# data[].attributes.body
The keeping of the reflective journal, Kolb model when i work with my team this year on the project on constant testing. Will use the model to reflect on effectiveness of various corrective instruction methods

# data[].attributes.body
In our school, our teachers work in teams to work projects where we do lit review, peer lesson observations where applicable to explore diff pedagogical approaches, assessment methods etc. this year, my team is involved in the use of constant testing, reflection and corrective instruction to help students achieve mastery of learning. As we go about our project, we need to constantly reflect and evaluate on the effectiveness of our teaching, corrective instruction strategies particularly if the repeated testing results show that students are still not achieving mastery of learning in a certain learning outcome or if in their reflections (seeing from their lens), they think that they understand a certain LO but it is not translating into results

# data[].attributes.body
As you reflect on

1. your growth over the last few months/year,

2. the goals you would like to pursue in 2025 according to Pedagogical Leader, Mentor and Collaborator (PLMC) to impact change,

3. an obstacle that you might foresee facing,

Share two areas of focus/interests you would like to collaborate on in 2025.

# data[].attributes.attachment_link.title
More Support for Schools and Students to Shape the Future of Learning

# data[].attributes.attachment_link.description
At this year's Schools Work Plan Seminar on 20 September 2023, Minister for Education Chan Chun Sing announced the following measures that will equip students with the values and competencies needed to thrive in a fast-changing world

# data[].attributes.body
Suggest some areas of focus we could learn together to deepen our understanding.

# data[].attributes.body
Keeping a reflective journal where I can constantly refer to can help in retention of ideas and learning experiences which i can refer to in future. E.g. we did 2 tier assessments 4 yrs ago and if the challenges and good practices were documented it would help others interested in the project and also if we want to continue this in future years

# data[].attributes.body
Use of AI in assessment and feedback. I am exploring this area but finding it a struggle on my own sharing of ideas will be much appreciated

Purposeful integration of 21st CC in the teaching of our chemistry syllabus and how can we assess these skills in our students? (Referring to the developmental milestones)

# data[].attributes.body
It is similar to the Professional Learning Community (PLC) process in which they focus on continuous development and professional growth. Within my course team of teachers, we meet weekly to engage in self-reflection and share/seek input from colleagues regarding how we teach the course.

# data[].attributes.body
The four lenses introduced by Stephen Brookfield (1999) through which teachers can view our teaching and learning episodes and reflect on the implications through multiple perspectives. This helps to gain a holistic understanding of the impact of the T&L experiences and identify areas of improvement.

These lenses are: (1) autobiographical lens, (2) students’ eyes, (3) colleagues’ perspective, and (4) research lens

# data[].attributes.body
Reflection journal to jot down my thoughts through 2 lenses namely: Autobiographical Lens (looking inwards, personal experiences) and Students’ Eyes.

# data[].attributes.body
Formative assessment

Leverage on technology (e.g. AI) for more effective and efficient T&L

# data[].attributes.body
Zalipour (2015) Reflective Practice’s article highlights Stephen Brookfield (1999) introduces four lenses through which teachers can view these teaching and learning episodes and reflect on their implications. These lenses are: (1) autobiographies as teachers and learners, (2) students’ eyes, (3) colleagues’ experiences, and (4) the literature on teaching and learning. In the same article, Moon (1999) mentiones that writing journals should be sustained in the course of time and on-off type of writing does not ensure that learning has occurred from the reflective process. I found this to be true and I could apply this more consistently... There are occasion where the consistent practice of writing reflection allowed meaningful learning as I continuously tracked my thoughts, experiences and perspectives.

# data[].attributes.body
Journalling would a good way to start. Lesson visits and peer feedback would be beneficial for diverse perspective as sometimes doing a lot of self-reflection may lead to limited perspective/blind spots. Engaging in peer observations may offer a fresh new perspective for teaching.

# data[].attributes.body
Very often, the biggest challenge as a teacher leader is to find time for one's own professional learning amidst competing demands. It is important to stay updated on evolving educational trends and practices, to be leaders to guide fellow senior teachers and staff within own school and cluster schools.

By being a reflective practitioner, I will be more aware of creating opportunities (a push factor!) and thus seeking professional growth. The 'push' comes from self reflections, students' feedback, peer's feedback, readings- these feedback will be used as self reflection which will enable me gain different perspectives regarding my current practice, to get me asking questions and acting towards improvement.

# data[].attributes.body
To better capture my reflection through written form, eg journals, even post-its in LP, short stories... to use questions to assist me to be more focused in the reflective process eg Have i critically questioned my actions, behaviour, speech?

