NJY Thrive Reflection

 The principle of improvable idea has direct relationship with feedback cycle

Explain briefly our intent for students to learn what matters most to them Start with who matters to them Assumption: the profile of the students are emtionally driven They will have a say in term 2 what they want for term 3 while term 2 is technology aspect of learning. 

 When it comes to the making of prototype, it appears that there are no requirements for any form of learning technologies that could support the making processes. Should students learn how to make it by viewing DIY Youtube on the internet? Will safety be an issue? Should the workshop equip with individual cameras to record the making process so students could reflect on their making process

 Technical Drawing is a means to communicate according to a convention one's idea to another person. What is there to knowledge build? So when dealing with cases where one needs to acquire certain technical drawing skills. Will knowledge building pedagogy cease to function? Or are students seeking a convention that works for them at their level and continues to work towards a convention that is accepted in the industry. Again, this is a part of developing one's capacity. Instead of the capacity of knowledge building, it is the competency in technical drawing skills. As knowledge creation is different from acquisition and participation, should we be clear not to force fit the pedagogy? First, let's start with understanding issues related to the acquisition of this factual knowledge called working drawing. Students usually missed out on dimensions in their working drawings. So this is a knowledge problem. They can then brainstorm how to ensure that their working drawing is co...

Democratizing knowledge is one of the principles of knowledge building. It is important the understand the context where democratizing knowledge would lead to knowledge-creation. " The creation of knowledge is no longer confined to a few. Instead, all are empowered to create and recognised as valid contributors to advance the knowledge of the community." from https://www.kbsingapore.org/12-principles-of-kb In the design of a thoughtful gift, students' (childhood) experience of receiving a gift will make everyone a valid contributor to an interesting set of design specifications from the social and emotional dimensions.

In knowledge building, school is seen as a knowledge-creating organization. How can we create new experiences for our students? A knowledge-building experience. In Sec 2E, I crafted a high-level goal of producing a commercially viable product. Now, in designing 3NT / NA curriculum. I will need to create new knowledge in the designing of SOW. What could then be a high-level goal? Initially, it could be a commercially viable product. However, in trying to understand the concept of social need in gift design, the high-level goal becomes " To design and make a thoughtful gift that could change the gift-giving experience" The problem statement becomes how the gift is often disconnected from a particular meaning. The high-level goal will then be a task for our critical act. How will a teacher design a thoughtful gift? As part of a pedagogical framework, a tentative definition for high-level goal will be "A goal that provides opportunities for innovation by both the teachers an...

Strategy 1: Digital moments of success for NT students Empirical support "Barber et al. (2014) reported the strategy of participants sharing “digital moments”, which “represent an emotion, a moment from their week, a quotation, YouTube clip or art work” (p. 130). Barber et al. held that creating these digital moments helped to build relationships, trust, and developed a sense of ownership of the online community among the students." extracted from Tan (2022) What we can do? We can allow phones once a week just to celebrate, recognise and capture their success and reflect on the week progress

In a knowledge-building environment, students should have the epistemic agency to write their own stories about their design journey.  How can we build up students competency using knowledge building principles by integrating assessment into their learning How can we start them off with strategies like random lines? 

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