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We want to prioritise focusing on the process over results/outcomes (for students and school).

Prioritise mental well-being of teachers.

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3a)
- investing time to find good resources / activities to enhance joy of learning
- inter and intra dept sharing of ICT tools used

3b)
- marking all work done. Simple qns can be self-checked / automated / peer marking

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TO PRIORITISE...
- Quality, not quantity!
- Mental health. Happy teachers = happy students :-)
- Leverage technology to track students' attendance / personal details and info dissemination (i.e. programme owners can make use of iCON email to contact students directly, instead of through FTs).

TO DEPRIORITISE...
- Having too much FT time, which lead to FTs to have many matters to handle simultaneously
(* HODs could help with FT time / COVID-related admin matters)

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To continue to inculcate the joy of learning in PE, and that they will take ownership in their own learning and grow together.

The stronger students will be able to help the weaker students in the process of learning together.

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(a) mental well being of students, teachers, everyone in school
(b) unnecessary competitions

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What is one thing you want to prioritise in 2023 - for yourself, your students, and your school?
Ignite passion for learning / joy of learning for learning of MTL (Removal of MYE in 2023 will provide bandwidth for doing so)
HOW to achieve this: real world context, show instead of telling, allow students to apply instead of purely testing

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More peer and self-evaluation: Train students to assess themselves to decentralize the centre of knowledge and empowers students to take charge of their learning and be independent

More collaborative learning: Allow students to learn from each other and work together

Deprioritise: Less teacher-led schemes, less emphasis on sharing "model" answers

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Prioritise quality over quantity. (Questions, discussion time, etc)

Prioritise daring initiatives for alternative assessment, projects, joy of learning - WA2 for sec 1s & 3s

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(a) work-life balance, our physical and mental well-being for all
(b) deprioritize admin load

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Prioritise joy of (teaching) and learning. De-prioritise administrative load.

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3)
- How to manage FSBB classes, in terms of students well-being, subject content, how to teach.
- Syllabus changes. Changes are moving towards making the content to be taught is tweaked towards bringing in authentic and relevant applications to concepts taught. How are we going to carry out this change in our pedagogy?

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- colleagues share their learning from workshops/courses/TWA at PLT sessions for more colleagues to learn the same knowledge
- give more time to implement things learnt from PD before the next one

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Learning of best practices - Making time to find out what is happening in other schools (for PE) or in relevant industries (Pesta, activesg, etc) to see how we can make connections and improvements in our curriculum delivery and lesson innovation.

Hearing from students (observations / qualitative feedback) on what they enjoyed and what they learnt and how they learnt best, so that we can refine our curriculum and review what was good and what is unnecessary.

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Look for synergy across departments.

PLT themes' focus could be on students' needs (for e.g. greater exposure to real world) rather than subject-based... Hence, make-up for PLT teams may not need to be subject-based.

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2)
- Departments and units could be given space to decide what learning focus is, which may not always be related to assessment/pedagogical matters. (e.g. for SS, if assignment is related to 'social inequality', PD session can be geared towards enriching teachers' own knowledge on the subject matter).
- Researching and brainstorming as a team to foster 'joy of teaching'. In light of new Humanities syllabuses, PD sessions can be focused on deepening teachers' knowledge on the curriculum, exploring how to teach better.
- PD sessions can be held during more convenient timings (i.e. non-exam / WA periods) so teachers can have more bandwidth
- PD sessions can be customized and catered to more departmental needs.

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- allowing for teachers to share, learn and apply so as to expand teachers' skill set.
- professional whitespace (HBL day?) beyond curriculum hours that allows teachers to venture out,  learn and apply.

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Instead of completing a full proper lesson package before rolling it out to the cohort, perhaps we could do a quick trial on one class (rapid prototyping for mock up). Then make further development of it to improve on the lesson before rolling out on the entire cohort.

