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As a teacher, it is important for us to look at these areas holistically rather than it being standalone. In order to achieve this, we must definitely walk through the process systematically. For example, both students and teachers will need to be able to first know how to use technology or perhaps, IT- savvy. Once this is established, we will then teach students how do we make use of technology meaningfully instead of abusing the use of technology - especially where social media platforms are concerned. At this stage, it becomes challenging for areas such as humanistic knowledge and empathy. I feel that this strongly comes hand-in-hand. When students and teachers believe in certain values (of which may differ for each individual), it becomes easier because the way we communicate, and how we ‘operate’ using technology will determine how empathy is enforced when using technology.

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Strengthening foundational, meta- and humanistic knowledge

Students

Build on students digital skills. For example, how to search for information on Google which gives us information through text, images and videos, etc. - looking for information through keywords, use of audio function if they are unable to spell the words.

Allow exploration and experiential learning. This will leave a more impactful learning for the students and can be done in pairs or groups to minimise the pressure they may feel.

Self/ educator

Get continuous update on the possible tech tools that are suitable to support students in their learning, breaking barriers and allow multiple representations of their learning.

Use of appropriate tech tools to facilitate learning and promote independence in learning

Promoting Empathy

Not easy to teach but we can first let students know that their personal thoughts and emotions are recognised and acknowledged, that is perfectly ok even if they are feeling unhappy. That is when incidental teaching comes in too, when emotions are involved (positive and negative). When we model and let students feel understood, it will impact the way they show empathy towards others.

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I believe that the principles and pedagogies for knowledge acquisition applied to students are also applicable to myself.

Foundational knowledge
- Flexibility and variety in representation, engagement and expression. Embed learners' preferred medium and method of learning (e.g., ICT, hands-on activities) in classroom instructions.
- Harness learners' existing knowledge and personal experience - link what's new to what's known.

Meta-knowledge
- Engineer opportunities for self-directed and inquiry-based learning (e.g., learners to raise questions of their interest related to a given topic and explore the answers with guidance from teacher)
- More emphasis on learning process and less on the product (to move away from spoon feeding and rote-memorisation).
- Forge the habit of reflecting on what has been learnt and how to apply what's learnt on a regular basis.

Humanistic knowledge
- Training of skills that are crucial for daily living and interpersonal relationships

executive function to meet the demands of the environment (e.g., planning/organisation, self-regulation/management)

perspective taking to understand that other people have experiences different from their own (experiential learning; explicit instructions on social skills)

-  Empathy

(to be built on perspective taking skills)

express gratitude ("3 things that I'm thankful for today")

explicit instruction on how to respond to others empathetically (with examples and non-examples)

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Strengthening foundational knowledge

Embracing technology.  I used to think direct experiences are the most compelling ways to build knowledge. there is nothing more thrilling than watching students engage in learning through direct experiences or seeing their delight and excitement on learning journeys and other hands-on activities. Although it is definitely not a replacement for real-life experiences, technology can often provide a wealth of information that we could only wish to experience firsthand. Moreover, it can introduce students to important words and concepts in a highly motivating way and build a shared knowledge base among all of my students (eg word wall to learn new words)

Strengthening meta-knowledge
Providing them with opportunities to reflect on their work or their learning and check in with them to get their response. Perhaps can get them to write their reflections, their thoughts on that day's lessons like what they learnt or they are confused with the lesson so they could get teachers to explain or reteach, on a padlet so teacher (or I) can review.

Humanistic Knowledge

Teach learning skills by helping students develop learning skills. Students are responsible for learning choices, so helping them understand the best ways to learn.

Provide motivation for classroom tasks to help students feel engaged about learning.

Create opportunities for group work with peers. They can do this better as they interact with other students who are learning at the same time that they are.

Empathy

Empathize with our students and model empathy for others.

Provide opportunities for students to practice empathy or make use of every teachable moments to reiterate empathy in students

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Foundational knowledge, meta-knowledge and humanistic knowledge can be strengthen by
·        Promoting creativity, insight and initiative

·        Teaching skills to support and enhance the learning

·        Knowledge and skills in technology

·        Facilitating independent learning by giving students the opportunity to learn on their own
·        Promoting open-ended learning and discovery

Empathy
·      Empathy is best taught via modelling.  We are the role models for the students in teaching them what empathy is and why it matters.  We should create opportunities for students to practice empathy by learning to take another’s perspective.

