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1. ‘Pause and Reflect’ Discussion Prompt: As designers and facilitators of learning, what are some current trends teachers should be kept abreast of that shape curriculum design and learning goals?

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1. ‘Pause and Reflect’ Discussion Prompt: As designers and facilitators of learning, what are some current trends teachers should be kept abreast of that shape curriculum design and learning goals?

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7. ‘Pause and Reflect’ Discussion Prompt: As student mentors, what are some competencies and dispositions required of teachers in guiding students to discover their personal strengths and passions?

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7. ‘Pause and Reflect’ Discussion Prompt: As student mentors, what are some competencies and dispositions required of teachers in guiding students to discover their personal strengths and passions?

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4. ‘Pause and Reflect’ Discussion Prompt: As lifelong learners, what digital competencies should teachers develop to be able to support students in navigating the evolving digital landscape?

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4. ‘Pause and Reflect’ Discussion Prompt: As lifelong learners, what digital competencies should teachers develop to be able to support students in navigating the evolving digital landscape?

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TGM Digital Literacy, and Students and Learning

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9.	 ‘Pause and Reflect’ Discussion Prompt: As lifelong learners, why is it important for teachers to learn about developments in industries beyond education?

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9.	 ‘Pause and Reflect’ Discussion Prompt: As lifelong learners, why is it important for teachers to learn about developments in industries beyond education?

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5.	 ‘Pause and Reflect’ Discussion Prompt: As designers and facilitators of learning, what knowledge and skills should teachers develop to ensure that different learner profiles are catered for and meaningfully engaged?

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5.	 ‘Pause and Reflect’ Discussion Prompt: As designers and facilitators of learning, what knowledge and skills should teachers develop to ensure that different learner profiles are catered for and meaningfully engaged?

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TGM Pedagogical Practices, and Students and Learning

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TGM_Evolving Teachers setting the context

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8. ‘Pause and Reflect’ Discussion Prompt: As role models, why is it important for teachers to support one another within the fraternity?

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8. ‘Pause and Reflect’ Discussion Prompt: As role models, why is it important for teachers to support one another within the fraternity?

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we encourage PPR, a strong collaborative spirit in our students, and hence we need to walk the talk and support one another.

NAS subscribes to high care, and thus this should also be reflected in our staff culture

psychological safety & not feeling that you are alone/helpless: box breathing

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6.  ‘Pause and Reflect’ Discussion Prompt: As designers and facilitators of learning, why is it important for teachers to develop their assessment literacy in facilitating students’ learning?

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6.  ‘Pause and Reflect’ Discussion Prompt: As designers and facilitators of learning, why is it important for teachers to develop their assessment literacy in facilitating students’ learning?

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TGM Assessment Literacy, and Students and Learning

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3.	 ‘Pause and Reflect’ Discussion Prompt: As lifelong learners, what skills should teachers develop to engage with community partners effectively and sustainably?

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3.	 ‘Pause and Reflect’ Discussion Prompt: As lifelong learners, what skills should teachers develop to engage with community partners effectively and sustainably?

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TGM Learning beyond Education, and Building Partnerships

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2. 'Pause and Reflect Discussion Prompt': As designers and facilitators of learning, why is it important for teachers to develop their repertoire of pedagogical practices? 

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2. 'Pause and Reflect Discussion Prompt': As designers and facilitators of learning, why is it important for teachers to develop their repertoire of pedagogical practices? 

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Find - Expose them to the various platforms for information

Think - Validate and discern the information that they gathered

Apply - Facilitate the knowledge gathered and using the Information responsibly

Create - Produce digital artefacts

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1. Providing a safe space for students to voice their concerns and aspirations

2. Not being judgmental and willing to listen to students

3. Being resourceful and able to provide further guidance e.g. advising students to approach ECG Counsellor for more details even if the teacher is not sure

4. Empowering students by not giving solutions immediately and in fact prompting students to propose solutions on their own

5. Enlighten students by drawing links between what they are leanrning now and their aspirations

6. Mentoring/counselling/active listening skills

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1. non-work related peer suport: through small actions that are not related to curriculum/school matters. eg. buying lunch for fellow colleagues when they are too busy with lessons and have no time to eat. eg. gifting of snacks to others.

2. work related peer support: PLC, sharing of learning resources, approachable: spirit of extending help to one another whenever we are in doubt, whole-of-dept effort (CNY, revision booklet, mother tongue fortnight)

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1. Able to identify win-win partnership

2. Perspective taking - understanding the needs of the school and the partners.

3. Awareness of the industrial landscape.

4. Be resourceful, know who are the potential partners.

5. Effective communication skills

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To check for understanding

To close the learning gap

Helps teacher with instruction delivery

To allow teachers to give more effective feedback

NAS Examples

Humanities-NWA tracking of performance

ART- Uses modular performance to check learning

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We can better assist students in their EAE application if we are up to date with developments in industries beyond education.

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As lifelong learners, why is it important for teachers to learn about developments in industries beyond education?

To keep up with trends outside of school so that we can guide our students in their future career choices.

To be more well-rounded as a teacher and to be able apply such knowledge in the classroom beyond our field of study.

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1. Able to establish win-win partnership.

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Keeping up to date with developments in industries beyond education allows us to better assist our students who are keen to apply for PFP/EAE.

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- Cross Disciplinary: Sparks, IPW,SDE and etc

-Pedagogies: DI/AfL/21CC skills

-IP:Tech eg: SLS (Feedback assistant)

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Able to establish win-win partnerships.

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teaching can be a highly stressful profession as we are expected to juggle many different hats. peer support helps prevent burn out and ensures career longevity for all of us

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1. Providing monthly bazaar.

2. Weekly fruits.

3. Staff well-being day

4. Important to take care of teachers in order for teachers to take care of students.

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Learner profile has changed

Learners are more tech-savvy, used to tech tools and multimedia --> to meet their learning styles

Differentiated styles to suit learning needs of students

Beneficial for learners to have more exposure to different types of learning styles and choose their preferred style --> Flexible and adaptable to future

Different learning outcomes (eg. practical skills etc) will require different types of pedagogies

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Effective communication skills.

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Awareness of industrial landscape.

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Perspective-taking to align the needs of the school and partners.

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Be resourceful so as to seek out the potential partners.

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1) Know your students

2) Skillful in asking question

3) Provide opportunities for them to discuss in small groups first before sharing in class

4) Being flexible/adaptable in changing lesson flow based on students' responses

5) Have a repertoire of strategies to get students to learn

6) Integrate technology meaningfully to enhance students' learning

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Happy TEACHERS happy students.

We must take care of one another. We must LOVE one another.

School is our SECOND HOME.

Our colleagues is our Family.

Must be HAPPY.

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Learning beyond the boundaries of our textbook

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Learning beyond the boundaries of our textbook

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Teachers have to be lifelong learners ourselves. Willing to learn, unlearn, relearn and absorb new knowledge as well as keep abreast of changes in our chosen field so as to expose them to the relevant knowledge. This helps them to connect their knowledge to the real world so as to see its relevance.

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Structure (time set aside) and processes needed to allow teachers to establish sustainable and purposeful partnerships. 

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Structure (time set aside) and processes needed to allow teachers to establish sustainable and purposeful partnerships. 