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After observing the role-play on the use of ECT 3.0, share with us your thoughts on:

1. What did the coach do well in? What can the coach do better in? Other observations?

2. What challenges do you foresee when you use the tool?

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Before we delve deep into the possible ways to leverage technology, let’s consider the "what", "why" and "how":

1. What do you think Student-Involved Assessment (SIA) is, and why is it important?

2. How have you used, or how can you use, technology to design SIA?

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Share your version of ECT 3.0 and thoughts after using ECT 3.0

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Share your version of ECT 3.0 and thoughts after using ECT 3.0

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Share with us your thoughts:

1. 3 things you have learned

2. 2 things you would like to try after the session

3. 1 question that you would like to ask

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1. Please include your name and teaching subject/PLT team in the subject of your post.

2. Participate actively by reading others' posts and contributing to the discussion regularly.

3. Feel free to ask questions if you need clarification or want to explore a topic further.

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Feel free to ask questions if you need clarification or want to explore a topic further.

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Use of SLS to train students on oral skills. The students can do oral recording in SLS, and teachers will listen and give feedback. This will save a lot of time.

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1. SIA has to do with metacognition. Student has to think about their thinking and evaluate what they have produced.

2. Tap on ChatGPT/AI bots in coming up with facilitation prompts to guide them along in the SIA process.

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1. SIA is a form of formative assessment and it is important because it helps students and teachers keep track of the students' learning.

2. I have designed SLS lessons that promote self-assessment and peer assessment for students using tools like ITT and oral evaluatons.

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Why SIA?

1 Would like our students to be more self directed learners
2 feedback to students while they reflect (2way traffic)
3 for teachers to fine tune our teaching

Technology to design SIA

1 Made use different platforms of SLS, padlet

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Q1 SIA - getting students to self-assess their own work so that they are aware of their achievement and work on their shortcomings. SIA provides platform for self-directed learning.

Q2 - I used SIA in oral and language assessment through SLS and educational games eg. Quizizz, Wordwall.

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1. Student-Involved Assessment pertains to students giving feedback on their own/classmates' work. This enables them to deepen their thinking and consider alternative viewpoints to a certain question.

2. Padlet and SLS ITT feature enable students to assess their friends' answers.

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Q1. Develop deeper understanding of the subject matter and their own learning. This active engagement helps to reinforce their knowledge and skills.

It also serves to motivate the students to be involved in their own learning and take ownership.

Q2. Peer assessment- Give feedback to their peers.

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SIA gets students to be more involved in their learning and to have more ownership of their progress. This leads the students to be more self-directed learners, provided they have a good meta-cognition ability.

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SIA is an approach that actively engages students in the assessment process. It involves students in various stages of assessment, from setting learning goals to self-assessing their progress and reflecting on their learning.

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During the extremely busy term, I would foresee time constraints when using this tool which requires us to fill up 11 long and excruciating pages even before the lesson is enacted.

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Q1

The coach asked some of the ECT 3.0 questions effectively. Affirmation and extended questions posed add value to both the Coachee and the lesson plan which will then benefit the students.

Coach suggestions for peer feedback and question the teacher why she made use of reg number in her Padlet allowed the teacher to also make self reflection on her strategies.

Q2 : Time constraint. Also, in order to build confidence using the ECT 3.0, we need to have more practice and use the tool frequently.

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Coach affirms the coachee her/ his strength. She asked questions to coachee to allow her/ him to continue to refine his/her lesson.

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Q1. The coach did well by affirming the coachee on her efforts and lesson design. The coach leads the coachee to come up with suggestions on how she can improve on her lesson. She also gave positive suggestions as a follow up.

Q2. The challenges will be to familiarize myself with the tools and able to relate it to the lesson.

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When the coach specified learning outcomes together with success criteria for students, such an approach will be good as students can follow instructions more clearly having a goal in mind.

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1. Coach asked probing questions to clarify, without directly suggesting to coachee directly what needed to be done. Coach also affirmed coachee several times.