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Foundational Knowledge
As an AED(LBS), we are less equipped with specialised foundational knowledge than classroom or subject teachers. However, we can harness the power of technology and introduce new methods of learning for our students such as through watching YouTube videos.

Meta-Knowledge
Besides passive learning, AED(LBS) can also create thought-provoking questions related to the video content in order to facilitate active learning. Such questions can be skewed towards application in real scenarios such that students understand that textbook content can be related to actual life.

Humanistic Knowledge
Humanistic Knowledge, much like CCE values, require active planning on the educator's end to ensure that the right values are imparted. Educators can pre-plan segments of a lesson or specific activities that will develop the target value of the day in order to help students apply values into learning. An example is doing group work whether in person or online via zoom or Google Docs. A simple group activity can nurture values such as teamwork and empathy.

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Foundational Knowledge

Keeping up with the latest technology by trying it out and getting familiar with its features

Teaching students tech tools that have already been narrowed down and selected in order to fulfil a certain objective

Meta-Knowledge

Using these tech tools to solve current problems, or problem statements within the lesson

Utilising tech tools to collaborate meaningfully & create new innovations

Humanistic Knowledge + Teaching Empathy

Modelling use of technology with empathy and value

Showing students how to utilize technology to give it meaning

Introducing tech tools that would help them in their daily living & functional skills

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Foundational Knowledge

i. ICT Knowledge as a core subject

With ICT competency being an increasingly key pre-requisite amongst our learners not only in the context of accessing learning content but also an inevitable component in their daily lives, I believe it is time to consider introducing a core subject infused in the curriculum for ALL schools where the (i) types of, (ii) manner in using and navigating the different social media platforms and selected apps/tools are taught explicitly to students along with the (iii) key considerations to bear in mind (DOs) and (iv) pitfalls to avoid (DON’Ts), The selection of the types of apps or tools to be included as part of the instructional process should be in accordance with the students’ age-groups.

ii. Opportunities for Application

Application of the skills learnt in i. above can be further amplified by allowing students to immerse in multiple opportunities to utilize a variety of tools or apps in the different subjects in the processes of representing their responses and understanding as well as in the context of completing assigned work or projects.

Meta Knowledge

Providing multiple opportunities for synergy and active collaborations between students in the learning process with the purpose of not only to encourage learning from one another but additionally being able to apply crucial soft-skills such as social communication, reciprocity, listening, accepting differences, etc. as well.

Humanistic Knowledge

As opposed to teachers conventionally seizing teachable moments that surface organically during their lessons, humanistic knowledge such as empathy, tolerance, etc. can be proactively selected, planned out and infused in the curriculum syllabus as part of the instructional process for selected skills (for language-based subjects) or sub-topics (for content-based subjects like Math, Science, etc.).

Promoting Empathy

On a personal basis, I believe that the most effective way to promote empathy is by modelling that behaviour for students to emulate in accordance with Bandura’s Theory. Additionally, as educators, we can further promote this by (i) explicitly pointing out how some of our planned behaviours such as giving students extra time to complete a tasked assignment, cutting down on the quantity of homework assigned nearing examination dates, laxing on selected class rules for students who are unwell, etc. are all part of exercising empathy and also (ii) seizing opportunities to praise students who demonstrate any form of empathy and explain to the whole class how that behaviour has benefitted the target person(s) on the receiving end.

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As an AED LBS, there are multiple hats to be worn, just to name a few – educator, advocate, consultant, counsellor, colleague, friend. To embrace the 21st century learning environment is a task by itself. We will  need to constantly hold true to 3 main mottos – to master, to learn and to serve. To master content relevant to our work, to learn to have a growth mind-set and to be willing to serve stakeholders with empathy.

