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The current feature of adaptive thinking predominantly focuses on opportunities arising from programme-specific approaches (e.g. ALP), with limited means to engage students in self/peer assessments. The use of checklists and feedback/reflection conversations could be considered to make such learning more intentional and to assess the effectiveness of these approaches. To thinking about possible co-creations with the team.

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Before implementing AaL in 21CC,

Unpacking the developmental milestones for 21CC (especially Adaptive Thinking) to achieve a common understanding

Co-creating success criteria with KPs/teachers to cascade in respective departments/classes

In implementing AaL,

Considerations include:

assessing readiness level of teachers & pupils

identifying authentic platforms for enactment of 21CC

seeking alignment with existing programmes

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I would like to unpack the various developmental milestones and generate a general success criteria list (or rubric) that can be used for self/peer/teacher assessment for a variety of existing school activities. I would then like to map these success criteria to our alternative assessments and e-WAs to see if those can be one of the key platforms to develop and allow students to demonstrate where they are with regard to the e21CCs.

I think it would be good if there is a facilitation package that has been thought through to work off so that the above may be carried out.

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Adapting 21CC Aal through the self-assessment practice at classroom lesson.

1. Having students designing and using success criteria towards fostering their adaptative thinking at lower sec.

2. Deepening the self-assessment practice in empathy framing by design thinking approach.

3. Relooking at 21CC AaL by Design Thinking.

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I'd like to introduce out the Self-Assessment in AaL in school.

As this may be a massive shift in how some teachers think/work, I'd do a pilot with a small team of like-minded colleagues or go it alone even at the start.

The preparation and enactment of the pilot will need to be documented and student artefacts collected. Refine the process until it is ready for presentation to the management team for their inputs and buy-in. With the buy-in from fellow heads, it is easier to enculturate AaL.

Present to staff on the Why, How and What of AaL and share the success stories. Expect some pushback but encourage as many adopters as possible to start in their own way and share their success stories too. Eventually, each dept may have their own expert who can help mentor others in AaL.

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For our Math Alternative Assessment, we have morphed from including "21st CC" such as collaborative work as part of our assessment (with marks, rubrics too) to now removing it from having a mark and just getting students to answer and we respond to their answer because we want to focus on just assessing them based on math constructs given that the marks are used to benchmark students for offering of cross-stream subjects.

I attend this course because I see the value of E21CC and the link between some of the competencies to Math education and I also wonder why IB is able to confidently include project work to benchmark students' learning. I hope to see the department refine our Alternative Assessment (AA) and be able to confidently assess students in E21CC in our AA.

Attending this course helped me to focus on students as their own main assessors in AaL and also understand that the main aim is to grow their self-awareness so that they can self-monitor and self-regulate while supporting them to reach this aim through having peers/teachers to give them feedback to triangulate with their own observations on their growth and the link to affective domains of students' assessment literacy by first building up their feedback literacy through classroom discourse where students are co-constructors of success criteria, students are able to give constructive criticism to their peers' work to help each other grow to being able to critique their own work accurately. I hope to weave in AaL for E21CC that are aligned to our Math AA into our task design and carry it out like a journey than a final question to reflect.

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My class has benefitted from an enrichment programme that has built them in terms of their understanding of thinking standards namely clarity, relevance, accuracy, precision and significance. This happened in Term 1.

Term 2

Given my understanding of the students' awareness of the thinking standards, I have designed lessons that allowed them to apply these thinking standards explicitly in group discussions. At the end of the lesson, students will be given time to assess themselves with a customised check list on the cognitive and behavioural traits they have exhibited in the group discussion.

The students will subsequently compare themselves at the end of a subsequent lesson (where the learning experience was similar) with the previous check list and ask themselves if they have observed any improvement in their cognitive and behavioural traits.

Term 3

Apart from group discussion focused on reading a comprehension text, I have incorporated Aal into group discussion on compositions.

Term 4

I will explore incorporating Aal into other lessons like analysis of audio recordings of students' responses in stimulus-based conversations.

My core team of teachers who have benefitted from the training received in Semester 1 will design a lesson package (to even out the awareness of thinking standards) that can be rolled out to Primary 5 students who have not gone through the enrichment programme.

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Revisit the 21st cc document with the department teacher.

Take stock of what we have created and refine.

Create time and space for discussion to craft out the success criteria and checklist for dept. key activities. Follow up with monitoring and review.

Collaborate with other IP departments for the common activities.

Consultation with MTT to design lesson.

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1. Sensitise staff to the purpose and outcomes of 21CC, pertaining to konwledge, skills, values and dispositions.

2. Allow staff to identify common areas and outcomes that are currently served/actualised within school programme.

3. Sharing of useful techniques and strategies to strengthen staff's capacity to facilitate process of delivery intended 21CC outcome in the school's overall curriculum. May even consider bite-size internal workshops.

4. Action Plan- Familiarise SD Comm on the E21CC purpose and outcomes. SD Comm may take lead to identify key areas of school curriculum which lands on E21CC domains/outcomes. Sieve out current strategies/processes in school/classroom which supports the delivery of the outcomes. A common strategy or process may be further enhanced/analysed to be shared with all staff, with necessary support workshops/buddies/mentors framework. Perhaps adopting of Action Learning Process as a guide.

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What do I want to try in my school?

I could share with my dept on what Aal is, the importance and how it is done.

I could also try to get the teachers to try co creating success criteria with their own classes.

As a dept we could also craft out some rubrics in alignment with adaptive thinking for out Philosophical lessons. (for students to embark on self assessment)

What do I want to try in my class?

I would like to try supporting the students in using question prompts to articulate their self reflection.

I feel that many times students are not sure how to articulate their reflections.

So I would like to try giving them question prompts to guide in their articulation of self assessment:

Question prompts:

1. Why did i choose this option?

2. How did I derive at my answers?

3. What makes me use this technique to get my task completed?

4. Could I use other techniques? Why?

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1. Stock-taking into the major needs for teachers/school needs (focus).

2. Scaffolding the 21CC developmental milestones for teachers through level meeting/ intentional tasks for teachers/students aligning CAIT. Not all in one but one at a time.

3. DTS is a good start, for any teacher to take up trying out in their own class/project group.