NJY Thrive Reflection

 Self-assessment from the behaviorialist lens - follow criteria to self-assess Self-assessment from the constructivist lens - construct criteria to self-assess Self-assessment from the knowledge building lens - iterate criteria as one self-assess

I want to redefine the submission of work for WA to demonstrate their design capability to help others and be rewarded for such demonstration. That is, HA students help LA students by showing them how it was done and explaining to them the thinking behind it. LA students may struggle to understand the thinking behind it but "catch" the procedure to do it. In a common curriculum, how can we identify academic leadership who will support students who have a different starting point? First, we have to redefine curriculum as a race, when you race, you can't stop to help another person. Self-assessment in the classroom can be differentiated not in terms of process or product but cognitive and metacognitive. Academic leaders need to know more than how to produce good work but understand the mechanism or criteria to do so in the context and beyond the context.  I discussed with VP how higher-attaining students can support lower-attaining students and in the process develop metaco...

I framed two KB principles Authentic Problem; Real Idea and Constructive use of Authoritative Sources as desired KB in design in theory and would like to share how it manifested in practice. Having to lead an authentic project (of designing the office space) where teachers themselves do not have solutions makes ideas from both teachers and students real. As teachers, we are accountable for not just the longer-term goal of preparing them for future roles but also the shorter-term goal of aligning with what is perceived as important foundation knowledge and value for them to move to the next stage of education. A dialogue with Mr Wong on the difference among the terms "functionality", "user" and "environment" in the context of product design and interior design. We clarified the intertwined meanings between functionality and environment in interior design but a more easily distinguishable difference in the context of product design. Are such clarifications c...

I thought 2 I was bad, 2 Em is worse. They learned fast in the wrong way. When I withhold "scolding" due to the last-minute change in venue to cater to relief requirements, some of the girls see it as "it's ok to be late". The late-coming issue was responded to with "scolding" to make it clear that it is not acceptable. Should I not be spending time setting up administrative work for the first lesson but focus on what they will be doing and engage in reflection-on-actions specific to design and 5A? That can be the insulation phase of my study.  In my thesis, I compared organisation science with educational settings. An innovative culture in an organisation is built over time. Similarly, an innovative classroom will be the same. When students come with a poor attitude of epistemic agency, low value of collective responsibility and little or no dispositions to build knowledge. How am I going to start that? I share my reflection about the class progress i...

 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...

In knowledge building. I thought is is easy for teacher to discuss verbally followed by keying in what they understand from the verbal discussion. Today, when ask how the T&L framework can be used? They perfer to do it on the own with verbal discussion. Interesting.  Good that clarification made about the meaning of discursive practice and how the progress can be repreated and does it has to be the whole process. So the interaction is between me and the participant rather than among the participant. 

Taking the lens of a researcher, a visionary leader keeps talking. How one talks and the content he uses can quickly change the school's tone. A leader has a strong belief in something and he peaches consistently. This strong belief about something is reinforced by 20 years of principalship. What works and does not work. Respect and sincerity can be seen. Changes are meaningful. People will work hard and follow. To me, content is not new but the sincerity is felt. The attempt to unpack and make things easy to understand is important. If teachers can relate to what a principal says, the words get repeated in the classroom. Don't disqualify yourself, we are here with you. Another interesting phenomenon is the wearing of the tie. There is no need for discussion and there is no need for explanation. We know why it is important for all gentle and ladies to dress up. The students see the change. With more recess breaks, the students see it. It has been wise to make changes that care ...

 We learn a skill, and then we apply what we learn. The duration between acquiring a skill to applying a skill has shortened to the extent that we now are learning on the go. It is no longer about attending courses and then applying what you learn. It is about exploring new technology and seeing what the possibilities are. In a class of 21 students. One student has demonstrated that capability. Similar to the capability that I possess. I shared this with the fraternity that in coursework facilitation, students will have to create their own learning resources and the role of the teacher is no longer just about preparing resources, but to teach students how to prepare their own learning resources.

 Self-assessment is always seen as formative and high-stakes examination is seen as summative. Can these two concepts get well together? Yes. definitely. What we need to do it to conceptual the term planning and monitoring. Monitoring is no longer about project progress. Whether you complete or not, it is about the tracking of you thinking while working on the project so that you complete a project of good quality.

(1) The nature of objects in D&T (a) Visual representation - What differentiate D&T from Science and humanities? D&T - Sketching and drawings (presentation drawing or working drawing)  as a means to create products that benefit the society SS - Sketching and drawing as a means for interpretation of the political situation Science - Sketching and drawing as a means to explain nature phenenomon (2) The way of thinking through objects (a) Objects as tools, machines, knowledge, technique, processes and systems - what are D&T unique ways of thinking? I have been demonstrating how to use a coping saw to cut wood and I have got it wrong for more than 20 years. While it is definitely important to teach students to use to right tools, I should be teaching with the understanding of why we teach what we teach. The Way of thinking through Objects by Carl Mitchan in 1984 tells me that I should engage students in thinking through objects. So now, I will take out and display three...

The structure of the school is predominately driven by learning and assessment. What would a school as a knowledge creation organisation looks like? Term 1 - 3: Knowledge building with a concurrent, embedded assessment where evidence of knowledge building, its processes and outcomes were captured in technology that serves the dual purpose of formative and summative assessment.  Term 4: Research and development of reviews of Term 1 and Term 3: Critical act for teachers in D&T in collaboration with students. That is, students have a stake in the design curriculum for the next year.  This will result in cyclic improvement of curriculum and could redefine the role of instructional programme heads of departments (IPHODs).

(1) organization of knowledge - chat GPT help you to (a) unpack and classify knowledge and (b) when prompted direct you with your sources to ensure that it is valid (2) work with other AI tools by providing prompts see more in  https://docs.google.com/presentation/d/1RRaYx205Pm-l4XPd_mAWT0NjwOgSI8W8WSl7qH3xTv8/edit#slide=id.g22d348d69c7_0_94  In Design Generate authentic problems that students can work on to develop their knowledge-building skills

I did not go to the course intentionally to set learning goals initially. I just got involved in the activity. philosophy writing, AI, open-ended shape borrowing, middle and closed-ended shape borrowing. I then add in my experience and set my objectives. Intentional learning is about going beyond the instructional goal of what a teacher asks for in the classroom.  It is the epistemic agency that a student exhibits. As an adult, I reflected on how my EdD has already subconsciously changed the way I learn in an in-service course. The slide shows what I did (this slide is not ant requirement if we choose to sketch on paper). The intention to co-design with AI is to experience the process so that I can share my experience on 25 May. The intention to come out with something different is to understand the effect of knowledge building on my (I applied the knowledge building pedagogy to myself) outcome.  I wonder if we could set high-level goals and work as a group or allow collaborat...

I tried dialogic teaching today and find that NT students in particular k, y sh have been disrupting the class.  I wonder what could be the way for that few. To let go of them so that the rest can learn? Cannot let them have their way as there are many who "suffering" in silence not knowing how much they deserve to have more because of the few that are robbing their opportunities to learn. Current solution: monitor their behaviour very closely with parents with book