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HOW can we do our PD better so that we can benefit more from the time invested in curriculum innovation?
1) Offer opportunities for ZHSS teachers to learn good practices from other schools
2) To be more solution focused based on a issue already present in the school context
3) Useful knowledge gained from PD but provide more opportunities for discussion, application of what we've learnt

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2)
- Focus on the depth of the innovation and not on the breadth of innovations.
- Look into extending the research on past PLT projects. E.g. adopting the past projects for a different profile of students. LSS packages done for new syllabus. Can do stocktake and review the current projects and work on improvements next year.
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PLT: Development of materials to meet changes in the syllabus or to incorporate ICT/KAT in our teaching. Allows for timely review of materials and refinement of existing materials esp. for larger-scale changes and projects

PD: Best if it was targeted and immediately applicable to our contexts e.g. when we did PD in our PLTs and could immediately apply it to our level/stream and texts

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Apply the 4As Mrs Ang shared yesterday
1) Awareness
2) Analytical
3) Application
4) Alternatives

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PD can be more IP-driven. This will address the needs of the subject / department more productively. Also, we can learn best practices from members of the same department.

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Lesson studies on our curriculum innovation and to be able to learn from one another and seeing it in action. A few iterations to learn from mistakes and improve continuously.

Curriculum innovation should consider both the students' and teachers' needs as the users.

Success criteria for PLTs. How many teachers are using it?

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Notion of paying it forward. Contribution - give up something for the greater good. From peers to society. Perhaps contribution to peers in lower sec and then contributions to community in upper sec. VIA can be used. Sharing by seniors about their process in their VIA project and how it contributes to helping the society. Affirming them for their contributions in their daily interactions. Another take (for our subject), how could their product contribute to helping the community, level 4 in the marking rubrics for their coursework.

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HOW can I inspire my students to define success by contributions, and not solely by achievement?
1) Providing opportunities for collaboration, e.g. group discussions, project work
2) Emphasising work values like collaboration, innovation, adaptation
3) When providing feedback, highlight positive examples of contributions, teamwork

WHAT are the areas which are important for us to keep our eye on?
1) Soft skills
2) Work ethics and values
3) Keep abreast of current trends

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1(a) - sharing stories of successful people who contribute (alumni sharing in school)
- provide opportunities (or create platforms) for students to contribute such as peer tutoring
- emphasize not only results but also the process (promote joy of learning)
1(b) mindful of students' welfare (check in with them their challenges and even their joy) and give them time and space for their own learning and reflection

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1a)
- encourage students to collaborate and support one another in areas they are stronger in
- highlighting how students have worked and encouraged one another
- reminding students that supporting others is a success in itself

1b)
- class routine
emphasize the habit of helping/supporting others
- watching out for students who consistently need to be helped / the isolated student

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1a) & 1b)
- Emphasising on process, rather than products and deliverables.
- Praising effective effort, rather than praising results.
- Developing tools to praise students' efforts, i.e. in terms of the language we use in the classroom, the marking styles we adopt to comment on student work.
- Leveraging CCE lessons etc.: showing news articles and real-life case studies to encourage students, being value-driven
- Bringing in guest speakers to introduce students to alternative pathways of 'success'
- Being open as a teacher regarding own vulnerabilities and challenges faced, having authentic conversations with students.
- Getting students to work more in teams, assess students in terms of their levels of contribution and collaboration, rather than independent/isolated effort. Project assessment rubrics focusing on personal traits/qualities instead of being only task-oriented
- Self-awareness and cultivate the habit of reflection: e.g. before returning exam papers, reflect on personal weaknesses and strengths, AFIs.

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a)
- be generous with affirmations for students who contribute to non-academic areas such as VIA and others.
- in everyday lessons, what do we focus on? students pick up on these. e.g. for less motivated classes, even showing progress or showing of effort in work. can celebrate success with them so that more of them can come on board. with this, it changes the reference point for students that even though it is tough, the ability to try it out alone and submit for checking is commendable.
- use of positive words.
b)
- moral values
- effort and progress
- collaborative efforts

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1a)
Affirm progress, evidence of inclusivity rather than product (winning / losing). Emphasis should be placed on moving up the scale in terms of skills development.

Assessment rubrics drives motivation to perform / improve.

Improving Vs Performing

1b)
Qualitative feedback to improve than grade.
Can be from teacher / peers.