# data[].attributes.body
To use questions to be more focused in my reflective process.

# data[].attributes.body
1. Strategies of increasing student agency in T&L especially in assessment.

2. Strategies to develop students in 21st CC in T&L (in line with Future of Learning)

# data[].attributes.body
1. Explore the use of AI in T&L

2. How to integrate 21cc in the Science curriculum in particular to develop adaptive and inventive thinking in students.

# data[].attributes.body
To have allocated space and time for reflections to create a dedicated and focused environment to delve into my teaching practice i.e set aside time to step back from daily demands of to have the space to thoroughly contemplate lessons and teaching approach. To perhaps structure/ protect the time for reflection to ensure process is not rushed to make more informed adjustment to my teaching practice.

# data[].attributes.body
Stephen Brookfield (1999) introduces four lenses through which teachers can view these teaching and learning episodes and reflect on their implications. These lenses are: (1) autobiographies as teachers and learners, (2) students’ eyes, (3) colleagues’ experiences, and (4) the literature on teaching and learning. (4) - to read literature of more current practices and apply it in practice.

# data[].attributes.body
How to nurturing students' adaptive and creative thinking through scientifically rich tasks and standard problems.

# data[].attributes.body
There are quite a number of school processes that promote teacher's reflection e.g PLT, Open Classroom, yearly planned lesson observations by RO, students' T&L survey for teachers. However, each of these processes are taken very much by most teachers as a 'one-time' event. Reflection has to be intentional, on-going and cyclical to be effective. But time is often a hindrance to the reflective practice.

# data[].attributes.body
The purpose of reflection is for learning to take place. What is common across the frameworks is the need for teachers to observe, analyse and take actions.

# data[].attributes.body
Reflection requires intentional effort. I have to make the time to observe, analyse and draw an action plan (minor or major). To refine the learning for continuous improvement, reflection has to be cyclical.

# data[].attributes.body
these articles reminded me to schedule time for reflection (which is inconsistent now), gave me some tips on reflective models i can use, our school uses the Borton's Model of reflection for all levels.

# data[].attributes.body
using this currently

# data[].attributes.body
1. Explore use of AI in TnL

2. Create LE for new science syllabus

# data[].attributes.body
Strategies to develop e21cc

# data[].attributes.body
Reading the article provided me with a good reminder that reflective practice is an important part of my personal growth. As someone once said, the more you reflect on your practice, the more you will make changes to your practice to make your practice more effective and efficient.

# data[].attributes.body
Developing and nurturing CAIT in students

# data[].attributes.body
keen to look into tapping on AI for assessment and feedback.

# data[].attributes.body
Strategies to develop Adaptive Thinking in students.

Rubrics/checklists etc for teachers to assess students or for students to self-assess independently, if they have acquired this skill.

# data[].attributes.body
Reflect and share your thoughts on your learning in LT NLC.

1. How has the network supported your learning and growth?

2. What changes could be made to enhance its benefits even further?

# data[].attributes.body
I really enjoyed the collaborative spirit and the open sharing of ideas. It was refreshing to hear different perspectives from colleagues, which helped me think more creatively about my teaching practices. One memorable insight was the importance of giving students space to reflect on their own learning. The ideas shared, especially about using reflective practice, have encouraged me to be more intentional about giving students time to pause and process information. I've noticed that students are more thoughtful in their work, and it's helped me fine-tune my approach to formative assessments. I would like to appreciate. Jacinta for always sharing practical strategies and resources. Bouncing ideas with her on using AI in teaching has enriched my own professional practice. It is also encouraging to have a supportive friend on this journey. The collaboration has been particularly helpful to me.

# data[].attributes.body
Reflect and share your thoughts on your learning in LT NLC.

1. How has the network supported your learning and growth?

2. What changes could be made to enhance its benefits even further?

# data[].attributes.body
Question 1:

This 2hr long session open up new ideas and perspectives which prompted me to reflect on my own blind spots. I found the work presented by each and every LTs truly inspiring. It showcases not only the possibilities of technology but also ways in strengthening 21CC development, areas where I am still exploring and making sense of. To name a few examples: the student-led workflow, which promotes student agency; a literature review on adaptive thinking; and the diverse array of AI tools shared, such as Twinery for storyboarding.

I came across a saying that has stuck with me: Teaching and Learning is by design not by default. Effective teaching doesn’t happen by chance. It requires thoughtful planning, purposeful strategies and a clear vision for student outcomes. And I see that from all the presentation in this session. Thank you all!

What stands out most in this journey is the unique yet cohesive teamwork that Audrey, Wen Yi, and I share. There is always something new I learn in our meetings and discussions. While we each maintain our own distinct teaching styles and approaches to integrating AI tools, we have successfully converged towards a common focus.

Question 2:

I would like to suggest incorporating poster presentations in breakout rooms, where we can engage in deeper discussions through Q&A. This format would allow for a more focused exploration of the work presented while giving us the opportunity to ask specific questions and gain greater insights. It could also help streamline the session, keeping it more succinct, interactive, and engaging for all of us.

Bonus:

Most importantly, a BIG thank you to all the MTTs – Siew Lee, Ai Lian and Dr. Shahrin for sitting through all our presentations and giving us your valuable feedback and words of wisdom. A BIG appreciation to Audrey for coordinating this NLC sessions and taking care of us to ensure we are on track.

