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The way we facilitate coursework is a highly social and emotional activity. TSR has to be built up so students can learn and be guided better.

The points mentioned by the speaker have already been practiced in Art lessons i.e. how students relate to certain Art Themes. The talk helped to consolidate our practice into words.

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Certain values resonate with the HBL mode of learning. i.e. Independence/Self-directedness/Digital resilience.

Important to build digital resilience – overcome obstacles in learning the digital way (digital advertisers, fake news, etc)

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Ask students "What kind of world do you want to live in?" Encourage them to imagine their future. Get them to design or draw or write their thoughts about the future. Send their ideas about the future as messages to themselves via whatsapp/email.

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How to build TSR with the student groups which we only meet once a week (lower secondary Art/D&T/Music students)?

Building digital resilience within ourselves as teachers.

How to communicate to the students regarding their progress in SEL that the teacher has observed?

What can we do to teach or inculcate good values and meaningful relationship-building for the digital future, whether in a physical classroom or on a digital setting?

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Keynote 1: Why learning is social and emotional to the brain 

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Keynote 1: Why learning is social and emotional to the brain 

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Emotions about ideas is more important than emotions about outcomes. Make lessons more relatable to the students in order to engage them better. e.g. Use humour. When humour is used, students are more engaged. It triggers students to learn more effectively.

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Being mindful in our selection of materials for teaching, not just things prescribed by MOE or our SOW – • Perhaps more thought needs to be put into our topics (for journaling) and even the stimulus that we provide to 'activate' that part of the brain so that students become more emotionally connected .

Be more intentional with the stimulus that we choose in our teaching units. Videos, and articles - powerful tool if the emotional aspect of these sources connect with our students .  • Add more authenticity and choices to the tasks so that the tasks are in line with their interests.

Student-initiated learning would perhaps be a very useful platform as naturally students would more likely be emotionally attached to their choices and decisions whether in choosing the assessment format or learning materials.

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Digital / Information Literacy:getting students to gather and research data, appreciate alternative perspectives, prevent cognitive bias - how do we achieve these outcomes as a department / subject pedagogy?  Hybrid Media Thinking:I think EL/Lit subject can potentially really embrace this given that curation, connection, and creation that really aids a skills-based subject

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One idea is Future Thinking. How do we get our students to think about living with technology in the future? Since we are doing journalling now, we could get students to 'send' messages to themselves from their future. They can imagine 'what' they will become 5 to 10 years from now  and what message they might be sending to their 2021 them.

We should also train our students to be critical thinkers by identifying and critiquing fake news as students will be bombarded by so many news in the internet every day. This is one way to build up their digital literacy and EL subject lends itself very well to this particular competency.

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Able attend specialised course (eg coding). Provide in-house training to level up teachers.

Open classroom / zoom session that teachers may attend whereby expert teachers can share with others their skill and knowledge. TTT sessions can also be used for sharing.
Specialised short videos (on use of various ICT tools) can be made and be shared with teachers as a form of fresher activity

Knowledge in other subjects is needed as there is interaction between the various subjects (Maths /  Science )

Attend course that have a better understanding of students' various learning needs. (SEN)

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Keynote 2: New Literacies for the Uncertain Future

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Keynote 2: New Literacies for the Uncertain Future

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In the choice of materials for teaching - firstly to understand the class characteristics, and then to choose materials /topics that allow students to be emotionally committed to the topic.  This belief can be adopted in Journaling, Writing assignments, Oral communication topics.

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Able attend specialised course (eg coding). Provide in-house training to level up teachers.

Open classroom / zoom session that teachers may attend whereby expert teachers can share with others their skill and knowledge. TTT sessions can also be used for sharing.