"Togetherness" / learning should be valued. Even if we lose, we gain something.

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1(a)
-Focus on the process, rather than the end product
-Teachers ourselves will need to be role models
-Teachers use more explicit, intentional and purposeful words
-Using teachable moments to emphasise certain values

1(b) Continue to inculcate in our students the correct values and our culture. They will need good command of their languages to connect and communicate with others. Students' physical and emotional well-being

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1 (a) Students are generally interested to hear personal and real-life stories from teachers and newspaper articles. These stories may be relatable to the students, which leaves a positive impact. As teachers, we need to also keep up with the trend especially on Instagram, where most students look up to celebrities as role-models. So we can use these examples to encourage and motivate them.

1 (b) Students' thought processes, their approaches to solving problems, the ability to overcome and adapt to prevailing circumstances, to seize opportunities to create possibilities, manage their emotions and mental and social well-being.

2. We can think of creating authentic and self-directed lesson packages that can be used for the upcoming new NFS syllabus. This can be further reviewed and improved on annually to keep up with the changing learning needs, demands and trends.

3. Work-Life balance and the well-being of teachers.

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1a) Achievements in science tends to be on individual level (grades/marks). Contribution happens at group level and for science, we have opportunity that we can explore more group work / project work for us to measure, qualitatively, the students' contribution. It could be in the form of rubrics/peer reviews/etc.

1b) To not focus more on the model answers, rather the skills required. Collaboration.

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1a) Growth mindset: acknowledging improvement and progress rather than just achievement to encourage other students to also persist and try. Teachers need to consciously encourage students to look at their strengths and minimize comparisons between students

1b) T&L: Embracing the process rather than the outcome -- inculcate a joy in discovery and research and exploration even if there are no "set answers" and to encourage an attitude of life-long learning

Move away from an emphasis on model answer, model essays to allow the students to do meaning-making on their own. Allowing students to grapple with uncertainty and difficulty without immediately being supplied with an answer

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Put students on Internship with Industry players (e.g. Cognizant, Microsoft, Google, Amazon). This allows them to experience real industrial work.

There are students who are active in volunteering their time outside of school/beyond school context; they can be recognized more by the school by being invited to conduct sharings.

Students not in school teams (playing for supporting roles) to also be more consciously recognized....

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More qualitative rather than quantitative measures. E.g. school values as a rubric to assess. Qualitative feedback rather than a grade.

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Question 1(a)
Inspiring students to contribute, rather than solely focus on "succeeding"
1. Affirming and acknowledging students for their efforts and focus on contributions, rather than achievements

2. Facilitating and improving on quality of contributions over quantity

Question 1(b)
1. Constant emphasis on holistic learning and application of skills and knowledge. Avoid "dropping subjects" but trying your best in learning the skills in the different subject areas
2. Focus on community learning and process, don't just look at end-product ("Head, Heart, Hand")

Question 2
1. Dedicate white space time for teachers to reflect and read up on good teaching practices locally/globally to provide more time and space for teachers to be able to reflect meaningfully. Maybe provide a theme, but need not necessarily always be a workshop

2. Allow flexibility in PLT project deadlines (max 2 years), but still put in place some form of accountability in an annual/termly/semestral basis

Question 3
Mental well-being for teachers and students: Collective blank space day(s) - let teachers play, sweat it out together

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1 (a) How can I inspire my students to define success by contributions, and not solely by achievements? 

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1 (a) How can I inspire my students to define success by contributions, and not solely by achievements? 

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1 (b) What are the areas which are important for us to keep our eye on?

# data[].attributes.subject
1 (b) What are the areas which are important for us to keep our eye on?

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2) How can we do our PD better (eg: PLT) so that we can benefit more from the time invested in curriculum innovation?

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2) How can we do our PD better (eg: PLT) so that we can benefit more from the time invested in curriculum innovation?

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3 (a) What is one thing you want to prioritise in 2023   – for yourself, your students, and your school?

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3 (a) What is one thing you want to prioritise in 2023   – for yourself, your students, and your school?

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3 (b)  What will you deprioritize to achieve this? 

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3 (b)  What will you deprioritize to achieve this? 