knowledge creation which is argued to be much needed in the knowledge society? The current roadblock is the assessment of individuals in design which is very different from the concept of community knowledge. 

 (1) If they really care about the problem and are curious about the solution, they may create new knowledge that may not be new to the adult world but new to the community (the classroom) (2) If groups are formed such that like-minded people are together to pursue their own interests and yet willing to cross-fertilized ideas across groups.  (3) If ideas are seen to be improvable and everyone feel safe to share half-baked ideas to be refined in terms of quality, coherent and, utility and usability (4) If diversity is accepted and the class believes that new knowledge can be achieved through messiness, complexity and quantity of ideas, everyone is a valid contributor (5) If the teacher is willing to be part of the knowledge-building process by understanding and learning how students build knowledge and make changes to the design of scaffold, grouping, monitoring mechanism together with the students.  (6) If the teacher provides directions to seek authoritative knowledge bu...

 I interviewed 2 students to look at their work for the day. My purpose was originally to see if staying back indeed helped them to produce quality work. To my surprise, these are what I found. "I wrote a lot here and knowing that it only requires a few lines" "I saved and did not submit because I want to get the correct answer." "I do not know how to read (Mother Tongue) the question."  "Look, this is my video" - showing me his photography of the sky by the month. "I'm too lazy to download the video now for the art." "These are games for us to revise, I just anyhow do" - Do you know that answer? "Yes" - Running very quickly, showing me the correct answer. "I have forgotten to do the maths, I will do it later" - showing me the given the hardcopy. Conclusion: Reduce curriculum, Understand students as curriculum. Read again "curriculum and the child" Do something that the students really care ab...

 Improvement to Coin-box project to provide opportunities for students to sketch from imagination. Training the sense of proportion. By setting constraints that a square acrylic cannot be cut, the hole size is fixed, and zero-waste design (all cut-out material has to be reused). Can students imagine the possibility?  A paper mock-up may be used as a scaffold in this case if the students cannot visualise.

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?

What should designerly dialogue be like if one were to express their designerly way of doing things? Macrosystem - Design thinking culture within a caring culture Exosystem - assessment sequence Mesosystem - assessment environment 

 27 June - Started Padlet for students to post the work done within the class and provided objective feedback. Whatapp students to check if they understand the feedback. Reminded the students that it's okay to upload work that is even perceived as "no good" by themselves. The more important is to show a better version. 28 June - To check about the routine at home for Monday to see if they can follow up on the feedback.

Sun and Trent (2020) work on doctoral degree supervision dialogue adapted Lee and Murray (2015) framework to understand if supervisor-supervisee dialogue follow the framework which involved (1) building relationship to motivate, inspire and care for the student through timely and negotiable communication and discussion of progress and achievement (2) Emancipation - Encouraging students to question and develop their writing so as to support ontological and epistemological discovery; open to different ideas (3) Critical thinking - encourage students to question and analyse their writing by deconstructing and reconstructing conceptual and analytical arguments (4) Enculturation - moving students toward becoming members of the academic community by exploring disciplinary discourses and advising on literature references (5) Functional - Setting writing goals and tasks and helping with writing structures and language. How could a D&T supervision framework be like for D&T (1) - (3)...

Based on Ajjwai's ecological framework, the purpose of dialogic feedback could be articulated at different levels. Level 1 (Microsystem) - To clarify students understand our feedback (information) Level 2 (Chronosystem) - To develop the feedback literacy as framed by Carless and Boud (2018). To develop as a person to respectfully challenge authoritative knowledge through (inner) dialogue with material (Nicol, 2010) Level 3 (Mesosystem) - To experience peer/teacher/parent dialogic feedback beyond subject discipline and learn how to navigate the different modes of dialogue. Level 4 (Exosystem) - To structure the school/depart curriculum that promotes active participation in the assessment process. To promote the ethic of care in feedback dialogue (Bozalek et al., 2016) with students, parents, and internal and external stakeholders. Level 5 (Macrosystem) - To appreciate the ideal of democracy in Singapore

From Dialogic feedback as divergent assessment for learning: an ecological approach to teacher professional development by Jennifer Charteris Assumptions: In the context where the teacher values "intellectual accountability" to solve the problem using data and is agentic in doing so rather than blaming the system. The dialogue should then not be about the standards but "how one could exceed his or her own high expectation". Jennifer did not define "ecology" like Chong or Ajjwai but argued for a bottomed-up system of professional development through dialogue, seeing the system from the eye of the teacher rather than from the eye of the system or outsiders (researchers) like Chong or Ajjwai. In the area of "dealing with" the issue of students with behavioural disorders and SEN, how can we have professional dialogue (with data about the issue from AED T&L, family, after-school life and past experience to bring the disorders to order? What kind o...

From  Ajjawi, R., Molloy, E., Bearman, M., & Rees, C. E. (2017). Contextual Influences on Feedback Practices: An Ecological Perspective. In D. Carless, S. M. Bridges, C. K. Y. Chan, & R. Glofcheski (Eds.), Scaling up Assessment for Learning in Higher Education (Vol. 5, pp. 129-143). Springer-Verlag Singapore Pte Ltd. https://doi.org/10.1007/978-981-10-3045-1_9 The microsystem - dialogic feedback (among peers as well as between the student and teacher) at a particular stage of the design The mesosystem - dialogic feedback at a different stage of the coursework (problem formulation, idea conceptualisation and idea realisation) and across other coursework subjects such as FCE and Art Exosystem - coursework (internal or external) examination system, rule of engagement between supervisor and supervisee and peers (currently only allowed internally), validity and reliability of coursework assessment design, knowledge of supervisor on examination requirement and subject expertise,...

The intervention "technology-mediated dialogic peer feedback" What is known about technology-mediated dialogue peer feedback? The use of screencast and google Docs to mediate dialogue peer feedback (N=8) in writing literature review in higher education. How do students engage in feedback and how do get students involved in feedback. How are you going to get students involved in peer feedback? From Winstone (2017) literature review in support agentic engagement  (1) Structure students to be seekers of feedback (2) Students should have a voice if the feedback message is (a) not useful (or specific to the area and selective), (b) insufficiently detailed or individualized, (c) too authoritative (or judgmental or insent) in tone (or not balanced), (d) not guided with implementation strategies, and (e) not understandable due to the terminology used in feedback. Since the above is the cause of disengagement, the design of the environment should scaffold peers' feedback messages ...

 Inspirations thoughts are not elaborated as I need to continue my reading but recorded for further review Articles:  (1) "supporting the feedback uptake process with dialogic screencast feedback..." (2)  "Towards faster feedback in higher education through digitally mediated dialogic loops" (3) "Sustaining Synchronous Interaction Effectiveness in Distance Writing Courses: A Mixed Method Study in a KSA University" (1) To have a vision for HBL , we need to provide holistic feedback on students learning capacity in the form of learning analytics that could let both students reflect and dialogue and parents-teachers to dialogue and thus make improvements not just in students learning but improve the process for HBL with stakeholder (parents). In the end, students and parents need to be aware that HBL is about self-regulated learning and such competency can be attained progressively . How can we evaluate the combined use of technology to sustain communicatio...

Dialogic feedback message (amount, type-corrective suggestive),  function (clarifying, sense-making, shared goal)  purpose (motivational, achievement of the task, change in behaviour, well-being), process (cognitive, metacognitive), context (subject, performance, project-based) source (preparation, experience, belief) agents (peer, teacher, machine)...