1. How would I strengthen Foundational knowledge: constant upskilling and catch-up on digital literacy due to fast-paced nature

2. How would I strengthen Meta-knowledge: to be ready to take calculated risk in trying out new tools, learning to assess affordances and think-out of the box to create engaging teaching and learning opportunities

3. How would I strengthen Humanistic knowledge: to do constant reflections and re-evaluations based on trends and to be more sensitive to diversity

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Foundational Knowledge
-create opportunities for students to explore a variety of technology as platforms for expression and learning
-use of technology should be paired with education on expectations and self-regulation techniques in preparation for interactions that can take place on the various platforms (ie. feedback / opinions shared by peers, perceived perception of others)

Meta Knowledge
-creating opportunities for collaborative work to encourage learning from their peers
-it also allows for development of communication skills and articulation of ideas

Humanistic Knowledge
-resonates the most with me; ties in with empathy
-promote empathy through modeling and explicit teaching (ie. how to respond empathetically)
-offer opportunities for students to work together to demonstrate and also experience empathy

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Foundational knowledge:
This category is the answer to the “what” question (i.e., “What do students need to know?”). The frameworks reviewed saw this in terms of three key subcategories: Core Content Knowledge, Digital Literacy, and Cross-Disciplinary Knowledge. With regards to Digital & Information Literacy, it can be defined as the ability to effectively and thoughtfully evaluate, navigate, and construct information using a range of digital technologies and thus to function fluently in a digital world. We can help our students by informing them of which websites and media platforms they can use to seek out information meaningfully e.g Youtube, Tik Tok and also educate them about being responsible digital citizens and knowing how to use technology properly.

Meta knowledge:
This category was about knowledge of the process of working with foundational knowledge. This could also be seen in terms of three subcategories: Problem Solving & Critical Thinking, Communication & Collaboration, and Creativity & Innovation. With regards to Creativity & Innovation. Creativity was indicated as one of the skills that is most cited as necessary for success in the 21st century. Therefore we can help our students by teaching them how to use tools to enhance their learning i.e create presentations using pretzel/google slides/ppt etc and other modes of interactive learning platforms e.g. for presentations or creating blogs or vlogs etc.

Humanistic knowledge:
A humanistic theme emerged through the analysis of the various frameworks. This form of knowledge offers a vision of the learner’s self and its location in a broader social and global context. The three main subcategories that emerged

under this broader rubric are Life/Job Skills/Leadership, Cultural Competence, and Ethical/Emotional Awareness. With regards to Ethical & Emotional Awareness. Ethical awareness included the knowledge and skills necessary for success in a culturally diverse society, such as the ability to imagine oneself in someone else’s position and feel with that individual as well as the ability to engage in ethical decision making. Here we can educate our students by showing videos of other cultures and practices and also engage our students in quizzes or get them to do research and presentations on other cultures and share with their peers, thus overall enabling the students to understand, appreciate and empathize with their peers from diverse backgrounds.

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Foundational Knowledge

The component that I’ll focus on first would be the digital and information literacy knowledge. Especially for students with learning needs, developing a targeted digital literacy curriculum would help these students function later throughout their school and work career. Skills to be taught can be in modules e.g. Typing Skills, Introduction to Using Web Browsers, Search Engines, Email/Text. Lessons would be best conducted via interactive mode, preferably using scenario-based.

Meta-Knowledge

This is presumably one of the challenging knowledge to attain especially problem-solving and critical thinking. However, it is possible to teach the communication and collaboration skills by providing the necessary supports such as, allocate a class meeting (or a short check-in) every morning with students to open up and express freely their thoughts and ideas. Encourage the meetings to be in groups to promote collaboration among the students. I believe this could be effective in a safe supportive environment in the classroom.

Humanistic Knowledge

This is the component that resonates with me deeply. The focal point to strengthen humanistic knowledge is to inculcate from early childhood by being a good role model as children learns better by observing their environment. If possible, allocate stories or share personal moral experiences to acquaint them and help them practice their learning by doing multiple role plays. If time permits, this can be during their daily 30 minutes snack break.

Promoting Empathy

Before promoting empathy, we need to understand what empathy truly means first. I start with telling my students to start paying attention to simple everyday tasks such as gestures and do small acts of kindness for others. I show what empathy is by teaching my students to recognize and be aware of others’ feelings during conflict resolution. It’s basically practicing putting the well-being of others before self.

Of all the knowledge components shared, Empathy is the top of my list especially in this era of over dependence on technology that is creating an environment of instant gratification and lack of person-person connection. – Simon Sinek.

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Students
Foundational Knowledge:
- provide opportunties to use digital technology for project work (e.g., use PPT)
- help them draw the connection between the different subjects as students tend to isolate knowledge within the different content areas (e.g., spelling techniques can be applied to spelling science keywords, organisational skills can be transferred to a variety of domains such as packing one's bag, organising written answers for problem sums, organising idea in composition).

Meta Knowledge:
- ask more questions and give them more room to think of original responses
- ask more "why not" even when their responses appear to already align with what's correct

Humanistic Knowledge:
- teach them more self-help (e.g., and help-seeking skills
- provide opportunities in school for them to play a different role from an "academic student" (e.g., school photographer, environmental champion)

Myself
For myself, staying curious is an important mindset to 21st Century Learning. What does it entail? For me, it means listening to conversations of others who are familiar with things beyond my comfort zone. This can include my family members who work in very different industries from me, Gen Z and their areas of interests, and even my fellow colleagues who have different areas of expertise and specialisation from their previous studies and job. Sometimes, an idea from their line of work can spark a new way of seeing and doing things in my line of work.

Promoting Empathy
More than just actions, empathy also involves feelings — "putting oneself in other's shoes" — and this is not easy to teach. My school staff practices writing gratitude letters to one another every end of the year and this might also be useful for students to carry out. Through this, they can form more connections with one another when writing and giving these gratitude cards. On top of this, us educators can also role-model vulnerability by sharing about our mistakes so that students would know and understand that it is human to make mistakes. And because they see teachers doing this, they would also understand that mistakes do not break a person, they would be more accepting of their own and others' mistakes

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Student

To strengthen foundational knowledge, I can help students to learn and acquire new knowledge by activating their prior knowledge and making the connection between them.  This can be achieved firstly, through guiding the students in evaluating and clarifying their prior knowledge. Secondly, provide collaborative learning opportunities where students learn from one another and increase their shared knowledge. On meta knowledge, I can help students develop a growth mindset vs a fixed mindset through promoting the thinking that they can learn and grow. This process can be achieved by getting them to monitor their learning, reflect on their confusion and struggle, and accept it as part of the learning process. Lastly, I can provide students with opportunities to develop positive peer relations to increase their humanistic knowledge. Encouraging them to set their own goals and giving them some choices on what they want to learn would also help.

Myself

To build up my foundational knowledge, I will strive for upgrading my knowledge of supporting SEN children through continuing professional development opportunities and reflecting on my teaching practice consciously. Building collaborative relations with teachers and seeking to work effectively together with them on providing better support for SEN students are some ways that can help me strengthen my meta knowledge. For humanistic knowledge, I want to be conscious of looking out for improvements to work processes and new ways of doing things in the working environment.

How to promote empathy

From the module on Practical Behaviour Management, I learn the importance of being a role model to the students on how I would treat a child with SEN.  The teaching could be subtle but explicit and I would try to make visible what empathetic thinking, feelings and behaviours look like to students to promote empathy. This is what I could share with the teachers too and encourage them to practise it.

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As allied educator, I can strengthen the following by

Foundational Knowledge (To know)

·         Teaching skills to students that they are facing difficulty with (e.g. basic reading, comprehension) for them to better access the academic knowledge

·         Providing opportunities and exposure to different media in the process of learning

·         Informing them how to be responsible and the right way to use technology

Meta-knowledge (To Act)

·         Providing opportunities for the students to communicate their ideas and collaborate with others

·         Using guided questions to scaffold thinking and problem solving skills

·         Allowing opportunities for the student to plan (e.g. brainstorm for story) and carry it out (e.g. write a story based on their plan)

Humanistic Knowledge (To Value)

·         Using text or topic in the news (e.g. covid 19) and on environment awareness for teaching and learning

·         Exposing student to stories related to empathy and teach directly on how to show empathy appropriately (e.g comic strip to show perspective and thinking)

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We can strengthen foundational knowledge, meta-knowledge and humanistic knowledge by

1. allowing or creating opportunities for students to learn through cooperative play and perspective-taking

2. showcasing explicit modelling and providing appropriate, challenging tasks

3. seek to understand -> we can always provide the students with the strategies. However, it would also be good to seek their thoughts and opinions of what they would like to do or help them solve the issue. Indirectly, providing them with some form of ownership

In other words, we can build and heighten their sense of awareness by promoting empathy, discussing the social norms of specific social concerns and infusing valuable life skills into our lessons.

