# data[].attributes.body
Part 1: 1 March

Calibrate

What are the pedagogical approaches across departments? - surface in workplan

SEM survey - teacher vs student perspectives on S1 stems

Codify

What are the current approaches?

How effective are they?

Conversation with departments to identify 1-2 areas department wants to deepen

Collaborate

Purpose: deepen practice, validate, affirm or cross pollination

Exemplar: LS Science & D&T

Part 2: April

Each department presented strategies that are proficient vs to deepen

Review of lesson plans

Sharing of collaboration / conversation with partner IP subject

# data[].attributes.headline
2024 S1 Review during Dept Mtg (12 April 2024)

# data[].attributes.subject
2024 S1 Review during Dept Mtg (12 April 2024)

# data[].attributes.body
1) What are the approaches / strategies / routines to keep, improve, start, stop?

Keep: Thinking routines (STW, OII, DAIE), Borton's Reflection Model, e-Ped, IBL (For FCE/NFS coursework), DI, QQ

Improve: 3Es (Improve on Experience (OTH LJ), Extension for FCE); Improve on Experience (enrichment for D&T) and Extension (competitions); Improve on Exposure/Experience) (PABL for Sec 2 music lessons) and extension for music unit e.g. in house performances, pop-out bands in school or SHPS

S: Metacognition process

S: Decide and Respond for music unit

2) How has your dept made use of students' reflections (metacognition)?

Teachers do not pervasively use students' reflections to gap up on learning gaps. We do use exit ticket strategy such as 3-2-1, "I used to think, now I think", Borton's Reflections Model, but can be done more regularly and intentionally.

3) How does it inform you of students' learning?

Shows students' challenges faced e.g. knowledge acquisition, teamwork, etc, and also show teachers' delivery may not meet students' diverse needs.

# data[].attributes.body
1) Current approaches/strategies/routines

Experiential learning cycle for EBS (concrete experience-reflective observation-abstract conceptulisation-active experimentation)

Thinking routines

DI

HD Rubrics

E-Ped

Borton's reflection model

2) Effectiveness of the approaches/strategies/routines

Experiential learning cycle (Proficient: pervasive in designing of learning experiences for EBS such as LJ and authentic learning experiences)

Thinking routines (Proficient: deployed where possible in topics, e.g. designing of SLS lesson package)

DI (Emerging: explicit on needs-basis with students with SEN)

HD Rubrics (Emerging: trialed in 2023, need refining in 2024)

E-Ped (Emerging: working towards pervasive implementation for HBL lessons, challenge owing to time and frequency)

Borton's reflection model (Proficient: in certain topics)

Quality questioning (Proficient: deployed during lessons and providing feedback)

3) Areas to deepen/look into (prioritise)

Inquiry based learning (align with next phase of syllabus development: Look out for PD opportunities from CPDD)

Taxonomy of learning gaps (emerging)

# data[].attributes.body
2024 S1 Review

1.What are the current approaches /strategies / routines your department have adopted so far?

-Quality Questioning

-Intellectual Standards,

-DI

-3E

-Design Thinking (Air-novate)

-E-Ped

AfL Tools- Taxonomy of Learning Gaps, Concept Mapping

2.So how effective have the approaches /strategies / routines been?

-Quality Questioning (Accomplished)

-Intellectual Standards (Accomplished)

-3E (Accomplished)

-DI (Proficient)

-E-Ped (Emerging)

Use of HD Rubrics for Sec 1 Wonder Project, , Sec 2 Energy Project, Air-novate (prototyping)

AFG:

-Levelling up teachers

-E-Ped

3.What might be 1-2 areas that your department wants to deepen / look into?

AFG:

-DI for adaptive inventive thinking

-AfL -Taxonomy of Learning Gaps

# data[].attributes.body
Revisiting 2023 and Review in 2024,

Together with department KPs, IP heads will reflect and input for 2024:

For your candid sharing so together we can Go Forward -

1. What are the current approaches /strategies / routines your department have adopted so far? (update in the ‘calibrate’ excel sheet in slide 2)

https://docs.google.com/spreadsheets/d/1FikE5_Y5heD2gVGoqcGkzYch276AwKXy/edit#gid=1973479743

2. So how effective have the approaches /strategies / routines been? Broadly rate the overall use of strategies: Is it Emergent, Proficient or Accomplished …. Suggest any possible reasons for your rating?

3. What might be 1-2 areas that your department wants to deepen / look into? What might you prioritise to deepen disciplinary thinking?

Reflect on your current reality and journey thus far:

Key strategies / approaches:

What / So What / Now What?

# data[].attributes.body
1.What are the current approaches /strategies / routines your department have adopted so far?

-IBL

-Thinking Routines

-Reflection

-AfL Tools- Error Analysis, Intellectual Standards

2.So how effective have the approaches /strategies / routines been?

-IBL (Accomplished)

-Thinking Routines (Proficient/Accomplished)

-DI (Proficient)

Use of HD Rubrics for GI,HI,II, PT

AFG:

Developing Metacognition

Levelling up teachers

3.What might be 1-2 areas that your department wants to deepen / look into?

-Thinking Routines

-Developing Metacognition

-AfL to AaL (TOLG)

-Hum Extension Prog :Deepen Disciplinary Thinking, Strengthen Thinking Across Disciplines

# data[].attributes.body
(WHAT)

Purpose of sharing:

(a)    Take stock of the current learning experiences of our students

(b)    Define the desired state and propose plans to achieve it

As we reflect and articulate our practices, let’s keep our sight on the school focus / vision. Some questions we might consider:

1.       Who are we developing?

2.       What are the student outcomes (HD) we seek to achieve?

3.       Why are these outcomes relevant to current and future contexts?

4.       How are we fostering meaningful learning experiences to develop HD?

5.       Is the design of these learning experiences guided by the 3E (Expose-Experience-Extend) Approach?

6.       How are the learning opportunities Collaborative, Applied, Reflective, Inquiring, Integrated?

7.       How is thinking within our disciplines deepened through these experiences?

8.       What are the strategies that work well? How do we know?

9.       How does the desired state look like? How are we planning to achieve that state?

(SO WHAT)

Listen with a Focus

Provide feedback so that we can progress together.  Ladder of feedback:

(a) Clarify

(b) Value

(c) Concerns

(d) Suggest

Post a useful strategy that your dept can adopt / adapt.

(NOW WHAT)

Reflect

Study your 2023 Workplan and ascertain changes to be made.

# data[].attributes.body
1. What are the current approaches/ strategies/ routines your department have adopted so far?

3E

Paul's Reasoning Model

DI

AfL

E-Ped

2. So how effective have the approaches/ strategies/ routines been?

3E (Proficient)

Paul's Reasoning Model (Proficient)

DI (Proficient)

AfL (Emergent)

E-Ped (Proficient)

3. What might be the 1-2 areas that your department wants to deepen/ look into? What might you prioritise to deepen Disciplinary Thinking?

DI (priority)

AfL

Now What?

to level up teachers' competencies to harness e-ped and design purposeful lessons that take into consideration different learner profiles.

Intentional effort for students to work on feedback given to them

# data[].attributes.body
1) What are the current approaches / strategies / routines your department have adopted so far?

3Es approach

Thinking routine

Design Thinking (D&T Only)

Inquiry Based Learning

Quality Questioning

Differentiated Instructions

e-Pedagogy

Borton's Reflection Model

Various AfL strategies through teacher, self and peer assessment

2) So how effective have the approaches / strategies / routines been?

3Es approach (Proficient/Emergent for D&T and Music)

Thinking routine (Proficient - STW, DAIE (Feldman's Approach for Art Critique), OII (For D&T)

Design Thinking (D&T Only - Proficient)

Inquiry Based Learning (Emergent)

Quality Questioning (Proficient)

Differentiated Instructions (Proficient/Emergent for new teachers)

e-Pedagogy (Proficient)

Borton's Reflection Model (Proficient)

Various AfL strategies through teacher, self and peer assessment

3) What might be 1-2 areas that your dept wants to deepen / look into? What might you prioritise to deepen disciplinary thinking?