Specialised short videos (on use of various ICT tools) can be made and be shared with teachers as a form of fresher activity

Knowledge in other subjects is needed as there is interaction between the various subjects (Maths /  Science )

Attend course that have a better understanding of students' various learning needs. (SEN)

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In view of upcoming school plans on blended learning and PDLP, It is also crucial to note the implication and impact that digital literacy has on the emotional development of our youths. Digital literacy doesn't just involve knowing how to use the ICT tools (technical knowledge) but It also involves managing the emotional aspect (well-being) of the learners. Digital literacy is an important journey that students and teachers must embark and grow together. The well-being and wellness of our students has to be carefully monitored and managed by us as educators. In this digital age, use of ICT to enhance teaching and learning has become normalised these days and will be here to stay. Hence, it is important that values and self-identity must not be compromised in the quest for digital literacy, in managing the emotional development of our students.

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Propose use of online peer assessment during projects.

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(1) workshop sessions on how students can be engaged both cognitively and emotionally
(2) possible inspiring talks/videos where students can attend to get them inspired and motivated
(3) how CCE components can be infused in a Math lesson

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It is therefore important for us to be mindful of the learning environment and culture which can create positive learning experiences that will evoke positive emotions. We can start by looking into our curriculum and infuse learning experiences that help to shift students’ emotions about outcomes to ideas. We also need to make students feel safe in our face-to-face as well as online lessons. During this Covid-19 situation, we need to provide support for their emotions and mental well-being, more than focusing on academic outcomes. We have to continue to provide support in the way we approach blended learning to bridge the disparity and try to have a more equitable distribution of outcomes and ideas amongst students. In order to engage and evoke positive emotions in students in our day-to-day lessons, we need to look at the existing platforms that are already in place - how we can infuse the CCE components in our everyday interactions with students.

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As a department, we know that it is imperative to connect students’ learning to something that they can relate to and care about. In line with our focus for 2021 – CONNECTING CONCEPTUAL UNDERSTANDING, we need to understand what matters to them and think of how to help them make sense of the importance of their learning. It is perhaps more than just conceptual understanding of the subject. We need to activate positive emotions on the ideas learnt from the subject as this will definitely make learning more impactful and meaningful. It is about learning the content in the real world and not just because of grades. We are in the journey to create a balance in impacting students’ aptitude in the subject as well as students’ attitude towards the subject. If we can shift students’ emotions about outcomes to emotions about ideas, perhaps in the long run, students’ can reach their desired altitude in the subject! =)

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When the new CCE curriculum was launched this year, where every lesson is a CCE lesson, this has certainly put us to a great start where the department has already planned to infuse CCE components for students to reflect on their learning and progress after formative and summative assessments. This is one of the department's existing plans to manage the social-emotional well-being of our students in their learning towards Math/PoA. With the coming up of PDLP devices for students, we need to ensure that we are at least equipped with the necessary skills to engage students more effectively using these devices, especially during remote learning, in making learning more meaningful and impactful, both cognitively and emotionally, in their lives. Perhaps, what we would like to do more strategically as a department now is - How can we create a garden within safe boundaries for students to explore and develop appreciation for the flowers (a.k.a applications of Math/PoA in the real world) :)

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PD for Differentiated Instruction (DI).

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Let them play to explore and experience the emotions of success and failures and learn from them

Show videos to students to trigger emotions and get students to reflect.

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Digital Literacies are intertwined in our Learning, Working and Living.

To get students to dream of what they can achieve/do in the future.

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Teachers need to be trained how to identify and analyse fake news if we want to be able to teach this competency to our students.

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Students will have opinions on issues so teachers can link back to the study of Role of Government  (Social Studies) in the vaccination issue for teenagers. Can tap on Just In Time (J.I.T) issue that will appeal to the students.

We need kids to develop greater historical empathy in our teaching. It is no longer purely content driven. Can consider looking at micro history and how it impacts smaller individuals before branching out to macro history. For example, through interviews of common people / family members. For example, getting the students to identify the feelings of the Jews under Hitler's rule.

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Meaningful learning involves emotions, how can we use this during our lessons to enhance learning.

