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Dear art colleagues, you are strongly encouraged to attend the 1 hr webinar and share the link with your art colleagues before 11 June! :) Webinar on Art and Technology - https://go.gov.sg/rl2avt

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Having a blended lesson not only give students time to prepare for the upcoming lesson but also save some time for art-making and checking of their understandings. However, planning also need to be made to ensure that students that did not attempt will not be at a huge disadvantage.

Giving instruction before lesson starts (both online and in class) and setting objectives to meet helps students to stay on task and for teachers to be on track and on time.

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I think it was great that the students were able to bring home the ceramics clay and tools. This is a good project to get students to learn self-regulation.

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I like how you have made the HBL experience more interesting for the students with pre-prepackaged clay packs

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It's amazing how you have prepared the materials for them. =) Would there be other ways (logistically), to help us in preparing the materials for the students.. It can be quite taxing on the teacher/team.

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Takeaway: SRL can be integrated into art worksheet as a checklist to help students practise to be more SR.

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It is truly important to have ample planning before lesson execution. eg. Scaffolding, instruction for self directed learning. More prior planning = less time wasted in class. Students will eventually work more efficiently after they get the hang of common routines

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I like how you have made the HBL experience more interesting for the students with pre-prepackaged clay packs

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I think having a checklist even on an online platform is really useful for students to check back on the learning that they were 'supposed' to have done. I thought the feedback message that comes along with the checklist is really useful for students to also understand why they need to have achieved each of the points on the checklist.

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what are some ways to engage SEN students for blended learning activities?

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very brave to get students to bring back the materials for clay/ceramic lesson online (doing in class is already a challenge, but seeing your end product, it was a good attempt! Bite sized videos are essential and important for students to follow and be on task on their own. Checklists are useful for them to do their own monitoring = SRL

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How do you manage your own expectation as to how long it will take for students to be self regulated?

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I think that students are very interested in ceramics and so they are more likely to be self regulated, but what if it was a more”boring” lesson?

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(a) Can explore audio clip submission for lower primary (show in class to generate interest among themselves)
(b) put into routines

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(1) One word / phrase--> Relevant statements --> Relevant Questions
(2) How to ask for help
(3) Modelling how things are done
(4) different ways to response (audio/ type in questions)
(5) What good choices would you make today?

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(2) What do you hope to learn at the end of the workshop?

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(2) What do you hope to learn at the end of the workshop?

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Difficulty in getting them to do SLS (reason: materials, motivation?, don't know how to submit the photo of their work)

Some solutions: get them to post their work / view one another's work and comment/ share about their responses in class

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(1) What do you think is SRL? (2) What do you hope to learn at the end of the workshop? 

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(1) What do you think is SRL? (2) What do you hope to learn at the end of the workshop? 

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(1) How:
related to art learning

(2) What:
(a) Self-directed to a certain extend
(b) monitoring/ management of time, progress and process
(c) engaged in learning
(d) being mindful of one (ability, process etc)
(e) self-monitoring/ reflection
(f) setting own goals

(3) Bringing back:
(a) Tips and tricks
(b) ways for students to be engaged in self-regulated learning
(c) lower ability students

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I want to make good learning habits explicit and part of a routine. I printed a poster with a list of 4 good habits they can practice across all subjects. So at the start of each lesson, I ask my P1s which good choices they would like to make for the day. Then at the end of the lesson, we review to see if they have practice that choice and colour the star next to the choice they have made. This is to help themselves keep track of the choices they are making to learn.

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PADLET_ STAR Primary Art Zonal Workshop 2022

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PADLET_ STAR Primary Art Zonal Workshop 2022

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https://padlet.com/moestaresearch/hegu1i3vx4evp493

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https://moe-singapore.zoom.us/j/81511063575

Meeting ID: 815 1106 3575
Passcode: NorthZone

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I would like to try providing materials for the class for a SLS lesson.

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Self regulation takes time and consistency. Perhaps, using more MCQ then open ended questions for some classes. Based on class profile.

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Now I know that checklists are useful as they help the students self-regulate actively. Just telling them the success criteriamay not be enough.

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I like how students are also allowed to record themselves as some of them are able to express themselves very well verbally but not in written form.