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I think much of our students' foundational knowledge, meta-knowledge and humanistic knowledge begins in their early childhood. Exposure to picture-books and story-telling builds both language and empathy for others through the characters portrayed. In addition, role-modelling by caregivers provides real-life examples for our children in terms of character-development. For some of our students, these milestones are interrupted by innate difficulties or by lack of exposure. As educators, we can play a significant role in bridging the gaps as follows:

Foundational Knowledge
- immerse in tangible experiences where possible, to build on prior knowledge through stories, videos, apps, hands-on experience
- encourage students to consider concepts across different content areas and current happenings in the local/global community (also Humanistic Knowledge)

Meta-Knowledge
- getting students to do mini-presentations on topics of their choice using graphic organisers to help them in their thinking and to discern relevant/accurate information from sources of their reading

Humanistic Knowledge
- provide role-playing opportunities to build perspective-taking and encourage empathy, as well as build communication/articulation as well as problem-solving skills (also part of Meta Knowledge)
- encourage students to be instrumental in helping others, to share the wealth of their own knowledge and experience with peers

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Foundational Knowledge
It continues to be important for students to have content knowledge of the subjects that they are learning. These skills continue to be important, as the students will require literacy, numeracy and other skills taught in schools to be able to navigate their own futures. However, as digital natives, they have to be able to function well both online and offline, and not think that they are able to hide behind the computer screen. The synthesis of offline and online knowledge is critical.

Meta-Knowledge
Communication skills remains key in the future that our students will grow into. This presents a unique challenge for us; how do we teach them to communicate respectfully with others online when it may not always be the case? Students will need conflict management skills more than ever as they have to problem-solve creatively with others in their work and their daily lives.

For our own learning, it is important to not be left behind as the world grows increasingly reliant on technology. We have to stay relevant so that we are able to communicate with our students. If we hope to serve as guides, we have to stay abreast of developments.

Humanistic Knowledge
The world is much more connected today as compared to when we were younger. Students will have to communicate with others who may be very different from them. The best way to ensure that they are able to work well with others is to build empathy in the students. Singapore is a small country, and our worldview may be smaller as a result. As such, students should be more exposed to events happening around the world, and be guided through role-modelling on how they can understand and interpret such events.

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Foundational Knowledge

We can strengthen foundational knowledge by adding on new knowledge and skills to the existing knowledge. My role allows me to help close those gaps by building up skills that my students lacked in and work further on what they already have.

Meta-Knowledge
By creating opportunities for my students to collaborate with their peers it can encourage them to learn from each other and tap on each other strengths. Similarly for myself, having to work with different groups of people every week for ADISE has helped me a lot as I get to learn from my fellow course mates and built up on my current knowledge and skills.

Humanistic Knowledge
Both knowledge and empathy go hand in hand, encouraging students to be more aware and respond accordingly to their surroundings especially in this current day and age. As students interact with their peers and they have to make the conscious effort to communicate and connect effectively so that they can develop a good relationship.

Empathy
Conversations, teaching on empathy and role-modelling can be some ways that we can promote empathy in students.

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Foundational Knowledge
It is important to first understand our students, knowing what they know or not know; what they can or cannot do before we build up fundamental knowledge for students by equipping them with the basic literacy prerequisites while continuing to master it and at the same time use those as building blocks to make sense of knowledge and information across different domains and environments.

The same can be applied to us, building up our own mastery and seeing relevance in different domains to synthesize our own learning.

Meta-Knowledge
Creating chances for collaborative work can help students build up articulation and communication skills.

We need to help these students identify gaps  in order to work on domains and skills which they are lacking and if possible to scaffold this process for them to learn how to identify gaps themselves.

It is also important to encourage students to innovate and create, and that can be done with the incorporation of technology to provide opportunities to access a different way or learning and expression.

It is similar for us, identifying our own gaps and working on them. Taking some risks to create and innovate to enrich the learning for students.

Humanistic Knowledge
Empathy is a very important soft skill that can enhance collaborative learning, creating better learning environments and experiences. However, it is something that students nowadays have much lesser opportunities as they have so much technology infused into their daily lives that can do some many things for them, in a way making them more independent in a way and less dependent on collaborating with others.

We can purposefully create chances for students to learn and think about empathy, at the same time, role model it for them to see values in action. Having social skills lessons can also help students develop skills needed to practice empathy.

In our own ways, we can practice empathy towards teachers and in a way, create a more inclusive environment in school.

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Foundational Knowledge
Cross disciplinary is an important concept for our students as it is increasingly important to be able to draw links between domains. We need to teach our students to not only learn things in a specific domain but see the relevance of their skills across settings and disciplines.

