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Keynote Reflection – Professor Rose Luckin

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Keynote Reflection – Professor Rose Luckin

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I learnt about how AI began and the two main types of AI – GOFAI (Good Old-Fashioned AI) and Generative AI. Each type has its own strengths, and it helped me understand how AI can be used in everyday life and in the classroom.

My lightbulb moment was when Professor Rose shared that we should not let AI overshadow human thinking. Even though AI is a useful tool, it is important that we still think for ourselves and guide our students to do the same.

Recently, I had a conversation with a colleague about ChatGPT. When a student shared her work with us, our first thought was whether she had used AI to create it. This made me realise how common AI use is becoming, and how important it is to teach students how to use it wisely and with honesty.

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Keynote Address: Beyond the Algorithm Practical AT integration Reflections

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Keynote Address: Beyond the Algorithm Practical AT integration Reflections

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1. Take aways: AI has developed over the years and we have benefitted from AI in many ways. We can teach our students to use AI to support in the classroom to support learning.

2. Lightbulb moment: To not allow AI to overshadow Human Intelligence. There are many ways in which AI is unable to replicate human intelligence (e.g. metacognition & social intelligence).

3. Application: To teach students how to use AI wisely, but also not over rely on AI.

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Reflection on Enhancing Peer Support through Buddy Time

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Reflection on Enhancing Peer Support through Buddy Time

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🧭 Meta-reflection

Rating - 3. Sociogram was discussed during CMT meeting and this can be something to bring back to the team to talk about.

I currently have a few students with special needs who struggle with peer communication and connection. Buddy Time seems like a practical strategy the class can use to support these students, helping them build social confidence and reducing classroom disruptions caused by peer misunderstandings or conflicts.

🔍 Understanding & Key Takeaways

The team shared how a Sociogram was used to observe friendships and peer connections in the classroom — something similar to what PHPPS has already been doing. Using this information, Buddy Time was first introduced in selected classes, especially where students with special needs were present.

To guide interactions, the class was taught the S.T.A.R.P. buddy strategy:

Stay with your buddy

TAlk to your buddy

Respond to your buddy

Praise your buddy

Sentence starters were also provided to help students start conversations and build confidence when talking with their buddies. This encouraged more meaningful interaction and support between peers.

During the lesson, teachers followed these 6 steps to carry out Buddy Time effectively:

1. Remind students about Buddy Time and the buddy expectations

2. Model how to use the buddy skills during class tasks

3. Prompt and encourage students during pair work

4. Provide feedback and encouragement throughout

5. Lead a class discussion to reflect on what happened

6. Ask students to complete a self-assessment checklist

This structure helped build a more inclusive classroom where students could practise communication and care for one another in a supported way.

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Making English Language Come Alive: Pathlight School's 3As Approach for Students on the Autism Spectrum Reflections 

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Making English Language Come Alive: Pathlight School's 3As Approach for Students on the Autism Spectrum Reflections 

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1. Take aways:

3As: Active, Applied, Authentic

Active

Acting out/role playing help student grasp nuances and social interactions in texts.

Sensory elements used in each story. These tangible actions allow them to understand the comprehension.

Do multiple kinds of tasks before moving to paper tasks (e.g. hands on task -> digital task -> paper task).

Applied

Scaffold learning through adapted worksheets for different learners.

Outdoor learning experience (e.g. bringing them to the park to match plural and singular items there).

Pair students of different abilities to edit their work and learn from one another.

Use curipod AI to get immediate feedback on their mistakes.

Authentic

Connect what students learn and connect to the real world (e.g. applying grammar rules during racial harmony day).

Tap on what they like (e.g. music).

Reading the newspaper and getting them to learn English.

Authentic learning will lead to authentic writing.

2. Lightbulb moment:

Getting students immersed in learning through activities, games and connecting them to everyday life help them grasp the concepts and retain the information better than just paper and pen work.

3. Application:

Due to the lack of time during withdrawal sessions, I am unable to take them out to explore and learn vocabulary. However, I can tap on the usage of activities/online tools before jumping into worksheets. I can also try to explore some of the online tools that they talked about: Moo-o, seesaw. I can also try to use authentic experiences and link them to literacy.

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Reflection on Harmony Within: Empowering Self-Regulation and Goal Setting in the Music Classroom 

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Reflection on Harmony Within: Empowering Self-Regulation and Goal Setting in the Music Classroom 

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🧭 Meta-reflection

Rating: 4. The Blob tree activity can be incorporated into my emotional regulation workshop, especially with students who struggle to express or manage their feelings. It can also be part of the follow-up support for teachers, so they can reinforce these strategies in class and support consistent emotional check-ins.

🔍 Understanding & Key Takeaways

This session shared ways to help students manage their emotions and set goals, especially when they feel nervous or stressed, such as before working on a difficult task.