# data[].attributes.body
I appreciate the power of group collaboration. Engaging in brainstorming sessions allows us to share and expand upon each other's ideas, creating a rich network of knowledge. My teammates serve as critical friends, offering constructive feedback that sharpens my thought processes. With the valuable input from MTTs, their insights and advice not only enhance our pedagogical understanding but also inspire us to explore new avenues of thought. Special thanks to Audrey and Don. You are my role models! Audrey, you convinced me that SLS ShortAnsFA is so much more than just a content-based assessment tool. I would like to explore its affordances in more complex contexts! Thank you, Don, for sharing the comprehensive ABC approach of looking at feedback!

As we look ahead, I suggest that this year be dedicated to exploring the affordances of SLS ShortAnsFA in our work. By considering the insights and suggestions from the NLC and MTTs, we can refine our approaches and set for implementation next year for deeper learning.

# data[].attributes.body
I appreciate the network’s initiative to bring together lead teachers from diverse schools to share perspectives on Artificial Intelligence in education and on nurturing adaptive thinking for our Singaporean students. The session revealed a range of viewpoints and approaches to using AI platforms like SLS and Twinery. It was especially eye-opening to see how teachers employ the same SLS platform in distinct ways, each sharing unique insights. This experience broadened my understanding of AI’s potential applications.

Working with Julie on the adaptive thinking segment gave me a deeper appreciation for our varied perspectives and approaches to the topic. I felt comfortable sharing my knowledge on adaptive learning, and I am grateful to everyone for their openness and for encouraging thoughtful discussions on strategies to diversify our classroom teaching methods. This session highlighted just how much I have to learn about the possibilities of AI in education. Thank you all for creating such an enriching learning environment.

Looking ahead, I believe there’s significant potential to explore additional AI platforms that could enhance our chemistry teaching methods. I’m particularly interested in learning more about personalized learning through AI and in collaborating with fellow lead teachers to examine how AI can make an impact in the classroom. Building on our discussions around adaptive thinking, I think there’s an exciting opportunity to merge AI with adaptive strategies, creating a more focused approach to deepen student engagement and support collaborative, meaningful learning.

Thank you to all and also our MTTs for making time to join us to enrich our learning through sharing of their perspectives on our projects. The support shows that we are together as one to make classroom teaching better. Cheers!

PS: Can we share our abridged slides to that we can delve deeper offline during our own reflection moments?

# data[].attributes.body
From all your learnings, I will be exploring more of how to use the SAFA more effectively next year for the topic of chemical bonding and also to try and use ChatGPT to craft a storyboard by making use of the 2 Singapore case studies on oil spills. Thank you for all your sharings and appreciate all the learnings from everyone.

# data[].attributes.body
This network has allowed me to connect with all the lead teachers, and I hope to learn from everyone again soon! I've gained a lot from our discussions on self-assessment, adaptive thinking, and especially AI.

The sharing on adaptive thinking has deepened my understanding of both inventive and adaptive thinking, which will be valuable as I continue exploring the implementation and assessment of e21CC skills in science and ALP at my school. I hope to continue leveraging this network to exchange ideas—not only on activities that enhance e21CC skills but also on strategies that encourage students to self-assess and reflect throughout the process.

I’m inspired by the sharing on using SLS SAFA and am eager to master the co-pilot function within SLS SAFA as well. Feedback can be delivered through AI tools like the SLS Self-Assessment Feedback Assistant (SAFA) or ChatGPT, or by using answer schemes or rubrics provided by teachers. Students are encouraged to identify which aspects of the feedback resonate most with them and pinpoint areas for improvement. This sharing motivated me to collaborate with a colleague skilled in AI, and together, we’ve created a chatbot to facilitate self-directed learning for staff on two key definitions for our upcoming training on assessment literacy. You can explore it here: https://chatgpt.com/g/g-L0rW8fq0H-zss-assessment-literacy-buddy.

I think this network's current format is great as it is.

Lastly, thank you to Audrey for her leadership and to all the MTTs for their valuable advice!!

# data[].attributes.body
Create a lesson package for chemistry instruction that utilizes AI tools, along with other electronic pedagogical resources, to address learning gaps through personalized feedback and facilitate transfer of knowledge to different contexts.

# data[].attributes.body
I've learned a lot from Don and Wen Yi, particularly about their experiences with SLS ShortAnsFA. During Meeting 1, they generously shared their examples with me, and I'm truly grateful for that. Wen Yi has helped me think more deeply about more affordances of SLS e.g to use annotation tools from SLS. While Don also introduced useful frameworks for considering our projects holistically. His fresh perspective is always inspiring. I'm also thankful to all the MTTs and LTs for their encouragement and willingness to share their insights.

To enhance our network learning even further, maybe we could do a combined sharing in the future! There is a lot of commonality across all our projects and perhaps we could observe each others' lessons?