Meta-knowledge
Communication and collaborative skills are essential for them to work with their peers. As they spend more time online and less involved in social interactions, we need to create more opportunities to allow them to practice their oral and non-verbal language skills. I also see the relevance in encouraging creativity in our students. They are the masters of the future generation so it is pertinent that we spur their drive to innovate and create solutions for a better tomorrow.

Humanistic Knowledge
Empathy is the core of teaching 21st century skills. "It unites" and it is what makes us, human. I particularly like the sharing by Markham (2016) about empathy underlies collaboration, triggers creativity and promotes whole child learning. We need to teach our students to have ethical reasoning and empathy. It resonated with me deeply as our students are increasingly being exposed and desensitised to violence and influences from social media. These are issues that plagued some of my students. We cannot stop them from consuming but we can imbue in them a sense of empathy. We can also rope in parents and stakeholders to help in building humanistic knowledge in our students.

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Strengthen their foundational knowledge by giving them opportunities to learn. They need to have a strong knowledge in the subject matter before they can act about it. For example, a student who is learning F&B service would need to first know the steps and what to say when taking orders from customers.

Once their foundational knowledge is strengthened, they can then work on their meta knowledge (act). At this stage, they will have to use their foundational knowledge and act upon them. As stated in the earlier example, the student will now put into action the steps and speech they have learnt. In this stage, they also learn problem-solving skills i.e. changes made to the order, customers unhappy with the food quality, etc. Various role-plays and scenarios via videos can be introduced to get them implement their decision-making skills.

With practise, students learn the humanistic knowledge (values). They learn to be more tolerant of changes and to react accordingly without showing negative emotions in front of customers. Thus, constant exposure to examples and having discussions can instil values, not only in work setting, but also when they interact with peers and trainers in school setting.

Empathy may not necessarily be taught directly. We can try to expose students to first look for different verbal and non-verbal signs of emotions that others display i.e. raise tone – angry, agitated, anxious; red eyes – sad, crying or gestures/postures (crossed arms – angry). Then we can use the 5W1H questions (who, what, when, where, why and how) to go through what the students think they saw and how the person might be feeling. Then ask students for suggestions on what actions they can do next when they see a person with those signs.

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1) Foundational Knowledge

know and tap on student's interest and prior knowledge to increase motivation and achieve sense of success.

build/strengthen/reinforce their current skills to help/support new knowledge/skills e.g. student knows letter names and sounds, AED (LBS) can help them to strengthen their blending skills to help achieve fluency and automaticity so that students will be able to access learning in the classroom more independently.

2) Meta-knowledge

create a safe environment where students are allowed to make mistakes. In my classroom, one of my classroom rules is "Try don't cry" and students are told that they need to feel ok to make mistake as it is a learning opportunity.

create that challenge/opportunity where students will  be probed to think about their prior knowledge to solve/figure out by correcting their own mistakes (modelling the metacognition).

communication to stakeholders such as classroom teachers and parents regularly for all my tier 3 cases on student's progress (no matter how small it is).

3) Humanistic Knowledge

emphasise to students what they are able to do now and let them see that as a strength. For some students, whose strengths are more significant I would used that as part of our conversation to make students feel good about themselves.

acknowledge what the students shared/worried about their difficulties and I would usually get them to focus on one skill/step at a time to achieve the goals that we set together (promote growth mindset).

4) Empathy

This year e-symposium I shared with the fraternity how my school's CMT aim to build culture of empathy as part of our journey to be an inclusive school. I must say building empathy is a process and not build in one day/sharing.

For my school, we started by listening and giving our students opportunity to be heard. We be their voices instead of just sharing strategies and creating programs.

We started in 2018 and I am glad I have personally see progress since I first started back in 2007 as Special Needs Officer.

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Support could be rendered by creating opportunities to raise student's awareness and model for them so that empathy would be "Caught by and NOT just taught to"  them. As aptly shared by a retired principal on her daughter’s reply in their conversation, “For me, I learnt from your words and actions. You preached kindness and respect and I saw you practicing it as you interacted with staff and students ... So as a child, I learnt that joy was the result of treating people with kindness and respect. I think that really shaped me.” (https://www.schoolbag.edu.sg/story/are-values-taught-or-caught). Tell and show students stories that could be easily found in YouTube as all children loves stories.

