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2 interesting ideas:

1. Demonstrating and modelling metacognition are key to showing students how and why metacognition is useful in their learning.

2. Collecting evidences of learning in various forms (observations, conversations, and written work) feed forward for teachers to close learning gaps and keep us accountable.

One possible implementation for EL teachers:
Collecting artefacts of writing done overtime to have students reflect on their own growth using "I used to...", "Now I ..."

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2 interesting ideas
- teacher role modelling of metacognition to students
- incoporating thinking routines such as "I used to..., now I ..." into the cultivating of metacognition

1 idea we can try out.
Identifying and replacing good strageties with better strategies

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2 interesting ideas:

1. Children (even as young as 3 years old) can start learning ways to monitor their own thinking.

2. When we (students and adults alike) learn to monitor how we think and acquire the skills of metacognition, we are equipping ourselves and our students to become independent lifelong learners.

1 idea that we can possibly implement:

- Boost our own assessment literacy by trying out the sentence starters "I noticed that..." and "Next time, I/you might want to try..." when we give feedback to our students and observe what effects it has on our students' learning behaviour.

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2 interesting ideas:

- Triangulating learning evidence through products, observations and conversations to increase validity and reliability. Could be useful to further guide teachers to use information for assessment for learning.
- Change management for shifting practices (instead of just adding on); letting go of some good things for the better things.

1 possible idea for implementation:

- Using prompters such as 'I noticed ...' to guide students' responses to elicit their metacognition.

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2 interesting ideas:
- To 'assess' requires us to 'sit beside' our students. Other than sitting beside them to find out what they learnt through triangulation of the learning evidences, I also see it as us teachers journeying with our students through the learning process (beyond designing it for them).
- Focus on what counts, what matters and what is important when we plan our teaching and design assessments. When modelling metacognition for our students, we should also think carefully about what we say and what we do in our classrooms.

1 idea we can implement:
- Make use of the sentence starters 'I noticed that you...' and 'Next time, you might try ...' ourselves and teach our students to use them too!

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-Use of the phrase "I notice that you ..." & "Next time, you..." to recall observations made. Aligned to SEL, students practise social awareness as they share ideas(observations).
-Intentional mapping of students' achievement of outcomes-->allows teachers to have overview of students' thinking

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2 interesting ideas:
1. Strengthening metacognition and triangulating learning evidence are two complimentary processes. Learning evidence can be triangulated through observation, conversation, peer / self feedback, across time.
2. It is important for teachers to consider using strategies that students can monitor their thinking and learning.

1 idea to implement:
1. Enhance students' metacognition by asking inquiry questions and allow peer feedback. Consider using sentence starter such as 'Next time, you might try ...' during peer feedback.

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2 interesting ideas:
- Developing metacognition through the use of a checklist to guide students' work. (Parallels what is being done for PDLP via the use of a self-monitoring checklist), which allows them to make judgements of their learning process. Also encourages more self-directed learning.
- The role that triangulating different types of evidence plays; challenging students to substantiate their assessment of a piece of work by providing evidence, and teachers being intentional in the type of evidence they want to collect and focus on.

1 idea that we can possibly implement in school:
- Developing our students' observational skills and equipping them with the skills to convey their observations as accurately as possible.

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2 interesting ideas:

1. Teachers demonstrating and modeling their thinking process to their students.
2. Teachers being clear about what they want to see when making observations of their students' learning and involving the students in conversations

1 idea to implement:

1. Developing the vocabulary for our students to describe what happens during the thinking process so that they can verbalize their thinking, making their thinking visible.

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2 interesting ideas:
o   Triangulation and Metcognition complements one another: Collection evidence from products, observation and conversations which increases the validity and reliability
o   an example of how it can happen in Maths through Math talk; criterion for student observers; T gives the language so that students will be able to give meaningful feedback

1 idea
develop useful strategies for teachers to role model. we can leverage on current STAGE Framework; use it to work with students to create a personalised criterion for each class. Key is that teacher clear of what to observe; students understand the criteria and given the opportunity to observe and provide feedback.

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Share with us from the key note session; In the subject key in your name

2 interesting ideas that you have gleaned from the key note address

1 idea that we can possibly implement in school that will help in our students learning