How can we use/create areas of success/achievements for students to activate the emotions of students - to help them remember, connect to the lessons?

Embrace social and emotional learning - fun and cooperative learning

Mini games/competitions gives students a taste of joy of victory/agony of defeat.  To help them develop skills and strategies to achieve their goals.

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Computational thinking and design/systems thinking used to be specialized skill sets that belonged almost exclusively to certain job scopes (think coders/IT industry). However, with digital literacy now becoming entwined with our daily lives, we need our students to comprehend and be well versed in digital literacy.

In this fast pace digital age, it is important for teachers to guide the students in making sense of the information. The growing of importance of collaboration between individuals and pace of getting information is also getting more fast pace

How teachers and students have to work in creating a 'safe space' for students to ensure proper online discussion and learning. Need to have critical thinking on online information and weed out fake news.

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As students have their chromebooks, make use of digital  resources - google classroom for worksheets, checklists, peer assessment.

Collaborate with teachers in the department.  Find resources in OPAL, or the community of learners.

Using google classroom, kami to mark students work.  Can  annotate and highlight areas to note on the video of students practice during zoom meetings.

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Teachers to facilitate student discussion for example during oral practice, email writing and compo writing. Teachers should touch on the topics they are interested so as to get them to discuss so that they can have emotion about the topics. Teachers should not rush but give more time for discussion and teachers will have to listen to them and make response to their views.

Teachers should also ask students what topics they want to discuss, give them a choice, it should not be dictated by teachers.

Use afternoon or curriculum for debate the topics of which should be interests to them.

Students can also write journal that is of interests to them. The journal is to get students to evoke their emotions

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Science Current Learning Experiences that can relate to Keynote 1

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Science Current Learning Experiences that can relate to Keynote 1

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Chris: Exploring knowledge with students beyond textbook after sparking curiosity in the concept of gravity.

KTay: Using teaching tools for illustration such as the soda drink maker to teach mixture of gas and water with tasting. Also shared about making connections between science concepts with daily life experiences.

PS: Bringing students to lab to see chemical mixing and reactions.

Cheryl: Making science concrete with practical experiments.

JKee: Teaching respiration through sense of sound from vocal cords.

Yvonee: Engaging emotions will benefit beyond grades because students will carry with them to the later part of life after graduation.

PH: Emotions includes curiosity, interest.....from MLS

Challenges:

Grace: Harder to build rapport (esp with mask) before attaching emotions to learning.

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Science: Applying learning from Keynote 2 to our classroom teaching using technology

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Science: Applying learning from Keynote 2 to our classroom teaching using technology

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KW: Need teachers to be creative and open to changes in learning. Also need to equip our students with digital literacy such as decipher credibility of info. Building resilience by learning Science at own pace.

LM: Need to teach digital literacy such as being respectful to different views online etc

Huiping: As compared to when I first started teaching, teachers are using more e-pedagogy nowadays. I think as a department, we are constantly learning and upgrading ourselves by including more of such opportunities to use technology in our lessons. Students actually pick up very fast.
Challenges:
Cheryl: Still boils down to crafting a good lesson to engage student's learning and it takes time and effort.

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1. Besides digital literacy skills, what other soft skills that teachers must impart to students in order to strike a balance. Use technology as a tool and not the ultimate tool, so as not to be too lop-sided.
2. Use technology for discussion and for peer assessment. Teachers provide a safe environment for them to respond.
3. To identify the big rock in the department, what is the common platform for the school so that it will be confusing for students.
4. The important skills that teachers must impart so as to better teach our students. Such skills are find, think, apply and create. Skills such as what is right and wrong is also very important.

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No doubt Kahoot is very engaging (in terms of emotions) and a very effective technology platform with wonderful features. However we need to be confident that the tool achieves our learning objectives and not just the emotions evoked from all the fun and competition.

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PH shared with the Science team on use of SAMR (which he learned from MLS) when considering technology in lesson design.

The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition.