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Did the sharing by Prof Loy and the NUSC students CONNECT to something you already know?

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Did the sharing by Prof Loy and the NUSC students CONNECT to something you already know?

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What new ideas or insights did you gain from the sharing that EXTENDED your thinking in new directions?

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What new ideas or insights did you gain from the sharing that EXTENDED your thinking in new directions?

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What is CHALLENGING or confusing? What do you still have questions about? 

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What is CHALLENGING or confusing? What do you still have questions about? 

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What did you feel while going through the LJ?

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What did you feel while going through the LJ?

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a) What was engaging or surprising for you? Why?

b) Were you able to identify the infusion of 21CC competencies easily (as a student)? Why or why not?

c) Imagine you are 15 again going through this LJ, what would you walk away thinking about? What might you discuss with your friends after?

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Failure experience is something that is important. I personally feel that we all learn best from our mistakes and it is the learning from mistakes/failures that will propel us forward the most.

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Failure experience is important as mentioned by Prof Loy. I also personally feel that learning from mistakes is the most effective way to propel yourself forward.

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I like how he shares about ‘critical thinking skill’ is the key takeaway that helps him to work beyond his discipline areas to teach interdisciplinary modules.

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How do we bring in more unstructured areas within a very packed and structured curriculum and Student development experiences for the students so that they can develop more life skills beyond the IP or leadership areas but in terms of communication, critical thinking and experiencing defeat and pivoting from it.

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I think the overall experience of try and error, adaptive thinking is one of the crucial aspects that I can bring back to the classrooms.

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Given the structured nature of the education system, where fixed content and predetermined answers are emphasized, how can we cultivate students' adaptability and prepare them to navigate change and respond effectively to the unexpected?

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Independent learning and living is an important skill. Glad to see that in NUSC, there are opportunities for students to stay in-campus, as well as embark on overseas stints. These platforms will widen the tolerance bandwidth of our students, if they haven’t had the chance to embark in them prior.

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I reflected on the need to be open to learning and how NUSC students could extend their learning to modules beyond their main field of studies, as well as how embarking on these overseas projects sharpen their awareness on what projects are feasible and benefit the other stakeholders.

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I think that it is still necessary to be on the ground in order to truly learn about something despite our technological advanced world. We cannot be confined to our devices to know the world.

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Finding the solution to something that is not planned beforehand. Adapt to the environment and create new ideas.

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There was a lot of emphasis on the importance of real world application of what we learn. It makes me wonder if we have been preparing our students to apply their learning in meaningful ways, through our lessons or school programmes. Being flexible and adaptable without an overwhelming need for structure is also another area that we could explore further.

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Prof Loy's insights resonated with me, particularly his emphasis on the importance of students experiencing failure and developing adaptability. As he noted, theoretical knowledge may not always translate to practical solutions in real-world problems that they encounter.

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While the sharing indicated that the focus of the programme and the desired outcomes is not so much on academic grades but on active learning, problem solving and critical thinking, from the student volunteers we have interacted with and the basic entry requirement, grades still play quite an important role. Thus, the nature of the students who enter NUS college and the type of disposition they will have will still fall under a certain category, which will influence the type of students admitted into the programme. Thus, how can we then prepare our students who have the potential to be eligible to participate in such a programme too?

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Learning is nonlinear and a bit of exploration. Sometimes, the lack of structure may actually be a good thing for our students as it gives them more room to make mistakes and problem solve

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In preparing our students for the future of learning and work, the growth mindset and willingness to fail and try again is important. Additionally, giving students the chance to apply what they learnt in theory to the real world helps to extend their learning. How can we intentionally infuse these into our lessons/programmes while balancing the need to complete the curriculum?

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When teaching, structures are important but be mindful that students should also not rely too much on these, otherwise it may impede their ability to think out of the box. Focus on the spirit, intent and what they are naturally curious about or how they preceive different situations.

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We need to be open about adopting new approaches, and not stay fixated on the intended way that something is supposed to go. So as an educator, we should also adopt this in our classrooms, let students explore different ways, instead of making sure they must do things a certain way.