One useful idea was the STAR approach – Student-Teacher in Active Reflection. It helps students think about:

What is causing their stress

How they are feeling (using the Zones of Regulation framework)

How they respond to those feelings

Setting clear and challenging goals using the Blob Tree

The team also shared on using the Zones of Regulation flipchart during the weekly reflection to help students:

Reflect on how they felt during the lesson

Identify which Zone they were in

Provide strategies that they could use to return to the Green Zone at the back of the flipchart

Another helpful tool was the Blob Tree (page 2 of pdf). Students choose a "blob" character that shows how they feel before a task. This helps them talk about their feelings and their learning goals.

Lastly, in the breakout room, I joined the English group, since I have students who find English difficult. I saw how the Blob Tree and weekly reflection can help students open up and feel more in control of their emotions and learning.

🛠️ Application & Next Steps

I can explore using the Blob Tree during my withdrawal sessions to help students check in on their emotions and monitor changes across sessions.

For students with anxiety linked to learning difficulties, I will work with their class teachers to incorporate these emotional check-ins in class.

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Why Do I Feel Like a Stranger at 'Home'?: Voices of 'Invisible' Students in Classrooms Reflections 

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Why Do I Feel Like a Stranger at 'Home'?: Voices of 'Invisible' Students in Classrooms Reflections 

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1. Take away: Returning students struggle with adapting to schools in Singapore. Ways in which we can support the students to adapt to mainstream schools:

Don't invalidate their experience

Show empathy and patience towards their academic goals

School to give more academic foundation support after school

School immersion before they entre the school

Use encouraging language and give them time to adjust

Pair a few buddies who is kind and socially skilled

Use the STAR method Stay Talk Answer Respect towards the student

Adapt teaching for them

Focus group for returning students

School Counselor to check in with students

Explaining difficult acronyms to them

Attached is also a photo of top 3 sources of support that students find helpful

2. Lightbulb moment:

Though we don't really have a lot of returning students in our school, I think some strategies can be applied to SEN students. They too feel that they don't belong. I think this reminds me to be empathetic to my student's experiences and not invalidate them, to understand them.

3. Application:

Some application I can use from this is to pair them with buddies who can support them in the classroom by working with the FTs and also maybe during my withdrawal sessions, instead of working on different skills from the teachers, I can adapt the work that is done in class to make it simpler for them during my sessions. So they can learn/recap topics they may struggle with.

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Making English Language Come Alive: Pathlight School's 3As Approach for Students on the Autism Spectrum

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Making English Language Come Alive: Pathlight School's 3As Approach for Students on the Autism Spectrum

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🧭 Meta-reflection

Rating 5. Approach and strategies are relevant for TRANSIT/withdrawal lessons. They can also be suggested to teachers.

🔍 Understanding & Key Takeaways

What are 2–3 key takeaways from the session?

·       Pathlight curriculum follows mainstream but differentiated for their ASD students’ needs. Maximise potential of every student in both academics and life skills.

·       3As – Active, Applied and Authentic learning

o   Active learning – active engagement, make abstract more concrete, engages students directly

o   Applied learning – practice-oriented, connecting classroom learning to practical/real-world

o   Authentic learning – real-world context, contextualise learning, more engagaing ways to learn vocabulary, authentic experience leads to authentic writing

Was there a "lightbulb moment" during the workshop? Describe it.

There were many “lightbulb moments”. Pathlight lesson packages are really impressive. They have leveraged on AI, ICT and hands-on activities to contextualise learning, making them engaging and authentic. One eg, uses AI to generate fictional images to assist in imagination and understanding of text.

🛠️ Application & Next Steps

Can explore the various tools mentioned. Moo-O app for P1,2 reading, seesaw app, curipod AI, kidgeni app

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Partners in Progress: Engaging Parents in the Transition Support for Integration (TRANSIT) Journey

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Partners in Progress: Engaging Parents in the Transition Support for Integration (TRANSIT) Journey

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🧭 Meta-reflection

Rating 5.  As TRANSIT SENO, this session directly relevant to my role. Similarly, we also partner our parents so that our students can receive consistent guidance at home and in school.

🔍 Understanding & Key Takeaways

Epstein’s theory of overlapping spheres of influence

School, family and community

6 types of parental involvement – parenting, communicating, volunteering, collaborating with community, decision making, learning at home.

Family-liked schools – welcoming, inclusive and focused on each child’s uniqueness

School-liked families – focused on school, homework and building skills and confidence

Proactive parent engagement – early communication, orientation and assessment

Customised orientation programme for selected students

Was there a "lightbulb moment" during the workshop? Describe it.

Good idea to ask parent and child to post before and after photos after child learns to organizes his work area at home. Currently, I only get parents to share their experiences in writing.

🛠️ Application & Next Steps

Can create social story about starting school in Pei Hwa for parents of selected students for them to prepare child at home before the start of P1.