# data[].attributes.body
Teachers play the role of a facilitator by asking guiding questions rather than giving answers, breaking down concepts through scaffolding.

# data[].attributes.body
Teachers are the bridge between students and the external stakeholders beyond the school.

# data[].attributes.body
Not just teaching skills and concepts. But relevancy to the real world.

# data[].attributes.body
Student friendly progressions/language allow self-assessment and peer-assessment. When students deeply understand and apply the concepts, their independence and confidence grow.

# data[].attributes.body
Choices for topics( those that interest students)

# data[].attributes.body
Students become active problem solvers instead of passive learners. They take great ownership of their own learning and are self directed in their learning.

# data[].attributes.body
Authentic opportunities to problem solve

# data[].attributes.body
Not just passive learner absorbing what the teacher is saying. More internal dialogue like why am I leaning this, what can I do with this knowledge. But it should not mean that students reject the learning just because they don’t find relevancy.

# data[].attributes.body
Authentic learning

# data[].attributes.body
Students taking ownership to understand how their behaviours affect others in group learning and team work. Students’ ability to reflect meaningfully.

# data[].attributes.body
Students are expected to work others in authentic tasks. Communication and collaboration skills are key to prepare them for the future.

# data[].attributes.body
Digital device usage

# data[].attributes.body
Interdisciplinary learning

# data[].attributes.headline
Experiencing context where skills, values and knowledge are needed

# data[].attributes.subject
Experiencing context where skills, values and knowledge are needed

# data[].attributes.body
Student ownership of learning

Collaborative learning

# data[].attributes.body
need hone school partnership to know of what they are interested in

# data[].attributes.body
Facilitator of learning rather than direct provision of info (non-top down approach)

# data[].attributes.body
Students reflect deeply on their learning and learning is not based on rote memorisation.

# data[].attributes.body
Students taking charge of their learning (self directed learning)/

# data[].attributes.body
Co-construction of success criteria

# data[].attributes.body
The projects are designed such that they are authentic, and students are able to see why they are learning the topic. The topics are packaged in projects which link to concerns for the earth (e.g. dwindling bee population and usage of plastics). Students also get to engage the whole sch, the parents, the community.

# data[].attributes.body
To build a very conducive environment to promote a safe learning environment to promote productive failures in the students’ learning process without making judgement.

# data[].attributes.body
-ability to provide evaluation for their own learning

-sense of awareness of others and the environment

-meaningful reflection and ability to collaborate

# data[].attributes.body
Allows students to find their relevance to the world and how they can make a difference

# data[].attributes.body
They co-construct success criteria, take charge of what they want to learn and learn to be curious

# data[].attributes.body
See the relevance and importance of what the students want to learn and how they learn.

# data[].attributes.body
Students want to contribute to the broader community. If students find meaning in their work and see themselves as contributing individuals, they can achieve great things.

# data[].attributes.body
Biggest takeaway is how these articles echo many similarities in terms of TnL for QtPS.

Authentic learning and relevancy to real world

Development of collaboration
Self directed learning
Teacher as facilitator
Student ownership of their learning

# data[].attributes.body
1) The importance of authentic learning in the classroom.

2) The teacher's role as a facilitator, not as the sage on the stage

These can help our students to become self-directed learners & critical thinkers.

# data[].attributes.body
For deep learning to take place and to be purposeful and meaningful, teachers play a critical role in helping students to understand how their behaviours will also affect others. Teachers can help students to build maturity in their collaboration, teamwork and personal reflection to evaluate their learning. Helping students to develop a sense of responsibility, respect, positive attitude and selflessness is essential that will definitely promote deep learning in a more lasting way. This will also allow greater students’ ownership.

# data[].attributes.body
The biggest takeaway is believing that our students can be empowered to solve real world problems and take on big projects when given sufficient scaffolding, time and guidance.