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Students need to be prepared for interdisciplinary modules and be put out of their comfort zone. Though students are specialized in their own major they need to be adaptable to solve real and global challenges that need insights from outside their majors.

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Hehe ok I personally graduated from Uni not too long ago, so the experiences that I have went through today in NUSC, is quite similar to what I’ve experienced when I was back in NTU-NIE. We do have programmes that we do go overseas for immersion programmes and to serve their community, it was through Project Nalanda.

However, there is no research requirement in that trip. When I was listening to the 2 Student Representatives sharing, I was thinking about how we can extend this to our Infocomm Kids in their IDE Maker competition. Right now, because their experiences and knowledge is quite limited, they’re unable to come up with very real life problems that’s happening in the world, despite online researching. They would need to craft up a problem to solve with their Microbit.

Maybe such a visit or maybe something that we can do parallel in Singapore would be effective in their reflection or designing of such a problem.

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Applying learning for social good (Allan) 

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Applying learning for social good (Allan) 

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How can we actualise authentic performance tasks as assessment tasks for our students? What small shifts can we adjust to enable students in using what they have learnt to impact the school / nearby community?

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Experience the process.

Don't just assume

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I feel like for programmes like IEX where the learning that takes place is rich and has the potential to infuse quite a number of E21cc skills, the students themselves have to have some knowledge/exposure/interest in the idea of doing an exchange programme. They must also be self-directed already to embark on something like this. I wonder how such initiatives can impact students who may not have the knowledge/readiness/motivation to begin with.

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Adaptive thinking is crucial when faced with changes and challenges in any given situation. I.e. NUSC Students learnt to adapt quickly and tweak their strategies and acquire new skills set to meet the needs of the IEX project.

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It is important to embrace changes and be prepared for rapid changes. Having the right mindsets is essential for students to navigate the future world.

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I found it enlightening how he emphasised about how education and learning is about students having an end goal or a purpose that stems from an area of interest that can impact the community or put themselves forward as contributing members of society. I think we need to place emphasis on bigger, broader goals with meaning and not just on the task or grade at the moment.

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The program reminds me of one of our ytss overseas trip for service learning some years back for some students. It really helped students empathise with others in the region through the experiences.

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It is important to get students to see beyond the theory of what they are learning and how it translates or will translate to real life, as when they move on beyond secondary school, much of what they will be required to do is to be able to translate what they have learnt to real life situations/ problems/ issues. The programmes here allow opportunities for students to do this but our students need to be confident that they have the skills and dispositions required to take on these programmes.

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Though we all know, we (students, teachers, parents) are still fixated about grades, results. How do we change this mindset?

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Critical and adaptive thinking mindset do help us navigate the Real world challenges ,and environment,  especially outside of Singapore. 

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Critical and adaptive thinking mindset do help us navigate the Real world challenges ,and environment,  especially outside of Singapore. 

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How ready are we as educators to embrace a less structured form of learning? Are we ready to accept chaos, especially when we also have SEN students?

Embracing less structured, more flexible learning environments can indeed be challenging, particularly when considering the diverse needs of students with Special Educational Needs (SEN). However, with thoughtful implementation and support, such approaches can be inclusive and beneficial for all learners.

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Prof Loy intake on failure and interdisciplinary studies are thought provoking as most things that we learnt may not be sufficient to solve problems and we have to think out of the box and look at the wider perspective to come out with solutions.

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The program seems to be targeted at a specific group of students who are deemed to be a good fit.

How then can the general rest be exposed to such programs and benefit from it as well? What are other ways that we can do so that all students can learn such skills as well?

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Global and cross cultural literacies are important before jumping into a project. While ground up initiatives can be helpful or interesting, we should not make assumptions and it helps to be critical and adaptive in our thinking while carrying out projects. For example, it is important for students doing VIA to do a recce so that they can gain insights on their target audience and adapt their projects accordicly.

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The part of sharing on being open and adaptable when initial plans don’t work out is something i can identify with. We often have to consider new observations and change our course of actions along the way. I think it is a great feat for the students to be able to embrace this at such a young age.

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I'm reminded of the importance to encourage our students go out of their school to experience learning beyond textbook. I can rethink my approach in designing student development curriculum and student interactions.

