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Continuing on what we shared last year, we are moving with our plans.

Our project titled as KRconnect is an AI chatbot designed to help students and stakeholders learn about the school’s layout, key locations, historical facts, and sustainability efforts. Through interacting with the chatbot, students learn how to craft effective prompts, verify information, and think critically.

The project supports E21CC competencies by integrating educational technology and treating the environment as the third teacher. It also opens opportunities to apply the chatbot abilities in daily lessons and school-based learning trails, equipping students with transferable skills to experience meaningful and innovative lessons.

The team hopes to connect everyone in KR with everything around KR. KR Connect will be designed with elements of curiosity, inquiry, and fun, contributing to a strong sense of belonging to KR for all.

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1. Promoting Mindful Eating without Visual Distraction

2. Heightened Sensory Experience

3. Increased awareness and empathy for the visually impaired

4. Enhanced social interaction

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1a. Prefer Organic

1b. Learn new ideas and perspectives from working with colleagues from other departments. Make new bonds, share resources and enjoy the synergy.

2a. Choosing Learning that is linked to school needs and work on connecting with external partnership to broaden our horizon.

2b. The learning will serve a realistic purpose and benefit the school community and help us develop further by meeting experts from outside school.

3a. We have the intention but there is difficulty matching industries with our interest.

3b. Work schedule is a concern.

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1a. Organic - given a chance to work with other departments/ mingle and get to know other colleagues

b. Appreciating the perspectives from the different departments. As long as PLT is department based it will go into IP area (SLS/ Professional Learning in terms of assessment)

2a. Learning beyond classroom - Important to engage in own projects similar to student's self initiated learning

b. Have a more guidance maybe E21CC

3a. Possible for TWA+ can be explored as different projects in terms of E21CC/ Student outcomes

b.

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Reflection for 2025:

Playing board games does elicit E21CC attributes from students (primarily communication and collaboration)

Students are generally engaged in such activities

We see potential in using board games in the future in this way

Games should be played organically (should not give them the idea that they are being assessed or being herded to a specific direction) or the effect of engagement would disappear

Facilitators / game masters should not prompt the students on what to do too much but just guide the players on what they may want to do

Game masters (skilled in board game rules) --> Game faciliators (knows how to guide the progress of gameplay and how to guide the players)

Future planning:

Can we take what we learnt and apply in class?

How do we included EAS?

Long term goal - Build a community of learners and board gamers + develop student metacognition becomes a passive skill / internalised

Short term goal - expand arsenal of available boardgames and what E21CC can be mapped on to it (hopefully find boardgames where communication and collaboration may not be the only focus)

Challenge in 2026 - find a boardgame that focus on Civic and Global Awareness / Cross cultural literacy

Continue working with Lighthouse keepers to develop a group of avid students/teacher game players

Plan a visit to a boardgames cafe

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What do you envision the PLT of 2026 to be like?

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What do you envision the PLT of 2026 to be like?

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1. Theme - Beyond Education or?

What is the school's direction?

E21CC through Sustainability / VIA / Edtech

2. PLT Groupings: Organic or department-based?

Organic (Creativity depends on interest and freedom of expression)

3. Exploring TWA+

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What's our Learning from this year's PLT?

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What's our Learning from this year's PLT?

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1. Resilience - we persevered on during PLT sessions to embark on the process of training for Hyrox even though we were constrained by time, availability and Jaime was injured too.

2. Adaptive thinking (E21CC development) - we made use of the environment as the third teacher and we used the gym and Issac led us on a workout at West Coast Park to train for the different stations in Hyrox (8 stations and 8 running).

3. Inventive Thinking (E21CC development) - we explored possibilities and generates novel and useful ideas.
Here’s the connection explained clearly:

Risk-taking involves stepping into the unknown, experimenting with untested ideas, and accepting possible failure — all core behaviours of inventive thinkers.

We embraced our curiosity, and perseverance to attempt this PLT with the certainty that the learning is the process and not the destination.

4. Real life application using AI & Edtech - Issac facilitated a learning journey to P95 Basketball Academy. The LJ also opened our eyes to how AI can be applied and harness teaching effectiveness in basketball academy. This brings us to reflect on how AI has moral implications and how we need to be careful about how we use AI and our students too.

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1. PLT 2026 Grouping

Both options are viable, but we prefer a department-based model. Forming PLT groups within departments will help strengthen collaboration and create more meaningful opportunities for intra-department professional learning

2. Theme

For 2026, we prefer to retain a broader theme, continuing with “Learning Beyond Education.” This provides a wide enough frame for meaningful inquiry without being overly restrictive, allowing PLTs to align their work with diverse departmental needs and priorities.

