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As student wellbeing includes other dimensions like physical and cognitive wellbeing, what about including them as well. Also for us to feel a sense of awe and wonder, appreciating beauty would be important too. Hence how can we reflect the other aspect of student development into purpose and well-being

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CCEB (Table 3)

1. Strengthen sense of purpose, M-AR-EF not just in our areas of work, but bring others (e.g., other subjects) onboard to enhance these areas too. For example, reflections done after assessments are important too — not just based on feedback linked to the questions, but also their emotions, sharing what they can do better, how they will do things differently.

2. Tap a growth model/frame and apply it across subjects and learning experiences to reinforce learning.

3. Curriculum design: how to bring across sense of purpose. Providing opportunity / authentic learning experiences to connect to different people, different communities.

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Authentic environments, experiences and interactions for neuroplasticity, neuromuscular programming etc.

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Students need meaningful opportunities to reflect, share and distil their experiences. Through introspection and discussion, they can deepen their understanding and develop important human emotions such as appreciation and gratitude for their learning journey.

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Introspection from daily lived experiences, planned experiences, for deeper learning and time to spar their thoughts and ask questions to distill their learning.

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Curate tried tasks whereby AI was inaccurate. Prepare a list of tasks whereby AI was right as well as when they are inaccurate. Get the students to complete the task and authenticate AI s responses to let them realise that AI is not always right. Judgement call is required. They need to verify the facts.

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Redesign VIA to focus more on interaction time with people students are meeting and less on project design. These interactions with the same people should be more more than once a year.

Allocating time within curriculum regularly for students to have circle time where they discuss and solve issues of the classroom and school.

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Perhaps one distinct human intelligence compared to AI would be creativity. AI is generated from human output, whereas humans continue to be generative and yearn to create something new.

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Allowing our students to go through the lived experiences. By:

1. Strong teacher's facilitation

2. Thoughful student's reflection

3. Sustainable enactment of programme / activities

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Experiences that are unstructured and take place over an extended period of time. Students grapple with challenges and uncertainty and experience successes and setbacks. They invest time, effort and take risks. There should be space for reflection as they go through the experiences.

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Camps with VIA component.

Lessons that deal with moral dilemmas.

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When planning for the VIA, students exhibit agency and purpose. During the experience, they will need to manage differences and work with others thus spotlighting on SE competencies.

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Experiences that allow students to explore and discover what they love, what they re good at nd what the world needs.

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There is human-ness in all curricular subjects. For the scientist, it is about having a sense of curiosity, the humility to hold a sense of doubt over research findings. In Math, the desire to problem solve in an elegant manner that can be sublime. In the arts , valuing individual subjectivity and seeking to understand and express the human condition. Unfortunately in the way students are guided to learn these subjects, we don't bring out these very human and wonderfully human traits and motivations.

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Experience and appreciate friction in life

Don’t know what you are missing out in real life and settle for what technology can deliver (e.g. listening music through spotify vs a life concert seeing how music is created)

Multi-modal, immersive learning experience

how to help students to appreciate life that is not over-stimulated and enhanced

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For self-identity, there are key ECG SDEs to allow students to be aware of their own strengths/interests, develop their sense of purpose. For example expose them to different industries professionals during career talks. With that sense of purpose will motivate them to explore different opportunities that allow them to realise their goals. In ECG component in CCE lessons, the students are encouraged to explore the different industries By exploring opportunities will also allow them to find learning opportunities to stay relevant.

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Experiences that involve direct interaction between individuals with common purpose. It should include relationship building, getting students to think beyond themselves, and engage with diversity of perspectives and opinions.

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CCA experience and students participation in performances and celebrations can strengthen our students’ human intelligence. These are areas where they can learn leadership, teamwork and empathy. Competitions can also be platforms where students learn humility and perseverance.

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Experiences that involves group (with various other people) e.g. VIA

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How about valuing diversity?

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What about sense of reality? For students to develop their sense of humanity, it would also require our students to appreciate the real world for what it is, without the additional filters that add vibrant colours, the messiness of interactions and relationships etc.

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That there is a real need to distinguish the difference between being human and AI, that there is a real risk of blurred identities and lines between the two.