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a) sharing the 2 students, their journey in campus, changing of research ideas

Autonomy given to professors to design their own curriculum; its rigorous and team deliberation is important; broadening versus specialisation - for when you’re not an expert on an area

b) concerned citizens and active contributor - Anne shared about sustainability, whether it can be carried out by others and future students/ local communities there

Adaptive , innovative - based on students’ sharing

perseverance , balancing ,

Communication skills - effective communication with locals, understanding local customs,

Global and Civic literacy really shone thru and it needs to be strong

Adaptiveness - must have been very stressful for the students to change their projects after having prepared

c)

Quite inspired

But wondering - as a student, how can I achieve that? What are the requirements to get to this level?

Too many options for me to consider

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1. Engaging/Surprising

tour might motivate them because they can see the facilities around the campus

2. Any particular E21cc for students to identify with

wont resonate with the sharing because havent experienced what they are talking about

life experiences are useful for our students to hear (for e.g. campus life or challenges faced during the project- can link to civic/global and cross-cultural literacy)

prof loy segment may be an info overload

need some visuals (slides/pictures/videos)

issues that the projects are dealing with may be too far from our students’ realities

3. Something that will resonate with students

will have some aspirations about travelling opportunities that they can have

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Lynette, Sarala, Shirley, Matthew, Winston, Sherry

* Exposure to international opportunities and carrying out projects that are impactful and authentic: How could we possibly customise similar experiences for the students in our school?

* Opportunities for growth: Challenging our students to be more adaptable, and building 21st skills

* Communication skills: Are our students able to communicate with people of different cultures?

* Possibility of school giving students more autonomy to explore and experience things independently in a safe environment

* As a 15yo: May reflect on my studies and how I’m doing academically. The need to work hard to have the opportunity to participate in such programmes like NUS

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B) students are able to identify competencies such as adaptive thinking, global literacy, critical thinking. Though they are able to identify these competencies, they may not be able to apply in their real life

C) If I am a good student, looking forward to studying in NUS, I may be more open to adapt. If I am a average student, I may not care as much as my grades may not be good enough to even apply.

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Lynette, Sarala, Shirley, Matthew, Winston, Sherry

Exposure to international opportunities and carrying out projects that are impactful and authentic: How could we possibly customise similar experiences for the students in our school?

Opportunities for growth: Challenging our students to be more adaptable, and building 21st skills

Communication skills: Are our students able to communicate with people of different cultures?

Possibility of school giving students more autonomy to explore and experience things independently in a safe environment

As a 15yo: May reflect on my studies and how I’m doing academically. The need to work hard to have the opportunity to participate in such programmes like NUS

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Lynette, Sarala, Shirley, Matthew, Winston, Sherry

Exposure to international opportunities and carrying out projects that are impactful and authentic: How could we possibly customise similar experiences for the students in our school?

Opportunities for growth: Challenging our students to be more adaptable, and building 21st skills

Communication skills: Are our students able to communicate with people of different cultures?

Possibility of school giving students more autonomy to explore and experience things independently in a safe environment

As a 15yo: May reflect on my studies and how I’m doing academically. The need to work hard to have the opportunity to participate in such programmes like NUS

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While we aspire to nurture adaptive thinkers, many of our students are not yet ready to take on even simple tasks independently—such as forming groups—without explicit instructions. They require structured guidance and prompting questions to support their thinking and decision-making processes.

There is an inherent tension between efficiency and ownership. When we dictate tasks, things move faster. However, when we give students ownership, the process becomes slower but ultimately more meaningful. It promotes deeper learning and helps students develop critical life skills, including initiative and responsibility.

Yet, the fear of failure—or more precisely, the belief that we cannot afford to fail—often holds us back as educators. We hesitate to let go, knowing that we are ultimately accountable for the final outcome. Even something as seemingly straightforward as a prize presentation requires detailed scripting—right down to the words spoken to the award presenter. This raises a difficult question: how ready are we to let go?

Perhaps it is our culture of excellence—our “we will excel” mindset—that makes the idea of failure hard to embrace. While YTSS teachers are known to be highly adaptable, we must also reflect on whether our students are being sufficiently challenged to rise to the occasion.