3. Exploring TWA+

Overseas TWA+ trips

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1. What's our learning from this year's PLT experience? How are we going to present on Staff Learning Fest?

2. What do you envision for the PLT of 2026 to be like?

- Theme - Beyond Education or?

- PLT Groupings: Organic or department-based?

- Exploring TWA+

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1. PLT 2026 Grouping

a. Would you prefer PLT groupings in 2026 to be:

Organic, or

Department-based?

b. Share your reasons.

2. PLT Theme

a. For 2026, should we:

Continue with the current theme: Learning Beyond Education, or

Adopt a new, more specific theme?

b. Explain your thinking.

3. Exploring TWA+

a. How might TWA+ be explored or integrated as a PLT project?

b. Share possible ideas, opportunities, or concerns.

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6 November - Preparing for Learning Fest

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6 November - Preparing for Learning Fest

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Introduction:

Learning about tea appreciation - environment to promote wellness and relaxation

Classroom application - How to self regulate (Teachers) / Executive Functioning - Cognitive Flexibility (Students)

Developing of ideas:

Slowing down in terms of pace of life - Soothing music and learning how to clear your mind

7 Types of rest - Creating time and space in class to allow for rest

Experiential learning:

Trying out to create a wellness corner - appreciating the tea and listening to soft relaxing music

Making matcha and going through the process

Tea Quiz to find out your personality (Limsimi) - Gamification/ Learning through games

Moving forward:

How to breathe and exercise - Yoga, Meditation, Art appreciation

Today's discussion:

Tried out making matcha

Discussed the learning station what to include

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Visit to NIE: Dialogue Session on AI in Education with Prof Chen Wen Li and Prof Ali Farhan (20 Aug 2025)

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Visit to NIE: Dialogue Session on AI in Education with Prof Chen Wen Li and Prof Ali Farhan (20 Aug 2025)

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The dialogue session examined how AI can enhance teaching and learning, with emphasis on self-directedness and 21st-century competencies. Speakers shared projects, challenges, and directions for responsible AI integration.

Key Takeaways:

AI for Learning: Chatbots like SALiS, built on school content, improved self-revision and boosted grades by 10–15%. Beyond task completion, AI can nurture transferable skills.

Student Development: AI helps assess and strengthen skills such as critical and adaptive thinking, offering scalable feedback and supporting holistic growth. Risk remains that students engage with AI passively.

Teaching and Pedagogy: The PIC model (Passive → Interactive → Co-creative) guides lesson design. Teachers should model effective AI use and design experiences that foster deeper engagement.

Teacher Training: Professional development is needed to move beyond productivity uses, with focus on human-centered AI, inquiry-based learning, and AI literacy.

Broader Use & Ethics: AI in higher education shows potential for personalized learning, conversational agents, and automating tasks. Ethical, responsible adoption with clear boundaries is essential.

Next Steps:

Pilot curriculum-based AI chatbots.

Evaluate AI’s role in skill transfer and 21st-century competencies.

Develop a teacher integration model and provide targeted professional development.

Strengthen school–research collaboration for responsible, impactful AI use.

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🏫 Bringing It Back to School (Post-LJ Ideas)

Create a Teacher Wellness Toolkit with practical rest strategies.

Redesign parts of the staffroom to incorporate micro-rest zones (e.g. quiet nook, greenery, sensory rest corner).

Share insights during a Well-being PLT or staff learning day.

Start a "7 Types of Rest" Challenge for teachers and students (awareness campaign).

Use learning to model restorative classroom practices (brain breaks, emotional check-ins).

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Cafe de Paris (Inventive Thinking at its peak in our PLT) 

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Cafe de Paris (Inventive Thinking at its peak in our PLT) 

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Potential Place-Response lesson at Kent Ridge Park

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Potential Place-Response lesson at Kent Ridge Park

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Target group: lower secondary students

Focus: Experiential Learning through park’s natural and historical significance.

Through the guided walk, students can

1) observe key features such as WWII memorials and native biodiversity;

2) record sensory impressions and

3) choose a focal point for creative response.

Using prompts, students can write a short story, poem, or reflection inspired by the park.

The lesson encourages peer sharing and interactive discussion on how nature and history shape personal connection to place. This activity nurtures observation, empathy, and appreciation for local heritage through active engagement and creative expression.

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Team’s Reflection After our Kent Ridge Park Exploration 

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Team’s Reflection After our Kent Ridge Park Exploration 

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As a group, we were struck by how much history lives in this quiet space. Standing at the pillboxes and learning about Lieutenant Adnan’s final stand made us feel both proud and humbled. We discussed how different the park must have looked during the war, and how courage can come in many forms. Experiencing history where it happened made it feel more personal and meaningful. We left with a deeper respect for those who fought for our country, and a shared sense of gratitude that brought us closer—not just as students, but as Singaporeans.