2. Time constraint

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Coach affirmed the coachee and asked questions to get the coachee to think deeper.

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I think it is good that the coach did not follow the ECT rigidly. It was more natural this way. As the conversation went, the coach clarified and probed when necessary.

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Time constraint to be factored in

Ability of students too

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Challenges- Time is a factor to go through the process. It is rather tedious process even though we can select the few questions. The role was a snippet of the coaching session, it already seems to be quite lengthy process. :p

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1. The coach affirms the coachee on the use of padlet and effort in designing the lesson. The coach also asked effective questions to direct the coachee to reflect on certain parts of the lessons that needs refinement.

2. My challenge is to understand the nuances of the tool and to use it effectively. A lot of practice is required to select the correct prompts to guide the coachees.

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She affirms the coachee on her efforts in the lesson design. She also probes the coachee on how she can improve her lesson.

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Time required to do pre and post discussions.

Whatever improvements or refinements might not be implemented as we won't be repeating the same lesson again. Can only be used as considerations for future lessons.

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Coach studied the plan well before carrying out discussion with Coachee. Affirmation was given and suggestions were given to coachee to help her to refine her lesson design.

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1. What the coach did well: She is encouraging and affirms the effort and good parts of the lesson design. When she asked for clarification, it got the coachee to think more deeply about the design and intent of the lesson activities vs the learning outcomes. Good check points.

2. Challenges: To do this with depth, time must be set aside for deeper discussion. Also we are working as a group of more than 2 people, so even more time may be needed since there may be more (differing) ideas.

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Pek Wee
Teaching CL and CCE (MTL)

Coach needs to be well versed the lessons plan well.
Need to sit in the lessons to observe in order to give a feedback to the coachee

Affirmation to start with

Guide the coachee in reflection

Provide suggestions for the coachee

AIF

Let the coachee some time to reflect rather than giving her suggestions

Challenges:

Well versed with the different sections for both

Coachee open to feedback

Coach hv that facilitator mode

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3 Things we have learnt:

i)There is no need to use all the questions in the coaching tool.

ii) Affirm-clarify-prompts-affirm

iii) Success criteria will be very helpful for students to provide constructive peer feedback.

2 Things I would like to try

i)Affirm-clarify-prompts-affirm

ii) To put more thoughts to provide examples of success criteria to my students.

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1. Includes Self Assessment and Peer Assessment. Rationale: Students to take ownership of their learning and be more involved in assessment process.

2. Reading aloud by tapping on SLS Chinese Language Speech Evaluation tool. Provides immediate feedback to students and also allows teachers to reach out to everyone in the class

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SIA comprises peer assessment and self-assessment. It is important because we are preparing students for the future and hence they need to be able to internalise what they learn and to be able to apply what they learn. By providing them such opportunities from young, they can be self-directed and independent learners of the future.

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1. Ideally, SIA helps students to be clear what "success" looks like and how they can close their learning gaps through feedforward type of feedback and reflection.

2. EL oral reading peer feedback using rubrics.

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3 things:

1. Affirming the strength for the lessons.

2. Giving suggestions on improving lessons- Can allow coachee to reflect to refine lesson

3. Seeking clarification with coachee any areas that coach is unclear of

2 things

Use the E-CT 3.0 tools to guide the coachee

Using the language such as affirm, probe, clarify to my coachee

1 Question- Will time be given to allow coach and coachee to run through the process? Will ETD provide support to the coaches? In case coaches run off track.

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3 things:

1. Affirming the strength for the lessons.

2. Giving suggestions on improving lessons- Can allow coachee to reflect to refine lesson

3. Seeking clarification with coachee any areas that coach is unclear of

2 things

Use the E-CT 3.0 tools to guide the coachee

Using the language such as affirm, probe, clarify to my coachee

1 Question- Will time be given to allow coach and coachee to run through the process? Will ETD provide support to the coaches? In case coaches run off track.