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- Be careful of breeding dependency
- Motivation was a product of expectancy (of success) times value
- Reflection question: How do we help a student see the value the subject/area more? How do we help students see that there is a chance of success?

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To remember to focus on tools and not rules !

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tying reflections to success criteria.

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1. The importance of having a success criteria.
2. Not to overly scaffold a reflection template, yet provide sufficient scaffolding such that generic responses do not result.

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To continue to engage in inductive discovery in the classroom. This process though wildly messy is at the heart of the theatre classroom.

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expectancy model of motivation and the use of Zimmerman 3 phase model for developing a self regulated learner.

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We need to give the students practice in judging their work and help them to look at their work from a teacher’s point of view

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Self-assessment is a learning strategy, not an assessment tool. It also depends on the state the learner is in, which varies based context as well.

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To spend more time on the self-reflection phase. Giving actionable feedback to the students to allow them to do self or peer assessment.

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1) As we scaffold our students learning, we need to be mindful not to breed dependency. (Eg checklist design, classroom routines)
2) While it is important to be clear in communicating our learning intentions/objectives, it is also very important to let students know the success criteria in the process of their learning. (Destination vs Landmarks)
3) Whether students are motivated to make the effort for the subject depends on how they perceived their chances of success/reward which in turn depends on how much value they place on the success/reward.

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To create more opportunities and protected time for students to self/peer assess and reflect particularly after various AFL so that they can act on improving their learninigs. @ CLIPS will continue to explore in this reflection phase of the students learnings.

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1) For Humanities subject, it is hard to precisely judge whether the answer is right or wrong, as it is a continuum of quality. Hence, first step to develop self-regulated learning is perhaps to get students to be aware of this and to get comfortable for this continuum.

2) The differentiated feedback for different students is a striking enlightenment. It is no wonder that some of the weaker students are simply not ready to use the rubrics and unable to do so as well.

3) M = E * V, not sure if the Value of the subject will somehow appear only towards A-levels for some, if not most of our students. How can then we inculcate this "value" to our students earlier?

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1) Be more intentional in giving feedback, especially the process feedback for the weaker / mid ability students (e.g. link X to Y by using the price adjustment process) vs the more self-regulated feedback to the high ability ones (e.g. how do you know that X lead to Y?)

2) Create time and space for students to reflect on their quality of work, from discussion with peers and internalising what they have learnt.