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Place-Response Exploration @ Kent Ridge Park! (22 July 2025)

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Place-Response Exploration @ Kent Ridge Park! (22 July 2025)

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Intentionally designing for rest within our lessons and lives creates mind space to develop 21CC. For example, how children are engaged in learning something new in that mind space facilitates developing adaptive thinking and creative thinking (knowledge, skills, mindset) while they learn through new experiences, hence becoming more flexible and courageous next time when faced with unknown situations/ boredom.

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We met at Tsujiri Premium at One Holland Village instead of Habit because there was not enough space there.

At the cafe, we tried a variety of Matcha drinks to find out how it is that given the same base of Matcha, it can help to create different drinks. As we were consuming our drinks, we discussed how rest is important in Wellness. We learnt that there are seven different types of rest and two types of rest that we are interested in are creative rest and social rest.

Creative rest is about restoring inspiration as it gives your mind and senses a break from overuse and allows space for wonder, beauty, and imagination. Without it, people can feel stuck, uninspired, or mentally blocked.

Social rest is rest that we get when we are with people who don't require you to perform or pretend. You are free from the pressure to please or be "on".

It got us thinking about how such rest can support executive functioning as students can have more cognitive flexibility which is the ability to adjust to new information, changing situations and different perspectives.

In a lesson design, how do we create space and time to allow for creative rest so that students do not feel overwhelmed by the long hours and also different lessons that they have to go through.

As teachers, it is our hope that students learn well in class and by intentionally designing rest into our own lives and in lesson design, hopefully it can enhance the wellness of both students and staff.

Leveraging on AI to guide students to customise for themselves a creative rest plan so that students can take a meaningful screentime break in between lessons which is not disruptive.

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Our group has completed the survey analysis on students’ views of HBL.
We have identified the key findings and will be sharing these with the team for reference.

This marks the completion of our data collection and analysis phase.

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Discussing plan for our Learning Journey

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Discussing plan for our Learning Journey

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Activities:

Studio tour and sharing of teaching philosophy

Warm-up session and basic choreography instruction by Caitlin, KRSS co-instructor

Duration: 1.5 hours

Date: 19 August 2025 (Tuesday)

Venue: DancEdge Academy

52 Telok Blangah Road, Telok Blangah House #03-07, 098829

This learning journey aligns with our PLT's objectives to learn effective movement techniques that can be integrated into our daily lessons. From simple stretches during transitions to basic contemporary movements for brain breaks, and controlled breathing exercises for refocusing, these strategies will help reduce student restlessness while creating a more dynamic and engaging learning environment.

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We have discussed and

(1) come up with a lesson plan for what we will be presenting

(2) assigned responsibilities for each member

(3) initial planning for learning fest completed

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Showcase the photos that we have taken over the year to illustrate how our photography styles and captioning have evolved.

Organise a mini photography exhibition to showcase our learning in terms of composition and writing of captions.

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Tutorial on eco printing for new members as well as introducing new method of doing it.

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1. Plan for the Visit to NIE

1)      Questions to Ask Prof. Chen:

Could you share some pedagogical approaches that effectively integrate AI in the classroom?

What are the learning theories behind using AI to support learning?

How can AI facilitate Assessment for Learning (AfL) and metacognitive development?

2)      To confirm the visit date with Prof. Chen.

2. Tentative Plan for the Staff Symposium (November)

1)      Share good practices that apply theory-informed pedagogies supported by AI.

2)      Share examples of how AI can help reduce teachers’ workload.

3)      Design a chatbot (via PairChat Assistant) to support staff with Admin/GO-related queries,  and introduce it to teachers.

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Discovering native orchids at the National Orchid Gardens

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1. Please update Padlet on your plans.

2. Revisit slides for Mid-point Conversation and see how your innovation can be scoped to align with the objectives of our Learn Beyond Education PLT.

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1. Review of PLT session:

Spoke at length of various ideas (AI in our T&L, chatbot in Admin, AI-based activity at Labrador Park similar to HiddenSg Jewel activity).

Felt that the HiddenSg-esque activity might be too ambitious for us, even more so as there is no vendor available to take care of the AI aspect.

Members shared we seem to want to do different things under the umbrella of AI (T&L, Chatbot, AI in SLS) - need to find something to tie everyone's idea together.

Finally decided on coming up with a Chatbot [via PairChat Assistant] that can help staff in terms of Admin-GO-related qns as well as SLS- queries.