Many of the students whom I supported have cognitive skill deficits. Introducing students to the various technology tools that could aid them in organizing, planning, collaborating and self-management.  Guiding them to discover for themselves the gaps in their skills (identify gaps) and find ways to overcome (problem solving). For example facilitating them to explore how online dictionary or the use of 'TTS' can aid them when faced with the pronunciation of unfamiliar words; this been an actual scenario that I have experienced when supporting a group of primary three students.

As students are presented with mass of cross multi-disciplinary information, it is important to help them "connect the dots" between the individual subjects’ content. Helping students to find relevance to their learning so that there is association of knowledge to their daily experiences. For example guiding them to use technology to visually document and journal the contents and the interconnectedness of their learning.

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Foundation knowledge:
Zooming in on multidisciplinary focus, I think that it is important to help our students make sense of vast amount of data and equip them with skills to filter/sift. Seeing that the students we work with have SEN, they do lack in knowledge gaps (and most of them are not able to obtain mastery in the independent subjects/topics). Hence, a way that we can ensure they have foundation knowledge is by helping them organize and make their learning fluid (some tech tools like Padlet, and Google Drive can be taught to them so that they can easily see a curated view of their learning. They will also be able to input links and documents from their learning and see that some of the lessons' knowledge are transferable!). Personally, even in ADISE course, I have find that even for myself when organizing my notes; for instance in this module while learning about Tech Tools to engage learners, I have value added to my other module on Evidence Based Practices. In that module, we are to pick a behavioral strategy and upon reflection, I realize that my choice of 'Social Story' can be value-added by digitalizing it. The outcome for my objective to impart skills in my students can be achieved and in addition to that, I can engage them better! Things flow and are more fluid when we see the interconnections!

Meta cognitive:
I am zooming in on enabling my students to problem solve and critically think by reasoning effectively and using systems thinking. This can be done for example by using Tech Tools like Mindmaster or Popplet (an online mind-mapping tool) to get them to visualize their thinking and set a behavioral contingency flow. We can then engage their thinking by prompting for outcomes to each choice of behavior to give them a more conscious effort and critical thinking by weighing the pros and cons.

Humanistic knowledge:
I am zooming in on ethical and emotional awareness by teaching them to reason, have empathy, constructive management of feelings and have high ethical standards. Some tech tools that can enable my teaching better is using blogging or Slido as a peer-interactive tool for students to reflect, share feelings and write their emotions. For example the task set could be to write about: my thoughts on Racial Harmony celebration in school. Peers can then interact, comment and analyse their classmate's thoughts and this is a good teachable moment for us educators to help them harness some skills. Any areas of deficit pertaining to this can be explicitly and directly taught to them via social skills, modelling, setting clear expectations and practice.

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Strengthening foundational knowledge, meta-knowledge and humanistic knowledge by
a) emphasizing the rationale of learning,
b) incorporate appropriate skills into lessons
c) regular reflection on current affairs, using current issues and affairs as lesson materials
d) explicit modelling of problem solving skills
e) create opportunities for collaboration with group activities
f) model self-monitoring, self-evaluation and self-regulations
Promote empathy through modelling, awareness programmes through simulation activities, encourage discussion on social issues, teaching social thinking, perspective taking.

# data[].attributes.body
Foundational Knowledge:
To strengthen foundational knowledge, I have decided to use Bloom's Taxanomy.
Bloom and his collaborators devised a framework that divided knowledge into six categories: comprehension, application, analysis, synthesis, and evaluation. After Knowledge, "skills and abilities" were provided, with the assumption that knowledge was required to put these skills and abilities into practice.

1) Knowledge

2) Comprehension

3) Application

4) Analysis

5) Synthesis

6) Evaluation

Meta Knowledge:
1) Facilitate metacognitive learning through lesson structure and environment

2) Provide appropriately challenging tasks

3) Give students learning strategies to use.

Humanistic Knowledge:
Humanistic knowledge can strengthen through cooperative learning. Cooperative learning allows kids to work together to solve challenges. Each youngster may be assigned a specific function within the group to allow him to express himself. Each group of three or four pupils is supervised by the teacher, who answers questions and provides assistance. This form of learning allows students to learn how to establish peer relationships, which is a valuable life skill.

Empathy:
1) Modeling

2) Teaching perspective taking

3) Use literature to teach different perspectives

4) Listening actively to others