# data[].attributes.body
Click on the link to access the photos from our trip.

https://drive.google.com/drive/folders/14IcCrMQKRgKy9T8EE0e23qMiGPyUAQup

# data[].attributes.body
Flight Details (Departure)
==================
Arrival: Chiang Mai International Airport, Thailand
Flight: Scoot TR 674
Terminal 1 - Changi International Airport, Singapore

Departure Time: 1445 hrs

Arrival Time: 1640 hrs

Reporting Time: 1230 hrs

# data[].attributes.body
Brief Itinerary for Day 2
=================
AM Session
(a) BEAM Education Foundation (BEAM)
BEAM Education Foundation (BEAM) was founded in January 2010 and is located in Chiang Mai, Thailand. BEAM is a registered non-profit educational foundation. The emergence of BEAM was in response to the rising educational needs of marginalized people, migrants, and refugee youth living in Thailand, most of whom are from Myanmar.

PM Session
(b) Cultural Visit #2: Bo Sang Handicraft Village
Bor Sang mid-sized craft village about nine kilometres east of the Old City specialises in the paper umbrella-making craft. Well known for outstanding handcraft quality as well as signature floral designs, Bor Sang Village has made its name throughout the country and abroad – so much so that the name Bor Sang has become synonymous with the paper-umbrella craft itself and the umbrella, a cultural symbol of Chiang Mai.

# data[].attributes.body
Brief Itinerary for the day
==================
AM Session
(a) School Visit #1:  Chiang Mai International School
Chiang Mai International School (CMIS) provides high quality education in an ideal social and cultural environment.  CMIS has been helping meet the educational needs of the international community in northern Thailand since 1954.  In a few years, CMIS will celebrate its 70th anniversary of educational excellence.

(b) School Visit #2: Prem Tinsulanonda International School
Prem Tinsulanonda International School (Thai: โรงเรียนนานาชาติเปรม ติณสูลานนท์, RTGS: Rong Rian Nana Chat Prem Tinnasulanon) is an EY1 - Grade 12 international boarding and day school for boys and girls aged 3 – 19. The school opened in August 2001 in Chiang Mai, Thailand and is a key part of the Traidhos Three-Generation Community for Learning, designed and created by Thai architect and artist, ML Tridhosyuth Devakul.[1] The school is on a 100-acre campus, and has approximately 500 students coming from over 31 countries

PM Session
(a) Cultural Visit #1: City Tour Temple visits
Wat Phra That Doi Suthep Ratchaworawihan (วัดพระธาตุดอยสุเทพราชวรวิหาร)

# data[].attributes.body
Brief Itinerary for Day 3
=================
AM Session
School visit #3: Ban Khun Tae School

Ban Khun Tae School is headquartered in Chiang Mai. The address of the Ban Khun Tae School is Doi Kaeo, Chom Thong District, Chiang Mai 50270, Thailand

PM Session

Company Visit #1: Paak Dang Riverside Restaurant Chiang Mai
A social enterprise - for underprivileged and at-risk youths

A Michelin Guide restaurant

https://www.paakdang.com

By Singaporeans brother and sister, K-Jin and K-Lin

Aim: to deliver a multi-sensory dining experience that will leave their guests with fond memories

Set in a classical Lana Style teakwood house right on the Ping River

# data[].attributes.body
Brief Itinerary for Day 4
=================
AM Session
Cultural Visit #3: Mama Noi Thai Cookery School Chiang Mai
Personal/Self-development

●      Learn how to make delicious Thai food and discover the secrets behind its unique flavors and tastes

●      Enjoy the experience of preparing Thai food in the open air kitchen

●      Get step by step instructions on how to cook your favorite Thai dishes to perfection!