There was a suggestion in getting in touch with an Assoc Prof of NIE for our LJ as her area of expertise is Computer-Supported Collaborative Learning (CSCL) and learning analytics. She is also widely recognised as the "go-to expert" for innovative techno-pedagogical design for collaborative learning in authentic classrooms.

2. How do we bring the learning into the classroom?

We will focus on using the chatbot to help our colleagues

Conducting its use as a live demonstration will show how we use a chatbot for specific functions (e.g. answer queries)

While using the chatbot, we will also verbalising our thinking (e.g., "Let’s see if this response is accurate. I’ll cross-check it with another source."). This action models critical evaluation and promotes digital literacy even within our colleagues.

We will discuss limitations of the chatbot and emphasise that chatbots can make errors, and that responses need human judgment, fact-checking, and critical thinking.

3. How can we share with our colleagues?

We will need to set up the chatbot first and upload the information we have (anything related to SLS & GO)

We will then have to test it out using precise prompt engineering, taking on roles of teachers who have queries on using SLS as well as things to ask our colleagues at the GO.

During the Learning Fest, we would get our colleagues to have a hands-on experience by trying it out.

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PLT Purpose

We want to explore small, meaningful ways to connect with the wider community — by identifying real needs, and involving our students where possible. It’s about doing good work with our hands and hearts, and learning along the way.

Plans:

1. The Lentor Health Nursing Home Collaboration

Purpose: Build meaningful intergenerational connections and uplift elderly residents through thoughtfully designed experiences.

Approach: Design Thinking — Start with listening

Key Steps:

a. Check-in with Lentor Home: Understand resident profiles and their interests/needs.

b. Propose differentiated activities to suit different physical and cognitive profiles:

🖼️ AI Photo Creation – fun and accessible digital creativity

🌿 Eco-printing – calming hands-on craft for residents with limited mobility

🚶‍♂️ Garden Walks – light, engaging activities for mobile residents, possibly at West Coast Park or the school garden

c. Explore joint sessions with student ambassadors to foster empathy, shared storytelling, and active civic learning

Document the process and learning journey for Learning Fest sharing

2. Amazon x Community Link-Up

Purpose: Help to bridge corporate goodwill to meet real community needs.

Key Steps:

a. West Coast CC is agreeable to link-up with Amazon. Krystal and Smithy to facilitate.

b. Brand new sample items from Amazon can be distributed to a wider network of beneficiaries through West Coast CC.

3. National Orchid Garden Partnership

Purpose: Learning about native orchids and their stories, connecting with Singapore’s natural heritage.

Key Steps:

a. Collaboration with National Orchid Garden (initiative to grow native orchids in Singapore)

b. LJ to National Orchid Garden to learn about native orchids and how we could grow them in our school garden

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Matcha Bar - https://www.habit.sg/

We will visit this Matcha Bar to observe how the drink is made/ prepared

How to create a relaxing environment to enjoy the drink

How to customise the drinks and service to the needs of the customers

How to promote healthy living and wellness in nutrition

If the opportunity arises, we will have a chitchat session with the employees to find out the challenges/ purpose of business/ motivation

Link to AI:

What aspects of the café experience could benefit from AI without losing the personal touch?

Would you trust a robot or AI to make your matcha drink? Why or why not?

How can AI support small businesses like Habit without taking away jobs?

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habit | Not Your Usual Salad & Matcha Bar

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Indulge in a healthy habit at our locations - for the love of salads and matcha.

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Some preliminary ideas for Our PLT Learning Journey & Learning Fest

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Some preliminary ideas for Our PLT Learning Journey & Learning Fest

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1. How Our PLT Can Benefit Students
Let’s explore incorporating fun movement or dance breaks into lessons! These short breaks can help lift students’ moods, boost focus, and create a more relaxed and engaging classroom environment—especially for our teens.

2. What We Can Do
We could film a few quick, easy-to-follow videos of ourselves leading these movement breaks. Then, we can play them during lesson breaks to guide students and encourage participation.

3. Learning Journey Idea
Maybe we could organize a session at a dance studio? We could share our goals with the instructor, who could then help us choreograph simple, energizing moves for our videos. Plus, we’d get to film the clips during the session—making it both a fun team experience and a practical resource!

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AI generated compilation video of Labrador Park (using Insta 360 school camera)

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AI generated compilation video of Labrador Park (using Insta 360 school camera)

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Non AI generated compilation video of Mt Faber

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Non AI generated compilation video of Mt Faber

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Place Responsive Pedagogy (Idea Exploration)

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Place Responsive Pedagogy (Idea Exploration)

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29 April @ Mt Faber

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Place Responsive Pedagogy (Idea Exploration) 

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Place Responsive Pedagogy (Idea Exploration) 

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8 April @ Labrador Park

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The team is throwing in the idea of setting up a beverage station during Learning Fest to provide mocktail (with the ingredients available) that befits their mood at the point in time. The team will generate the concoction based on their mood with the use of AI (Chatgpt, Deepseek, etc.).