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Used self-checklist for my classes

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In my classes, I generally use exit tickets or verbal & written reflections done at the end of the lessons. I will usually go through their works through the visualiser and get the students to suggest themselves how to improve in their works. 

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In my classes, I generally use exit tickets or verbal & written reflections done at the end of the lessons. I will usually go through their works through the visualiser and get the students to suggest themselves how to improve in their works. 

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Definitely on developing good learning habits in my Low readiness students.

How could I scaffold the learning of such habits?
What structures do I need to modify or introduce in class to ensure that students can practise “self regulation”?

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Now I know that for SDL to be effective use of checklist and success criteria will make the process manageable.

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In my class, I ensure that the students are clear of the success criteria before they start on their tasks. However I feel that check lists are a good tool to use so the students can self regulate better.

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Patience and time is key in developing self-regulated learning

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It is to be taught, reinforced and modelled. It is not easy for certain group of students and perhaps, differentiated instruction (which includes knowing our students) could help

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In my class I have peer/ self checklist for students to check their progress midway.

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In my class, I use checklist regardless of which levels that I am teaching.

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Now i know that self regulation need to be taught and if done frequently will become a habit to the students.

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Now, I know that self-regulation is a very important skill to be taught to the students as this will help them to be an independent learner who takes responsibility of their own learning.

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I think part of self-regulation can also include the use of tech tools. Different students may have different readiness when it comes to uploading photos, using polls and even completing SLS lessons (we all know how we cannot get 100% submissions when it's a SLS assignment heheheh). From my experience, even with lessons in the computer lab, students are quick to holler for help when they face difficulty. So yes, I definitely will employ SRL when briefing students about the tech tools I am about to introduce ('',)

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In my class, I have asked them to self-regulate at the planning/process stage where they are free to decide the materials that they use, the colours that they want to use etc.

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Environment as a teacher itself.

I think the environment is really important for self regulated learning to take place (at home or in school).

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I would like to differentiate the self-regulation process based on my students' progress. For the LP, I would give visual cues or even cloze passage kind of statement for them to fill in.

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The “when” and “where” of students’ accessing and working on the contents of an art task significantly raises the level of self-regulation required to successfully reach the learning goals set by teachers

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As art has its own language, we can use the elements of art as the foundation to responses. We can scaffold the use of art terms in the form of fill in the blanks. Example: I feel (emotion) when I use (colour). This (shape) represents (meaning).

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How do peers handle their fellow classmates who have trouble handling stress and frustration (especially the LP students) when they were tasked to help?

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How do you manage students who did not bring their work back to school?

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I like the visualisation exercise but some students are not able to "see" images in their minds how would you differentiate the activity to ensure that everyone participates?

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How do you see the self-regulation process if they bring and do their ceramic piece at home?

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I love how you used the black paper instead of white. How long did it take for you to train your students to use a few platform at one go?

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Did you limit to only paper? Were they allowed to use toothpicks etc for the structure of the paper sculpture?

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How do we get the LP students to self-regulate?

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Do you have any 'nil' response in your sls? how do you tackle that?

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Were key words introduced to your P1 students so that they know how to give feedback, be it one word or phrase?

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Do you have any guide so students can give constructive feedback for their friends?

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What happened if there's a student who can't visualize or have no idea once the time is up? Do you let them research on their own?

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Were your P3 students able to self-regulate their learning? If yes, could you give examples?

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I like the synergy of ideas and visualisation.

May I ask how did you get them to visualise? Is it scripted?

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I felt some of the points raised in the video is getting pupils to plan their process work. To reflect if they are on task to reach their goals.

But right now, I think as a teacher I am doing the planning for them.

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Needs time to practice.

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Self regulation in art is very necessary in well being of students.

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Kindly fill up the form (by STAR) at the end of the whole session. Thank you. :)

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Kindly fill up the form (by STAR) at the end of the whole session. Thank you. :)

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https://forms.gle/aWmAPxy5r57VGpTRA

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Kindly fill up the form (by the hosts) at the end of the whole session. Thank you. 

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Kindly fill up the form (by the hosts) at the end of the whole session. Thank you. 

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Web word processing, presentations and spreadsheets

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