Select and create your own menu from the variety of options

PM Session
Cultural Visit #4: Lanna Folklife Museum
An interesting museum full of exhibitions about the lives, history and culture of the Lanna people of northern Thailand

# data[].attributes.body
Flight Detail (Departure to SG)
=====================
Flight: Scoot TR 677
Chiang Mai International Airport, Thailand

Departure time: 1200 hrs

Arrival time: 1610 hrs

Be at the airport by 1000 hrs

# data[].attributes.body
Refer to the Trip Journal
-------------------------

●      What are the key takeaways?

Purpose, Process & Product

●      The similarity compared to Singapore’s context?

●      The difference compared to Singapore’s context?

●      What practices can we adopt? Why?

●      What would be the success criteria?

●      What could be the challenges in adopting the practices?

# data[].attributes.body
Changi International Airport - departing to Thailand, Chiang Mai

# data[].attributes.body
Reached hotel safely.

# data[].attributes.body
Gracious movement of dance

# data[].attributes.body
Key take away (Cheryl , Karthick and Jess)
1. Whole concept of inclusivity, integration of migrants, social impact on their own Thai community
2. Applied learning
3. Community enhancement that uplifting of one's knowledge and contributed to their society
4. How inclusivity can be seen and applied in practice right before our eyes
5. Language used. Using access to marginalised, access to education

Similarity
1.  Inclusive languages used in all 3 schools to practice inclusivity
2. SeL
3. Design thinking  - not the actual one. More like an action plan.
4. Scholarship
5. No man is left behind
6. HBL
7. Community based learning during COVID
8. Mentorship - working tog, look for collaboration chances

Connection to ourselves
1. No child is left behind.
2. As a teacher leader, need to actively search for collaboration opportunities. To make a positive impact on others in the community. Opening up doors for ourselves n for our children. Not working alone. Walk the talk.
3. Very organic. Different from our structure and process
4. Allowing my teachers to be observers first to be inspired.
Supports identity building eg why am I teaching?
5. Creating the ownership to do self pd, for the community. Like a resurrection.
6. Passion . Finding the love for myself, for teaching
7. Sustainability of program like VIA prog. Is it the values in them? It is not built in them. Not personally convicted.

# data[].attributes.body
Immediate reflection after lunch

# data[].attributes.body
At a corner of Away Chiang Mai in a natural setting

# data[].attributes.body
1) empowerment & promoting migrant youth leader
2) necessity is a mother of all invention

Differences
1) equity of education for all - no inclusion to special needs
2) focus is different - BEAM is a not a school run business
3) learning experience given to the youths
4) alumni contribute back to alma mater

# data[].attributes.body
Reflections (Wahab, Irene. Karthick, Karen)

Learning from them
- Inclusive hiring policy
- Aspirational Tagline: Bigger, better, bolder
- Looking at the individual’s strengths rather than their weakness
- No efforts too much to support the disadvantaged
- Bringing reality into the classroom
- Including the practical relevance of outcomes as our assessment criteria
- Foregrounding values education

Challenges
- Also catering to the other end of the normal curve, the gifted: beginning with deeper understanding of this group of students for all teachers
- Mindset shift from equal treatment to equitable support
- Moving away from a templatised approach
- Designing experiences that will cultivate desired values
- Grounds-up vs systems-level planning (Paak Dang vs BEAM)

# data[].attributes.body
Difference: Not a school but like a para-education organisation (like CDAC, Mendaki & SINDA) or a charitable organisation.

# data[].attributes.headline
Ban Khun Tae School & Foundation of Applied Linguistics

# data[].attributes.subject
Ban Khun Tae School & Foundation of Applied Linguistics

# data[].attributes.body
Takeaways:
- Efforts to reach out to a minority group, including customising a curriculum comprising 3 languages
- Making the learning relevant for all ages: immediate context and life skills
- Engaging students through teacher competency and passion; 'innovative' methods are not always needed

# data[].attributes.body
What it means to you?

# data[].attributes.body
Similarities

The formal appointment of a director for Student Support Services and the Student Support Team signals the priority of the school in inclusive education. Efforts in supporting students include assessment (diagnosis), counselling, PD for staff (30-min practical sessions over lunch) and talks for parents.
Likewise, the appointment of positions related to supporting students’ diverse needs in the Singapore education system demonstrates our commitment to making education inclusive for the disadvantaged. These positions include AED(SEN), SWO, school counsellors, teacher counsellors, learning support coordinators and Teacher Leaders specialising in the areas of Educational Support, Low Progress and Special Educational Needs.