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Certainly! Here's a well-structured prompt you can use to generate a mocktail recipe based on a specific mood:

Prompt:

*"Create a unique and flavorful mocktail recipe tailored to the mood '[Insert Mood Here]'. Consider ingredients that evoke the desired feeling—whether refreshing, calming, energizing, or cozy. Include:

1. Name of the Mocktail (creative and mood-fitting)

2. Ingredients (easily accessible, with quantities)

3. Preparation Steps (clear and concise)

4. Garnish/Serving Suggestion (to enhance presentation)

5. Why It Matches the Mood (brief explanation of flavor profile and mood connection).

Example Moods: relaxed, joyful, exotic, cozy, refreshing, romantic, energetic, nostalgic."*

### Example Output for "Relaxed":

Name: "Lavender Dream"

Ingredients:

- 1 cup coconut water (chilled)

- ½ tsp dried lavender (or 1 tbsp lavender syrup)

- 1 tbsp honey (or agave)

- ½ cup sparkling water

- Ice cubes

- Lemon wheel (for garnish)

Steps:

1. Steep lavender in warm water for 5 mins (or use syrup). Strain if needed.

2. Mix coconut water, lavender infusion, and honey in a shaker with ice.

3. Pour into a glass, top with sparkling water.

4. Garnish with lemon wheel.

Why It Works: Lavender is known for its calming properties, while coconut water hydrates gently. The subtle fizz adds lightness, perfect for unwinding.

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You can replace "[Insert Mood Here]" with any emotion (e.g., "joyful" → tropical fruits; "cozy" → cinnamon + apple). Would you like a mocktail for a specific mood? 😊

Sherine's input : peaceful

Mocktail Name: "Tranquil Tides"

Mood: Peaceful

Concept: A soothing, lightly sweet mocktail with floral and herbal notes to evoke serenity, like a calm ocean breeze.

### Ingredients:

- ¾ cup chamomile tea (cooled, caffeine-free)

- 1 tbsp elderflower syrup (or honey for subtle sweetness)

- ½ cup cucumber juice (blend and strain fresh cucumber)

- ¼ cup coconut water (for electrolytes + lightness)

- 1 tsp fresh lemon juice (brightens flavors)

- Sparkling water (optional, for a gentle fizz)

- Ice cubes

- Garnish: Thin cucumber ribbon + edible flower (e.g., borage or pansy)

### Steps:

1. Brew chamomile tea, let it cool completely.

2. In a glass, combine chamomile tea, elderflower syrup, cucumber juice, coconut water, and lemon juice. Stir gently.

3. Add ice, then top with a splash of sparkling water (if using).

4. Garnish with a curled cucumber ribbon and an edible flower.

### Why It Matches the Mood:

- Chamomile + elderflower are known for relaxation.

- Cucumber + coconut water add hydration and a clean, refreshing taste.

- The soft blue/pale green hue (from cucumber) visually mimics calm waters.

- Light effervescence (if using sparkling water) feels like a "sigh" in liquid form.

Serving Suggestion: Serve in a clear glass with a bamboo straw to enhance the tranquil vibe. Perfect for meditation breaks or quiet evenings.

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Need adjustments or another mood? Happy to refine!

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Place Responsive Pedagogy (Idea exploration) 

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Place Responsive Pedagogy (Idea exploration) 

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11 Feb @ Bukit Timah Hill

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The group explored possible LJ via Myskillsfuture with the following criteria:

(1) Can be completed within one 2-3h session.

(2) Affordable.

(3) Contain elements that can be brought back to staff-rooms or classrooms.

(4) How to present during L-Fest?

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How this project can affect Science Teachers in the design of lesson

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How this project can affect Science Teachers in the design of lesson

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Like how artists begin with a composition plan (deciding what to include, placement, and how each part contributes to the whole), design of lessons should define clear learning objectives and aligns activities that pairs well with the objectives. This structured approach can also be applied to lab sessions, where students are guided to plan ahead and consider the steps they need to take, and the equipment required before beginning the experiment.

In art, an error can alter the entire mood or message of the artwork. Similarly, in science, a minor measurement mistake can impact the outcome of an entire experiment. This comparison helps students understand the importance of precision in following procedures, recording data, and using correct units.

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Relevance of project for EL and Lit teachers

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Relevance of project for EL and Lit teachers

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For this project, I plan to use AI to disrupt my image and processes. I have also used AI to help interpret and evaluate my art.