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Loaded.

Is there a difference between “the sense of humanity and qualities” pre-AI and AI?

If there’s an answer for the above, then possibly can proceed with the question.

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MOE can lead the narratives and provide acknowledgment of humanity and qualities that define us in the age of AI. Parents can lead by examples in making moral decisions and displaying right values and beliefs. Teachers can educate on social responsibilities, cyber empathy and mastering AI and Tech thru lessons and school activities.

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Wondering if we should add sense of humanity in others too in the question

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Guiding students to develop qualities that distinguishes them from AI, e.g. ethical decision-making, being resilient and adaptive, having empathy and collaborative in nature.

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The speed at which AI is growing and impacting our lives shows the uphill task ahead for educators — can we ourselves recognise the qualities and understand them sufficiently to help our students develop them? How do we know if our students have developed them? How can we integrate these in IP subjects?

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Human has underlying needs to create, to be creative, to love and care, and to receive love and care. In the age of AI, such human qualities can be less attended to. It is reported that adults are regressing in literacy, we may also be regressing in our humanity and humanness if we are not careful about the over dependence on tech and AI.

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The ability of discernment, the ability to incorporate thinking of others and the implications of effects and the ability to agree to disagree.

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Through lived experiences that are less nuanced than AI and the process of overcoming difficulties which fosters resilience and grit

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To know that AI is a tool to enable them to learn better, to create better, and ultimately to live better, and to learn the skills to use it as a tool, and not rely on it as a human substitute.

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Considering that our students are digital natives, this is a critical question for us to think about. It is thought provoking and at the same time can be quite overwhelming

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Why the focus on distinguish - is it that they are more important? Is it to cultivate them more intentionally? What then do we do with qualities that are not distinctive enough, but could still be essential or fundamental?

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Thoughts on the qn: I think this is a powerful question, that helps us focus on what we want students to think about and grapple with. Also prompts us to think about the actions to take.

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Through authentic learning experiences that promote student-student interaction, student-mentor interaction and foster their affective growth over time.

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I wonder if there should be two parts to this question. There are different aspects to this question: one focuses on the development, while the 2nd part looks at different qualities.

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Through experiential learning, touch and feel. Through serving others

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The affordance of AI and the risk of overuse of AI may hijack the learning process and student development opportunities such as productive struggle, grit and perseverance in learning, deep learning versus superficial AI generated responses, internationalized knowledge vs poor longer term retention of learning for not having ‘struggled’ through learning and growth mindset.

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Navigate, communicate and interact.

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I like the 3 verbs in this question:

recognise

Value

Develop

I think it Centers us on the reflective journey we want to bring students along, to preserve our unique identity as human and to preserve human connections

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Term sense of humanity is a big concept, and wondering about how to bring it to an age appropriate level for the different levels in primary school

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Time and space with the right teachers/mentors must be available to support them in doing deep reflection, sense make and connect their learning experiences.

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To help students recognise what sets them apart as human beings, it ties to having a strong sense of identity and knowing his/her beliefs, values, emotions, strengths and weaknesses.

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Having activities that promote social interaction. From the social interaction, there will be learning moments to promote human qualities such as empathy, awareness of their own abilities. Discernments of right or wrong

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Experiences that allow growth, that can be challenging, difficult or even painful.

Continued interaction among peers and teachers even when engaging with AI, not allowing technology to silo individuals further.

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Have a conversation about it, to get students to uncover for themselves what it means to be human, to celebrate it in the presence of others

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Being in an environment and experience that requires human interactions and dealing with emotions.

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Think-Pair-Square

What key learning experiences can strengthen our students' human intelligences?

individually reflect and respond to the question

share your thoughts with a partner

further discuss your ideas with another pair, and record your points (do appoint a scribe).

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[Summary] Impact of AI on holistic student development

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What could be some other aspects for consideration, if any?

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a) One key insight from this session

b) Something I would like to explore further is...

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When you have posted your small group's discussion points, please

read & comment on the other group’s ideas;

affirm/build on others' ideas;

ask questions;

and/or offer different perspectives.

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What are your thoughts on this question? : How can students recognise, value and develop their sense of humanity and qualities that distinguish us in the age of AI?