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One strength

One comment for discussion

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Strength:
As teachers we need to understand that student's success and ideas may not be what teachers see eye to eye with however by taking the child's perspective we see that their success criteria is different from what we expect from them. As long as they make connections we need to recognize their efforts. Emotions are important in students learning

Comment: Kids are built with an innate learning ability / process and as teachers we need to tap on it. Boils down to the fact that every student is a teachable. As teacher and student we co-create their learning and experience.

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Strength: We need to consider how learning is shaped by culture, emotional relationships, etc. (i.e. student's background)

Comment: We can elicit emotions about the ideas to trigger deeper reflection (e.g. why is this interesting, what can I use this for?) Also, how can we leverage the strengths of students to build up their learning? How can we consider learning as an emotional process?

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Strength: Meaningful learning ALWAYS involves emotions.

Comment: We need kids to develop greater historical empathy in our teaching. It is no longer purely content driven. Can consider looking at micro history and how it impacts smaller individuals before branching out to macro history.

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Strength: Feeling emotions involves brain systems for feeling and regulating the body and for constructing a sense of "self". And meaningful learning always involves emotion.
TSR: Start where the kids are. Engage them with the context they are in first, build the relationship first. We can get them to express themselves through journals, writing, art, poetry to understand science concepts. Then to use their scholarly skills to work on how they can benefit the community.

Comment:
And to remember to find out their state before starting lessons. And for students to connect emotionally with the content. Because what they connect with emotionally will be remembered.

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Strength: Learning how to make sense of concepts and connecting it with their personal lives. Learning then becomes connected with their emotions and gives deeper meaning to the students' lives.

Comment:
- Making students reflect on concepts that we teach and link it to their personal experiences. We can do this through journaling in Literature/EL. [Link themes to personal lives - makes it real for them]
- Videos that we choose for students to trigger emotions has to be intentional.

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Strength:
Engaging the learner is a 2 ways communication. The learner must "response" to the teacher and the teacher then can engage the learner further understanding what they need.
Having discussion to tease out how they feel to have deep reflection. Working with emotion have better knowledge retainment.
Character comes from how a person think and directly affected from emotion.
The "Ah" moment is impactful because the motion shows the students see the light at the end of the tunnel.

One comment for discussion:
How to engage the students through emotion quotient (EQ)?

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Strength
Understanding that as an adult we are influenced by how we have grown and developed since birth.  We have learnt how to manage and feel our emotions and this has impacted how we interact and perceive how our students should learn.

Discussion

How much of these learned emotions restrict our passion in educating a child and how we can identify pertinent and specific attributes so that we can help our students learn better?

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Strength: "meaningful learning always involve emotions" - students learn better, more deeply when we engage them on an emotional level.

One comment for discussion:
If 'learning is driven by a sense of caring', how do we make the students care? what are tactics and strategies that effectively engage their emotional core?

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Strength: This was shown in the video. "Emotions may be automatic responses to situations - but we need to learn how to feel": This was shown in the video. From the pre-reading one phrase calls out to me too - "The way individuals make meaning is cognitive and emotional at once - like a good story".

One comment for discussion: As educators, we play a major role in activating either positive or negative emotions in our students - these emotions are "learned". We need to always be mindful that what we bring into the classroom each day is not just to activate students cognitively, but emotionally as well. Most importantly, we need to be conscious on how we develop positive responses to learning experiences such that students will emote cognitively in a positive manner.

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strength: Learning and emotions are inter-related. Engaging students on emotional level can be more powerful.

One comment for discussion: Meaningful learning always involves emotions. How can we make use of this in our composition writing?

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strength: Emotions are integral parts of learning in schools. Students come to school with a lot of emotions and learning should tap on these emotions so that learning becomes meaningful.

Comment: Apart from learning exam skills, how do make we make learning meaningful so that their emotions are taken into account as well?

