# data[].attributes.body
I think one learning point I got from today's session is that NT learners appreciate authentic learning tasks. Also, when they are able to link their EL use back to their task performance, then the learning becomes richer, and they are more engaged. Moving forward, I'm working towards creating more authentic learning experiences for my students, and to make a deliberate link to how English can be used in these situations, be it through listening, reading, writing or speaking.

# data[].attributes.body
We are moving towards FSBB for Sec 1 next year. Hence, we are re-looking at setting expectations and routines, especially in this new FSBB setting (and school-wide as well) in order to foster a positive classroom culture for our FSBB classes. This is being done with the aim of letting students feel safe to learn, and to make mistakes. This is a part of how we are helping students to continue developing their inquiry skills and their metacognition.

Consistent encouragement and motivation is also important to affirm the students and help them with their self-esteem. This is especially so when many LPLs do not have adult figures in their lives to look to for positive affirmation of their achievements.

# data[].attributes.body
1. Students can construct their own checklists to set the perimeters and expectations for their own writing. Students can compare checklists not only among themselves, but with the teacher's checklist as well, and explore how the different conditions and criteria set by the individual when writing can translate into very different outcomes when applied to writing. Complexity of checklists can vary depending on student readiness.

2. Heavier student-directed exploration of the 'why' behind assignments and answers. Instead of the teacher simply explaining answers and giving the 'why', we would like to have students be challenged to look at the reasons behind particular choices, patterns and rules. For instance, in editing, students could explore the difference between words of different word classes and explore their use cases, and explain why one fits a particular sentence better than the other.

# data[].attributes.body
We were discussing the many benefits of adopting metacognitive strategies for our NT students, but we also acknowledge the many difficulties in doing so, especially when we have learners of diverse learning needs e.g. SEN students.

Perhaps a good way forward which we discussed was to actively look for more opportunities to weave in reflective practices in EL lessons (by getting students to engage in 3-2-1 exit cards, for example) from Lower Sec, so that they can hopefully learn how to use metacognitive strategies independently in the long run (be it for peer or self assessment).

# data[].attributes.body
Give students the shared responsibility to monitor their own work, in the form of checklist, or unit map. This may assist the students in determining whether they have made progress in their own learning.

# data[].attributes.body
Students' interests, autonomy and engagement in learning:

We are thinking of giving students a say in deciding on the topics to be covered or explored during lessons.

Students can also help to contribute some videos and resources related to the topic. This way it can be more relevant for them and it also gives them ownership since they also have a voice to decide on the learning resources.

# data[].attributes.body
Framing the skill of metacognition into smaller tasks and goals that could help students work towards these metacognitive skills.

E.g. Framing the skill of predicting as making accurate guesses about a text or pattern.

OR

Reframing thinking about thinking as reflecting on actions and feelings.

# data[].attributes.body
Teaching
We can model our thinking aloud to guide students on ways to engage a text meaningfully.
e.g. for comprehension, we will model reading and thinking strategies as well as question stems, such as "I wonder why the character made this decision..", "If I were the character, I would..."
--> This encourages students to think actively about their own learning

Assessing Learners
We can get students to design their own checklists for different tasks
e.g. for writing, students can come up with their own success criteria e.g. "I used past tense in my personal recount", "I fulfilled understanding of PACC in my situational writing"
--> This encourages students to be critical with their own work

# data[].attributes.body
We believe that it will be no small task to relook how we teach in order to promote metacognition in our students. Next year, we plan to start small by using our scheduled HBL lessons to encourage students to own their learning.

We also believe that we can better utilise differentiated instruction in our lessons to cater the learning for our varied student profiles.

# data[].attributes.body
We will have more faith in our NT students and give them more opportunities to be self-directed learners. We now believe that with proper modelling and scaffolding, students can reach the end goal without us spoon-feeding too much in the learning process.

# data[].attributes.body
Colleagues, please share your thoughts on the following question: What is one thing that you would do differently to promote student metacognition in your practice of EL teaching?
Please write your name and school on the padlet header.