I find this very useful and hope students can use AI to help them in their learning of English Language and Literature, be it creation, interpretation or evaluation.

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How this project can affect ART teachers in their lesson design/ delivery?

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How this project can affect ART teachers in their lesson design/ delivery?

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In Art, students are encouraged to use their Critical, Adaptive and Inventive Thinking, based on the MOE 21st Century Competencies, in tackling lesson challenges.

Lesson delivery:

Teachers are encouraged to relook at the lesson objectives, from another perspective, hoping to re-deliver it to students (who are unsure of the lesson). The intention is to assist students, to better understand the lesson, along with the rest of their peers.

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How this project can affect EBS teachers in their design of lessons?

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How this project can affect EBS teachers in their design of lessons?

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Different people see different things even in the same picture, just like in customer interactions. Just like viewers of a painting, each customer experiences service serves differently. As future business professionals, students must anticipate and adapt to diverse customer expectations, just like how artists adapt their work for different audiences.

A teaching point of "What does this customer see that we don't?" as they are learning to step into others' shoes. This also pushes students to see beyond their own experiences, aligning to our school motto of Beyond Frontiers.

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Login to access and create your next design.

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Application of what we have acquired from LJ to MOE OE and design a 3-check point orienteering activity in school using Place-Responsive Pedagogy for teachers to experience how it can be adapted for their own T&L experiences.

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How this project can affect FCE teachers in their lesson design?

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How this project can affect FCE teachers in their lesson design?

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As an FCE teacher, I find that acrylic painting demonstrates the value of sequencing—the skill of structuring steps logically. Applying this to lesson design ensures smooth progression, minimizes wasted resources, and reduces student frustration. At the same time, painting fosters creative problem-solving (out-of-the-box thinking), which enhances the ability to adapt and innovate when planning or modifying lesson activities.

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How this project can affect PE teachers in their design of lessons? 

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How this project can affect PE teachers in their design of lessons? 

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This project can help PE teachers to encourage their Student Agency among our students to explore, plan and implement different types of physical activities to improve the overall fitness level of the team members in our Physical Fitness Conditioning (PFC) which has a profound effect on helping them to become adaptive and critical thinkers. This project seeks to promote innovative thinking and decision making among the students, aligning to our school motto of Beyond Frontiers.

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How can we share with our colleagues?

We can present our learning in Learning Fest to showcase the process from photography skills to the creation of advocacy posters, highlighting how visuals can drive awareness and behaviour change.

Having a mini photo gallery can spark further interest and conversations. Additionally, a curated digital toolkit with session outlines, editing tools, and sample visuals can be shared via Google Drive or Padlet to support colleagues in adapting the idea for their own classrooms.

How do we bring the learning into the classroom?

1. Cross-Disciplinary Applications

English: Use the photos and captions as prompts for persuasive writing or situational writing.

CCE: Tie the photo advocacy project to values like ownership, responsibility, and environmental care.

Art or Media Literacy: Let students create their own visual advocacy posters based on issues they care about—e.g., kindness, bullying, food wastage.

2. FT Periods or VIA Projects

Embed a similar photo walk + reflection task as part of a class bonding. Students can also design and pitch their own environmental campaigns.

3. Peer-Led Sharing

Empower interested students to present their posters and the rationale behind them during assembly or class time.

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1. We learnt a lot about Nurul our Visually impaired guide

2. Reduced distractions increase mindfulness

3. Heightened sensory

4. Mindfulness in giving instructions

5. Building trust

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Reflection: when blindfolded, we had heightened awareness and were not confident in our movement (moving in small steps). Some of us imagine barriers when we are not. When we led, we were confident and were careful in our communication to transmit our information

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During this discussion, our group has finalised how to bring our learning into the classroom.

1. Use of QR code of specific locations around the school.

2. We identified 4 venues (specifically historical locations/changed over the years) which may intrigue students in the school history. [Gym, CD-Shelter, Sky Garden & Fountain]

3. This is also as a platform to allow both colleagues and students be in the know of KR's history.

4. AFI for future - to explore future places in the school into a AR format [eg. Open House]

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Qns: What can we share with our colleagues?

Ans: Design an acrylic painting workshop, to illicit different perspectives from their point of view, which may affect/ enhance their teaching deliverables.

Teachers' will comment their perspective, of their observation of their peer's painting, before the artist shares their intended perspective, being their painting inspiration.

KIV: Budget for acrylic painting workshop (canvas, acrylic paints, brushes).

KIV location: Art Room 1/ 2.