During our discussions we talked about how the student projects in the article were possible, and drew examples from our own experiences. In many of the cases we discussed, the limiting factor was seldom students' capabilities - it was often time, class size, and whether scaffolds can be created cultivate students' Deep Learning Progressions. It occurred to me that there is a possibility that our students are able to do so much more, as long as we can create the correct environment and support for them.

# data[].attributes.body
It is a good read. I was excited for the students as learning was portrayed as fun. Students were enthused and learning without them knowing.

As an educator, I feel this is the way to go especially now that students have many distractions so with high engagement, distractions can be ignored.

There must changes, big ones with PD in the core.

# data[].attributes.body
The biggest takeaway from today's learning is this sentence from the article:

"Give students a choice whether they want to feel empowered to make a difference in the real world or in the imaginary world and there is no contest. The real world wins every time."

When students are empowered with real life applications, stepping out of the box can create much more positive outcomes.

During my SIR with my class, this point definitely showed up. Giving them the responsibility of improving the class environment, they brainstormed, discussed possible ideas, executed their plans and even troubleshooted possible problems. It was fulfilling to see the result and they have proved to be very creative and impactful: A cosy destress corner with fairy lights, soft toys and simple entertainment items with a cleaning plan. Class plants which they planted from scratch and a duty roster.

This has reminded me to be more open-minded as a teacher and also to consider stretching our students more as they are capable of much more. The sky's the limit.

# data[].attributes.body
It excites me as I was reading and hearing about the deep learning examples from different places. What strikes me the most is how our education system is moving in this direction to emphasise real-world learning and developing students' ownership in their own learning. While there are challenges at present stemming from stakeholders' perception to teachers and learners' readiness, I am thankful that we're moving in the right direction.

# data[].attributes.body
The reading and subsequent discussions prompted me to rethink the role of students in the classroom and the extent of their impact. My chapter highlighted the critical shift from a passive to an active learning stance, emphasizing the importance of reminding students of their relevance in the world and their potential to make a difference. Perhaps deep learning is about empowering students to understand that what they learn has real-world significance, equipping them to contribute meaningfully and create positive change in their communities and beyond.

# data[].attributes.body
One key takeaway for me is the idea that deep learning is not just about mastering content knowledge but developing competencies that enable students to thrive not just in classrooms but in a rapidly changing world. The focus on collaboration, problem-solving, and adaptability aligns well with the 21CC we are working towards. It reminded me of the importance of creating a safe space for students to experiment, make mistakes and grow through meaningful feedback.

# data[].attributes.body
The articles I read and the insights shared by my peers today have reinforced my belief in the importance of instilling strong values and competencies in our students, empowering them to take full ownership of their learning journey. Evidence shows that students are capable of independently acquiring, building upon, and extending their knowledge; even through the use of digital tools; when provided with the right opportunities. It is essential to create a supportive environment that allows them the freedom to explore and learn at their own time and pace. Coupling this with a greater emphasis on formative assessment would further enhance their learning experience and growth.

# data[].attributes.body
For deep learning to occur, tasks must be purposeful, relevant, and meaningful to students. The articles also shared how teachers play a vital role in guiding students to understand and make connections between their learning and its relevance to their present lives and future.

# data[].attributes.body
Importance of relevancy in what we teach our students. Students must be able to relate to the content, and good if they can have that internal dialogue within themselves for them to find purpose and meaning as what they learn. Teachers need to know our content and pedagogy well. Any we need to know our students well also. So what? Is a good question to ask. But don’t be rude asking it.

# data[].attributes.body
Last year we were enabling students to take ownership of their learning by emphasising meta cognition , quite similar to the article that I read ( which wrote about scaffolding students’ learning using clear rubrics and common language ) . As we continue in this journey , I believe both students and teachers will gain greater satisfaction is T&L and their learning richer.

# data[].attributes.body
There is so much more we can do with the way we help students learn and take ownership of their own learning. Reading about how students in other countries are using AI, mine craft and their own research to craft their own learning makes me wonder about the future of learning in Singapore and what we can do to excite our students to be leaders in their own education.