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Strength: Being cognisant of the fact that learning is attached to emotion will mean we have to be more deliberate in choosing demos, triggers, examples and activities in class. We must help them make the connection and see how the subject is relevant to them.
Discussion: Actual enactment in class is not so easy.
Can we engage all 40 with the same trigger? Her example showed one to one, showing video for example.
Some skills and topics are fundamentally task oriented and may not be easy to evoke any emotions.

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Gaining knowledge is about interconnecting the physiological and psychological aspects of the being. When a situation or event sparks empathy in the learner, it will direct him to explore further.
The degree of empathy and identification correlate with learner's experiences, both culturally and socially, since birth. Therefore in a class with learners of different experiences, it is a challenge to engage them effectively.

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Strength:
Cognitive Growth is directly proportional to Emotion Engagement. In the teaching of Science, which is something so conceptual, objective, factual, there is a need to make the learning emotional too.

Discussion:
How do we make our learning of Science an "emotional experience"?

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Strength
Meaningful learning involves emotions and the feelings are the things that they remembered, rather than the content/context.

Discussion:
What kind of emotions are evoke during PE lessons? How to conduct lessons such that emotions of ideas can be explicitly experienced by the students to enhance their learning.

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Strength:
Engaging students at the emotional level results in more powerful learning. Emotions tend to be deactivated when we're task-oriented

Discussion:
How can we let the students relate emotionally to some of the abstract concepts that they're learning?

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Strength:
Emotional behavior influences a large part of engagement. It is important to have an emotional connection to what is being learnt. However, emotion response depends on past experiences as well as individual values. We need to understand the student's story as well as have the resources to undo damage that has been done in the past.

Comment:
Students doing reflection to activate certain parts of the brain. With the influx of ICT, how can we do this more effectively.

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Strength: Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. With the presence of emotions, connections eventually memories will be established, thus making learning more meaningful and experiential.

Comment: It is interesting to note how thinking + feelings + their embodied self is intertwined.

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Strength : meaningful learning always involves emotions. Being mindful of this in our selection of materials for teaching, not just things prescribed by MOE or our SOW.

Comment:  know our students and select materials that will engage them emotionally, and leverage on Journaling to get them to explore their beliefs.

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Strength: "No matter if it is a white cat or a black cat; as long as it can catch mice, it is a good cat."

Discussion: Is it more critical to discuss whether a white or black cat is better? Or is it more critical to ask whether the mice is caught?

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To effectively engage students during this pandemic, we might have to see how learning is like from their own “eyes”. There’s a need to build social/emotional connections to foster more effective learning in the classroom.

Comment:
Building connections with students requires time. During a pandemic or HBL, we are given only a short amount of screen time with them, effective connection can’t be build this way.

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I guess we are on the right track with journaling. Students are encouraged to connect with their own experiences. We had some discussions yesterday about how students are not reflective enough. Perhaps more thought needs to be put into our topics and even the stimulus that we provide to 'activate' that part of the brain so that students become more emotionally connected,; 'fired-up cognitively' so that they can respond more reflectively.

How can we make learning more meaningful and enduring?

1. I guess it starts from awareness. Knowing our students' background and experiences.
2. Be more intentional with the stimulus that we choose in our teaching units. Videos, and articles - powerful tool if the emotional aspect of these sources connect with our students.

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Strength
To make learning more meaning. Make meaning out of what the students know.

Pt for discussion
Find the students interest, inclination and what they care for and use them to leverage and build on their weaknesses. All these may be time consuming and what if the syllabus do not matter to some of them. How do we tie in and leverage for the whole class?

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Strength - Meaningful learning shifts students from emotions about outcomes to emotions about ideas.

Discussion - In our society where it is so heavily focused on academic achievement, how it is possible to cater to both ideas, to learn with emotions and to achieve academic results at the same time?

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Strength: The sharing by Prof Immordino-Yang reminded me of the 'iceberg' theory where as teachers, what we observe in our interactions with student behavior is only the tip of the iceberg. Discussing with students their thoughts and feelings where we are able to, can directly affect learner outcomes for the better. This process is by no means easy, since our students might not be able to adequately understand their own feelings and we as teachers also need to be able to create a safe space for them to share.