Duration: 1 PLT session (3hours)

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1) MOE OE unit - Visit to Dairy Farm to discuss Place Responsive Pedagogy (learn from the professionals how they leverage on that to promote student engagement) Eg: EL (Writing descriptive Essay); SC (Using it for inquiry based projects); CCA (appreciating the process of learning)

2) Climb Central - Talk to vendors about how they plan programmes etc.

3) Singapore Rowing Association - How they plan programmes for students

4) Orienteering vendor - understand the design behind their learning activities for students to enrich soft skills

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Qns: How can we bring our learning to the classroom? - Staff perspective

Ans: Revisiting the lesson topic (delivering the lesson in another perspective, to assist students who are unsure/ lost.)

Seeing the perspective, from another colleague (in another department).

Students' perspective:

CAIT: (we are focusing on the following points):

Critical thinking

Adaptive thinking

Info tech - Students tapping on Edutech (PLD), to conduct research for lessons.

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1. Promoting Mindful Eating without Visual Distraction

2. Heightened Sensory Experience

3. Increased awareness and empathy for the visually impaired

4. Enhanced social interaction

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Summary of PLT

Leveraging AI to produce engaging lesson materials to enhance T&L

Teams next steps - preparing for Learning Fest

Presentation Flow:

1. I DO - Part 1

Showcasing how AI tools (i.e. Gamma, NotebookLM) were integrated into the design process of our sharing.

Objective: Using AI tools to support teachers in T&L pedagogy (i.e. to be more productive in lesson prep)

Pedagogy: How do we want our learners to learn?

Assessment: How do we evaluate if students have learnt?

2. I DO - Part 2

Presenter can show a "boring" deck of slides about the PLT group's learning process

Presenter to demonstrate through Gamma how the "boring" deck of slides can be transformed into a much more "exciting" deck [teacher-directed].

3. YOU DO - Part 3

Hands-on session:

Gamma (Slides) / NotebookLM (Podcast) hands-on session

Reflection by attendees Gamma / NotebookLM

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Pictures taken and posters designed so far

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Pictures taken and posters designed so far

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1. Review of PLT sessions

So far, we have completed 2 physical sessions - one in the school gym to try out Hyrox related performance tasks that we adapted (Adaptive Thinking) using our limited equipment. In the next session, we also adapted the exercises so that we could train at West Coast Park. We also found out how AI can be used, like in training for Hyrox, to train learners in basketball - see post above.

2. What are your team’s next steps?

a. Plan for an LJ to AiRENA basketball academy on 22 July

b. Confirm who are the participants for the actual Hyrox competition in November

Issac and Rasull considering, Hyrox race is on 29/30 November 2025

b. How do we bring the learning into the classroom?

i) Continue to be adaptive (CAIT) in the way we approach learning so that learning continues even when we do not operate under optimal conditions (e.g. train in WCP even if we do not have Hyrox equipment)

ii) Use of AI to enhance learning - real life eg and possible LJ to AiRena basketball academy to see how AI is used to provide detailed, individualised feedback to improve performance tasks; video recording of students' Ukulele practice and using it to analyse their performance, use of AI for language based feedback in EL and Literature classes.

3. How will ideas be implemented in class or school-wide?

a. Demonstrate and be explicit about the development and use of E21CC and Values as a way of life that undergirds lifelong learning and in the way we conduct ourselves.

b. Use AI more deeply for individualised feedback. For example, in videoing performance tasks like in Music. For cognitive tasks like in the learning of EL and Lit, we can use AI to provide individualised feedback for essay writing and grammar (e.g. Gemini, ChatGPT)

c. If there is a youth category for Hyrox in November, we can also publicise and share our learning story. Students can be inspired to join us in Hyrox and live the Hyrox life together!

4. How would you like to present your work at Learning Fest on 18 Nov 2025?

a. Sharing funny moments of our adaptive and inventive thinking in training as well as how we have applied these in our classrooms.

b. Design a hands-on activity to develop CAIT: e.g. Hyrox performance task for staff to apply CAIT and have fun performing. Staff's attempts will also be video-ed to demonstrate how we use AI to provide individualised feedback.

c. Applying CAIT (especially Adaptive and Inventive Thinking) as well as FIRE values to our learning and daily life.

5. What resources or help will you need?

we need more love

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AI for Sports - PLT session on 29 April 2025

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AI for Sports - PLT session on 29 April 2025

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Conversation with industry experts - Issac's friend Alan Lim, co-founder of Ai-Rena shares how the basketball academy uses AI to provide individualised feedback to improve learners' performance. Take a look.

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Incidental Learning:

One of the blind guides: a lady was very quiet and not confident when the lights were switched on. However in the dark she changed. She was in her element and her character shone through. She was able to joke with us and communicate openly.