# data[].attributes.body
Key takeaways
Sharin
- self reliance, community self help, community contribution to their own ppl that becomes a powerful motivation for the school
- Identify basic needs, education. Prioritise

Cheryl
- true access to education
- true spirit of inclusivity
- key needs of communicate from Karen to Thai to English language

Wahab
- from classroom observations, classroom routines . Link to MTT attachment. With routines set, things move and develop.
Eg. Singing to get ready

Karen
- eagerness to know, in the environment that they are in all 3 schools
- teach me so that I can teach them
- the khan academy YouTube
- the poster on inclusivity

Jess
1. Teachers and students thirst for knowledge. Didn't want money or resources . Just specialised teaching pedagogy
2. Heart for the community - leading to inclusive
3. Music pedagogy used in preschool class

Irene
- much effort put in for a minority group
- no number is too small
- examples used in lessons are authentic, eg agriculture , animals are useful
- life skills taught like keeping tables for preschoolers
- teacher : innovative methods we used are accessed by tr n being able to use for assessment in class . Even though it is just frontal teaching.
- inquiry eg . Bloom taxonomy used in their questions during lessons.

Karthick
- important of material design from worksheet to books to poster
Eg. Picture and words match, design for authentic learning
- policy level : while government support is limited, privately funded can still move things ahead

# data[].attributes.body
This is where umbrella making begins ... taping down to correct length.

# data[].attributes.body
Making old new ..

# data[].attributes.body
Differences
- Sch 3 lack of resources. Sch 1&2 great resources.
- sch 3 : bi- literacy (listen, speak, write), sch1&2 : bi-linguilism. Sg is bi-linguism
- identification of sen in sch3. TR has no specialised TRG to identify and support.
- sg is very privileged in pd in teachers
- financial difference among 3 sch
- gender specific activities

Similarities
- starlight in preschool. Using big books in sch 3
- classroom routines to settle. In stp - positive classroom
- music pedagogy at its basic
- math n science not at the uppermost thought but language to bridge the communication. Like overseas children in international schools so focus on Lang. More like profit driven. In sch3, it's just to meet the basic needs. What they are learning on ABC phonics at grade 5/6 which is learnt at p1 in sg.

MKs
- Moe has identified that foundation in education is important in early years
- to close the social divide. With private kindergarten and government
- that will b open competition
- sparks certification

# data[].attributes.headline
Things we learn from fellow practitioners 

# data[].attributes.subject
Things we learn from fellow practitioners 

# data[].attributes.body
- Finding the extraordinary from the ordinary (e.g., creating books from basic tech)
- Personal  satisfaction from common good (e.g., making lives of others meaningful)
- Task completion enhanced with better quality with others: meaningful collaboration
- Camaraderie: from strangers to a collaborative group working together
- Teamwork - everyone working together
- Passion - Live the dream!
- Impact of one person cannot be underestimated
- No odds are insurmountable
- Having different personality types and working styles to strengthen the team
- No detail too small as all contributions make a real difference

# data[].attributes.body
- Creating opportunity vs searching for them
- Learning EL alongside other languages
- Importance of reflections in deepening learning
- Continuing the friendship after the trip
- Struggling together as a team has strengthened us
- Be patient when we see ‘errors’ being made; allow the learning experience

# data[].attributes.body
- Being patient and open to unfamiliar circumstances, and not jump too quickly to react
- TLP2 a good time to recharge from near burnout; thankful for the time out
- Holding on to own philosophy: everyone making a difference in their own spheres of influence
- Every ordinary interaction reveals extraordinary nuggets
- Being looked after well