Discussion: How are we as a school (macro) and as teachers (micro) able to better tap on students emotions and well-being to harness them for more productive learning?

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Strength: While we have learnt that emotion facilitates encoding and helps retrieval of information efficiently, it was also noted that emotion has a particularly strong influence on attention; especially modulating the selectivity of attention as well as motivating action and behavior. This process would be integral when constructing a sense of "self".

Comment: Emotions are not add-ons that are distinct from cognitive skills, but rather become a dimension of the cognitive skill itself.

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Strength:
Points us to the following pertinent questions:
1. How to move the emphasis from emotions about  outcomes to emotions about ideas in our students?
2. How to make our students feel deeply about what they are learning?

Comments:
The above are the two main questions I would like to reflect on from the session, which are closely related.
To move my students to emotions about ideas and away from outcomes will require me to be intentional in my messaging and signalling to my students. I need to intentionally avoid talking about the results they should aim to achieve and intentionally explain how the knowledge (e.g. vocabulary and grammar rules) or skill (e.g. essay writing) is important for their life, both present and future.
To enable my students to feel deeply about English, I add more authenticity and choices to the tasks so that the tasks are in line with their interests. For example, connecting current affairs to a writing or reflection task, which I have started to do this year.

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Strength:
How students feel is critical for them to engage in deep thinking. We need to build curriculum and experiences that help to shift their emotions about outcomes to ideas. We need to make students feel safe in our classroom. During this Covid-19 situation, we need to provide support for their emotions and mental well-being, more than focusing on academic outcomes.

Comment:
How can we engage students emotionally during our day-to-day lessons? How can the CCE component be infused into our everyday interactions with students?

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One strength:
We need to bear in mind how they feel will affect how they learn. The best way to learn is have the emotions with the ideas, not outcome. We also need to give enough time for learners to learn (inner reflection) to have meaning learning experience.

One comment for discussion:
How are we going to make our lesson relevant and get curious about the world they live in? Maybe we should start with "listen" their concerns and what matter to them.
How to make connection effectively with the current class size?

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Strength: Engaging students are emotional level is crucial. They learn better when their emotions are at the right place.

Comments:
How do we reach a balance in engaging the students at both emotional and cognitive level especially during HBL?

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Thinking deeply and meaningful learning effectively is connecting with their emotions, internal subjective  experiences, social domains, listening, telling complex stories, and the need to shift from emotions about outcomes to emotions about their ideas& values.

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Strength: Learning involves emotions. It is important that students are engaged emotionally in order for better learning to take place. Students should also need to shift from outcomes to ideas in order for learning to take place.

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Strength: It is important to understand that how the brain develops when different subjects are taught and how the word "holistically" can be applied in a neurology. It was interesting to note that prof has managed to show that through reflective teaching and thinking, the whole brain is activated rather than specific parts.

One comment for discussion:
As mentioned, reflective teaching and thinking activates the whole mind. I think this is very important as it will help shape how we craft our lessons to engage our students. How do we trigger SEL/teachable moments. It is also important on how we engage our SN students and also direct interaction between them and the rest.

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One strength

Understand how the brain works and connect to learning. Need to consider the social background of the students and how to approach them and cater to their learning needs.

Engaging students on the emotional level to make learning impactful.

One comment for discussion

Use of modern science to better understanding how people learn.

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Strength: Meaningful learning engages emotions purposefully. Students need time to think deeply and reflect about what they have learnt so there is a need for teachers to balance tasks that develop scholarly skills and activities that promote the engagement of their emotions and inner world.

Comment: Every child's interests will differ. There is a national curriculum to adhere to. How do we weave both together realistically? It takes a skillful teacher to do that and thankfully, we have one another to learn from to cover more grounds/ go deep.