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We have played 3-4 games so far and have enough content to move on to sourcing for a framework and facilitation questions to help guide students' reflections in learning of E21CC.

Proposed Timeline:

T3W2 - Source for possible frameworks and facilitation questions

T3W4 (22nd July)- To link up with Lighthouse keepers and to make use of the framework + facilitation questions to assess feasibility

To explore AI/Edtech as a tool in creating the facilitation questions and responses?

Explore proper implementation of Board Games for Intentional Learning of E21CC

18th Nov - Learning Fest?

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ChatGPT generated poster for students on Guidelines of Social Media.

ChatGPT summarised and simplified guidelines into student friendly language.

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Darrell - Upper Secondary History Resource [Audio Podcast]

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Darrell - Upper Secondary History Resource [Audio Podcast]

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Audio Podcast:

Chapter 7 - Origins of the Cold War

Students can listen to this Podcast for supplementary content / conceptual revision.

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Shi Ting- 3G2 Argumentative writing (Students Guide)

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Shi Ting- 3G2 Argumentative writing (Students Guide)

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I used Pair Chat to create a script and uploaded it to Gamma. Gamma helped me create these slides, and I changed the prompts several times to ensure the sequence of the content made sense. However, the downside is that some of the words are too difficult for students to read, and I cannot add Hanyu Pinyin on top of the words (adding Pinyin at the side of the words would make the slides look very messy). Now, the students can refer to this step-by-step guide when writing argumentative essays. Next, I hope to use AI to generate a video with these slides, so this can benefit those students who cannot read.

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1. Review of PLT sessions.

2. How do we bring the learning into the classroom?

3. How can we share with our colleagues?

Venue: KRSS Library

Time: 1.20pm - 5pm

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LJ: Dining in the dark@SAVH

Purpose: was to practice mindful eating

Reflection: forced to eat slowly, focus purposefully only on one task. The exercise enhanced our sensory awareness and we started to focus more on the flavour combinations of the food.

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Project Focus:
As part of our professional learning journey into mobile photography, our team developed an advocacy project titled “I Am Lost”, aimed at raising awareness about littering through the power of visual storytelling.

Objective:
To use artistic photography and emotional taglines to spark reflection and action among students on maintaining a clean, shared school environment.

Learning Experience:

Photography Skills: Participants learn basic mobile photography techniques (composition, lighting, contrast, angles) through hands-on experience.

Visual Storytelling: Students are encouraged to emotionally interpret litter through lens and language — crafting impactful taglines like “Not My Home” or “Still Waiting”.

Digital Literacy: They use editing tools like Canva or Snapseed to refine images and overlay taglines with visual intentionality.

Exhibition & Advocacy: Students curate their best works into a mini exhibition (physical or digital), inspiring school-wide reflection on ownership and responsibility.

Why It Matters:

It blends photography as a skill with citizenship education.

It nurtures students’ visual literacy, empathy, and sense of agency.

It encourages cleaner habits through peer-created, peer-impactful messaging.

What’s Next:
We hope to continue refining our skills through further workshops, team practice walks, and possibly explore future student-led series around other civic values or SDGs (e.g. kindness, sustainability, mental wellness).

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1. Review of PLT sessions : We are looking into data from students on their perception on HBL, we want to move into sharing 'Good HBL practices'

2. How do we bring the learning into the classroom?: We want to make HBL more effective, better HBL design, maybe a check list, maybe a reference guide for fellow teachers. Sharing of good practices

3. How can we share with our colleagues? : We would like to do a hook: Fitness class using a video VS Having a instructor in class. Using this hook to we want to link to the sharing of our good practices, hopefully we can inspire others.

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We have completed our fitness classes—so for all upcoming PLT sessions, we’ll be staying in school to work on it. We're focusing on comparing face-to-face learning with online learning, and using our findings to explore ways to make Home-Based Learning (HBL) experiences more productive for students.

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1. Review of PLT sessions.

2. How do we bring the learning into the classroom?

3. How can we share with our colleagues?

Venue: KRSS Library

Time: 1.20pm - 5pm

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1 ) Someone relevant:

Paul Lee, Director, Plastify

https://www.plastify.sg/

Paul Lee, director of Plastify Singapore, explains, “Many people don’t know that there are actually seven different types of plastics – Type 1 (PET), Type 2 (HDPE), and so on and so forth.

https://www.timeout.com/singapore/art/from-trash-to-treasure-singapores-first-plastic-maker-community-is-changing-the-recycling-game

2) Use technology: - videos are re-useable resources for learners

3) AI - AI can level the playing field for basic design and spur ideation.