# data[].attributes.body
Deep learning involves designing authentic learning experiences that allow students to connect concepts, values, and collaboration to real-life applications. By doing so, we help them see the relevance of their learning and develop skills that are meaningful and transferable beyond the classroom.

# data[].attributes.body
To allow for deep learning to take place, teachers can find ways for students to be more involved in the whole learning process from goal setting to reflections.

When students are more involved, it makes them curious about learning and engagement level is likely to be higher.

# data[].attributes.body
The articles did not highlight the content of the curriculum/ subject. Instead, highlighted the various learning experiences that developed students holistically.

Though in some articles, it seemed like students were very self directed and teachers simply monitored or facilitated the learning experience, however, much thought had gone into the “user experience” of how the learning will take place and what type of questions to be asked in order for the learning experience to be meaningful for the students.

This made me reflect and look forward to how we curate and become designers of our students learning experiences to allow for them to take ownership of their own learning.

# data[].attributes.body
Before this session, my idea of "deep learning" of something is to be able connect the newly acquired knowledge to prior knowledge, to apply it in a context.

With today's session, learnt more different aspects of "deep learning" - apply across different disciplines, engaging children including those who are less regular to sch, students engaging the community in a cause that they believe in, project-based learning, real-life-problem-solving, and the fun aspect.

Linking up to using of "OMD" (Orchestrating Math Discussion") aka dialogic teaching - teachers, whether in our sch or other sch, who are using similar pedagogies (orchestrate discussions) in Math/other subjects, some, if not many, may still feel that it "minus" away time that should be given to helping our children to "do better". Or they ponder "ultimately they are sitting for exams, so the effort put into deep learning, or CCE, character development for that matter, the end results cannot be "seen directly" or quantified, unlike exams.

One key is still the belief in holistic education.

# data[].attributes.body
Deep learning, critical thinking, and creativity hold the promise of preparing students for a world that values adaptability and innovation.

Yet, embedding these ideals into longstanding systems demands more than structural change, it requires a shift in mindset. It's about moving beyond what is comfortable and familiar, daring to prioritize curiosity, resilience, and the process of learning itself.

Our actions must reflect this vision, crafting environments that embrace complexity and inspire thoughtful exploration. The choices we make whether in the frameworks we design or the experiences we create will carry the weight of shaping futures.

In this shift, there is an optimism as our school’s already moving toward this change, paving the way for a more meaningful and transformative approach to learning.

# data[].attributes.body
Deep learning is not something new. From the discussions, I realise that we do already carry out some forms of it in class. For deep learning to be more explicit, students need to be challenged and correct values need to be instilled. The roles of teachers has also been changing to be more to facilitate. The articles also drive the point that many factors and partners need to play vital roles as well.

# data[].attributes.body
Given an authentic situation and pointed in the right direction, students are able to be self directed enough to research and explore ways to look for solutions and produce a tangible product at the end. There is a certain amount of autonomy and trust given to the students how much research to make and what role to play in the course of their learning.

Just wondering how the assessment of students’ work can be achieved at the end of the project.

# data[].attributes.body
For Deep Learning to really take off, our societal mindset must change. Is Singapore whose success has been build on the merit of Meritocracy ready to embrace Deep Learning when the measure of success is not immediate nor clearly defined. How do we measure the learning outcomes of Deep Learning and how does it translate to National Exams ? Assessment methodology will need a total revamp.

Curriculum time is school is finite. From the examples shared, it takes time for Deep Learning as it depends largely on individual agency, his curiosity and motivation and we need to get it right from the start. This will pose the most significant challenge for our "facilitating" teachers.

# data[].attributes.body
The session on deep learning further deepened my beliefs on how students need to be given authentic learning experiences to learn at a deeper level. As I reflect on my own role in the classroom, I do realise that there is a need for me to be able to craft good questions and essentially, 'let go' a little more so that students can explore and get curious about what they are learning. It is when this curiosity is ignited that we can truly see the beginnings of deep learning taking place. All in all, I do hope we will be able to plan and facilitate student learning in a way that promotes deep learning.