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Strength: We need to move away from the notion that our students are sponges, merely soaking up every single piece of information that we throw at them during lesson. How well we can relate information emotionally to them would affect their learning in the classroom so this is something we need to consider before planning lessons.

Comment: Student-initiated learning would perhaps be a very useful platform as naturally students would more likely be emotionally attached to their choices and decisions whether in choosing the assessment format or learning materials.

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One Strength
We used to think that student performance depended on their attitudes, but now understanding the relationship between emotional and brain development and student performance will help us to understand our students needs. This will allow teacher to come out with better teaching strategy to enhance students' learning.

One comment for discussion:
What are the strategies that could apply to trigger students' emotion for better class learning.

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When students are anxious or upset, learning for them cannot take place. We have to settle the issue first, talk about it before we can move on. Otherwise, it's futile teaching for us and fruitless learning for them.

Discussion: How can we create meaningful learning in Science so as to shift students' emotions from outcome to application of learning??

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Strength: How students feel towards their grade they get contributes to their attitude towards their learning! This is a Danger! This undermine their potential to excel/ improve. How they feel = How they will fare

Comment: How can the school build curriculum and experiences to shift to emotions about ideas? This is important but educators/ school leaders/ MOE might feel it is NOT urgent...CCE component is often view as "got do can already", lack of accountability (for teachers and students).

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Strength
Learning and emotions are intimately connected, it's what makes for more powerful experiences. Experience emotions about the ideas they are learning; what one will remember is what one is feeling about the idea, not about the outcome as in scores or right or wrong answers (not on the outcome as this underpin the ability to learn in a flexible way).

Discussion:
To cater to the emotional needs of 40 kids in a classroom setting is not easy for sure, so how might we teach differently then? How do we do DI? - with the availabilty of PLD, might be able to address some of these issues?

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Strength: To activate deep and  meaningful learning requires teachers to engage students' emotion first.

Comment: that requires time and effort to understand every single child. do we have the luxury of time and capacity to engage every single student at this level, given our workload and class size? very often, our attention is placed on a handful of students with high needs/ discipline issues rather than addressing every individual's emotion. How to skillfully engage the whole class?

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Strength :
Learning is about the self. By tapping into their emotions ,it’ll make learning more meaningful and experiential for the students. Learning with purpose comes with how relatable it is for the individual. The speaker also mentioned that emotions about outcomes is not the main driving purpose in learning , but more importantly, emotions about ideas of their subjective experiences. We have always talked about differentiation of teaching based on students abilities , but not really about students emotional being .

Comment : I think by understanding our students more , we will find more interesting ways to engage them through emotional learning . Even in drama (supposedly my 2nd CS) we talk about empathy as the most important way of engaging students into deeper thinking by reflecting and relating the topic to themselves .

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Strength:
The care for students is the first step of T&L. Try to understand how have students been learning and how do they feel about certain topic or subject can engage them more effectively.

Discussion:
What are some of the questions we can ask to find out how do students feel about certain topic?

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Strength: Students need to see emotional connections to the subject/ experience before they can learn.

Comment: how do we get 40 students to be emotionally linked to a topic in a class ?

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Strength: Students remember better when emotions are activated.
Emotions make a deep imprint on what students can remember the things they learn.
Think that is why student desires interactive lesson as when they are interact with the content and with the teachers, they remember the good moments/feelings and thus the content that is delivered then.

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Strength:
·       Brain-based evidence has shown that both positive and negative emotions (fear, anxiety, interest, joy and excitement) affect the ability to learn. Learning and emotions are closely interconnected and emotions are critical to learning. It is therefore important for us to be mindful of the learning environment and culture and intentionally create something positive.

·       It is important to connect students learn to something that they can relate to and care about. We need to understand what matters to them and think of how to help them to make sense of the importance of their learning. This will take more time but it will definitely make their learning more meaningful. It is perhaps more than conceptual understanding of the subject. It is about why learning the content in the real world and not just because of grades.

One comment for discussion:
·       How can we engage students at an emotional level for Mathematics? How do we make them feel strongly for the learning Mathematics beyond striving for good grades? How will the curriculum and teaching of Mathematics look like if we shift towards to creating emotions about ideas more than emotions about outcomes?

·       I feel that we need to find a balance between emotions about outcomes and emotions about ideas and not just focus on one.  What is a good balance and how to achieve that?

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Strength: Engaging students is of the utmost importance. We may come to a class with the best of intention but if we are not able to convince the connection students have to the subject, they will naturally shut off from the subject.

Comment: How to convince students that SS is actually a subject very alive and connected to their lives and is not just a subject where they are asked to study for the sake of exams.

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One Strength:
There is a need to know & understand our students' interests such as their weaknesses and strengths for better engagement in any activities.

Discussion:
1) As an educator, how do we shift our own mindset of focusing on emotions of outcomes (eg. what grades or marks should our students get) towards emotions of ideas (students thinking and learning based on their interests)?How do we balance the focus on interests (thinking & learning) with completion of syllabus?
2) After which, how do we encourage our stakeholders (our parents and students) to shift their mindset to focus on their child's thinking and learning and not so much emphasis on grades?

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Strength: What resonated for me was shifting emotions about outcomes to emotions about ideas (in this case, our learning/ teaching content). I think a balance is important but indeed, how do we hone our craft to help all of us become more effective in engaging students in their learning emotionally as well?

Discussion: There is also a parallel for teachers? How can they be engaged/ supported emotionally in their work? Perhaps framed in another way, how do we help teachers own/ manage their emotions in this work of being a GEM at GM?

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I think the Art, DnT and Music have tremendous potential to help students reflect deeply about values and in some cases, content as well through the process. I look forward to seeing how these processes are leveraged intentionally to help our students become GEMS!

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A good reminder to not forcus solely on productivity/ outcomes – smthg that we tend to do - but on connecting the learning process with their emotions and getting students excited about learning.

Some thoughts
How can we engender meaningful learning shifts in students from emotions about outcomes to emotions about ideas?

-        Do we have time and space in our curriculum? HBL/ SIL - a possible time for students to explore, learn, muse and make sense of the learning.
- The time and space that we give for journaling should be 'protected; - so that students have the opportunities to share/ express themselves in their own way.

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Strength -  The way individuals make meaning is both cognitive and emotional, happening together at once. Having deep, meaningful thinking actually makes the thinker feel more alive, like their work is personal, and like what they think and do matters. One can be inspired and motivated when their work feels connected to life-relevant ideas.

One comment for discussion - How can we try to achieve that balance in both IP and non-IP matters to shift students from emotions about outcomes to emotions about ideas?

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1.  When we use videos for our lessons, it is important to select videos that can engage the students emotionally.  When the students are engaged emotionally, they will think deeper.
2. Every student is different and the learn in different ways that appeal to them. As teachers, we should reach out and connect with them to understand their needs. This is especially important for teachers teaching the coursework subjects because facilitating coursework is a social and emotional activity. Having good TSR with the students will give us an additional advantage.

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Strength : In order to make students learn well, we need to purposefully and intentionally create emotions in class whether it is the lesson itself or the interaction among students and teacher.

Discussion:
How do we as teachers practice the social and emotion connections in teaching such that students' learning can be enhanced?

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Strength:  Meaningful learning always involves emotion - the brain is hard-wired in this way.

point for discussion: How can we bridge the gap to use emotions to help students feel strongly and learn.

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One strength
Interesting to learn about engaging on the emotional level. Like the example of the lawnmower kid that couldn't read but loved repairing lawnmowers by reading the manuals. What is my student good at and how can I leverage on that?

One comment for discussion
Designing the curriculum. How does one engage on the emotional level to elicit feelings that somehow correlates with the subject domain that a teacher wishes to teach next?

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Strength:
Meaningful learning involves emotions and internal reflection. We are reminded to shift students from emotions about outcomes or being task-oriented and to focus more on emotions about ideas and internal reflections - students to think about what it means, what they care about, what they can develop in themselves.

One comment:
Besides journaling, students can activate their emotional engagement in the Oral spoken Interaction which often involves personal narratives and emotional expression - how they feel and why. They can also engage in internal reflection when writing their Reflective Recount.

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Music and social emotional learning go hand-in-hand. Teaching students about music and performance promotes important SEL skills that will stick with them throughout their lives. I belive music is a great platform to build connections and various sel skills in students.

As we try to add/incorporate more SEL concepts to our lesson, how can we teachers try to be markers and assess if the students has developed or become better at any of the SEL..

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Strength: In the process of learning, when students are led in to a new concept or idea with something they can relate to from the context of their own lives and experiences, they get more emotionally engaged. Therefore they can make connections, understand, remember and express the concept or idea better.

Comment for discussion: Perhaps in the planning of each lesson, it may be worthwhile to ask ourselves "what kind of "emotional trigger" can we present to a class of 40 such that all or the majority of them will be emotionally connected to the concept that they are going to learn for the lesson?"

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Strength:
Meaningful learning is a 2-way communication and always involve emotions.
Let them connect learning with their own experience.
We need to know our students' interest, tap on their strength first then slowly work on building their weaknesses.

Discussion/Comment:
What can we do  to build this 2-way communication for a better learning?
What strategies can effectively engage students emotionally?
We need to be more intentional with our choices of learning materials and in our messaging to students.

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Strength:  Learning always involves emotions.

Discussion: How to engage the students through emotion quotient during MT lessons.

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Strength
Emotions may be automatic responses to situations, but we need to learn how to feel as meaningful learning always involves emotions.
Thinking deeply is essentially telling complex, emotional stories to yourself.
Meaningful learning shifts students from emotions about outcomes to emotions about ideas.

Discussion
Is technology a hindrance for students to think deeply as information can be obtained so easily with the advancement of technology? Is our education system still focusing a lot on the outcomes rather than the ideas?

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Strength: It is important to note that student’s emotion plays a vital role in their learning. As teachers, we need to be sensitive and mindful of their emotional needs. Finding ways to “connect the dots” by understanding their emotion is imperative for us to have effective teaching and learning.

Discussion:
How do we engage students in exciting problem solving based on how they feel and think? Finding impactful educational content such as relatable videos that can trigger the student’s emotion can be used during the NFS lesson.

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Strength
HBL and blended learning used to be seen as a fostered child amongst other forms of formal classroom learning. Many educators acknowledge its existence but not many pay sufficient heed to it. However, the current situation has shown another path for teachers to grow professionally. Students also have to figure out a way to develop resilience.

One comment for discussion:
As with many forms or modes of learning, blended learning will favor one group of students over another. How can we provide support in the way we approach blended learning to bridge the disparity and try to have a more equitable distribution of outcomes amongst students?

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Strength:
"Stronger achievement occurs when these tasks are undertaken in a cooperative classroom with a mastery focus where students are recognized for accomplishing their individual and collective learning goals, rather than in a competitive
setting that focuses on where students rank or on what grades they have achieved.... support more
ethical and empathetic behavior."

Comment:
How could we motivate students to accomplish their individual and collective learning goals and not solely emphasising on their ranks/grades - joy of learning and empathy for others?

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Strength:  Emotion of the student is definitely important in understanding why the student learn or doesn't learn. Need to see every student as an unique individual with feeling

Comment: How can we take arrange our time such that we can get to know every student well, and have a sense of what motivates them?

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Strengths

Key focus on Enjoying PE (positive Emotions - fun), Teamplay (Cooperative play, good relationships, celebrating success), skills acquisition (with skills students are more willing to participate)

Discussion

To make every PE lesson one that the students look forward to, build stronger relationships, acquire skills in games, even OE and PHF. To win the less skilled and passive and disinterested students with positive experience