Differentiated Instructions

Digitalisation Journey (e-journalling, portfolio building)

3Es (Enhance Experience and Extension through established partnerships - e.g. For Experience, Sec 2 FCE LJ to OTH to learn about environmental sustainability, LJ to Temasek Poly, bringing in professional Artists through NAC Art workshop to deepen certain skills acquisition, PABL for music) For Extension programmes, look out for external learning opportunities / competitions.

# data[].attributes.body
1) What are the current approaches /strategies / routines your department have adopted so far?

(a) 3A (Awareness-Appropriation-Autonomy) approach

(b) Thinking routines / quality questioning / E-ped / DI

(c) Assessment practices: Use of HD rubrics, 4 levels of feedback, ladder of feedback, taxonomy of learning gaps, reflection

2) So how effective have the approaches /strategies / routines been?

(a) Approaches

- (Competent)Teachers use the 3A approach to structure lesson plans and materials

(b) Strategies/Routines

- (Competent)The use of thinking routines usually come with quality questioning as evidence in lesson materials

- (Competent/Developing) While some teachers effectively use ICT tools / platform in class, there are a handful who can explore a wider range of tools

- (Developing) Most teachers are able to put in scaffolding strategies to help students learn, they can look into the other aspects of DI that will enhance teaching and learning

(c) Assessment practice

- (Competent) The use of HD rubrics (mainly CIT) is evidenced in both dept activities/programmes and integrated projects.

- (Competent/Developing) Teachers are getting more confident in providing 4 levels of feedback (mainly task and process levels) although they may have different entry points.

- (Developing) The use of ladder of feedback is evidenced in some worksheets to help build respectful feedback.

- (Developing) Started exploring taxonomy of learning gaps – quality of writing improved (e.g. Lit essays).

3) What might be 1-2 areas that your department wants to deepen / look into? What might you prioritise to deepen disciplinary thinking?

Feedback literacy/conversations

# data[].attributes.body
https://padlet.com/silshss/disciplinarythinking

S:\01 SHSS\02 Strategic Planning\BSC\2020 Devt 2022 Map_Staff Engagement\4 Staff Engagement 2020\2 Disciplinary Thinking (30 Oct & 9 Nov)\5. Dept Plan (by 31 Dec)

# data[].attributes.body
https://docs.google.com/spreadsheets/d/1fbWEjcSHJNZ3z2dyUmVWYdUjmVacJ-jcg_vFUOYlXZE/edit#gid=0

# data[].attributes.attachment_link.title
Taking Stock and Going Forward as a Department

# data[].attributes.body
https://docs.google.com/spreadsheets/d/1FtKzW4hruRFHaMsyEvfB377RlIMNIJns/edit?usp=sharing&ouid=117831015127598794259&rtpof=true&sd=true

# data[].attributes.attachment_link.title
(For review) SEM Student Survey 2022 (draft 21Jun).xlsx

# data[].attributes.body
https://at.doit.wisc.edu/wp-content/uploads/2016/03/R2C-learningInDiscipline.pdf

# data[].attributes.headline
Review of MTL learning experiences (current & future)

# data[].attributes.subject
Review of MTL learning experiences (current & future)

# data[].attributes.attachment_link.title
Review of S1 Hum Dept Acad Meeting 24 Feb 23 for upload

# data[].attributes.headline
Sciences Learning Experiences (current to desired future)

# data[].attributes.subject
Sciences Learning Experiences (current to desired future)

# data[].attributes.attachment_link.title
Review of S1_EBS&POA_24 Feb Acad revised

# data[].attributes.body
Collaborative
- Project work
Applied
- Applied learning with real-life situations / scenarios
Reflective
Inquiring
- IBL
- Art Inquiry approach  / Active learning through quality questioning
Integrated
- For future consideration based on new SOW

- Need to draw out the key strands of integration

- Dependent on syllabus and content

- Integration in terms of skill sets and concepts

# data[].attributes.body
SS

Social scientist at work

Deepen skills in CIT & analytic skills

Student voice on social issues

Technology enabled learning

Geography

Inquiry at the heart

IBL framework

Concepts and grammar of geography

Making sense of data

Action oriented

Generation of ideas

Digital map for spatial representation

History

Gather evidence

Construct narrative

IBL

Research

Historical empathy

Conceptual thinking & deepening of skills

Partnerships with organisation

SOW – intentional in highlighting DT

Eg. Frayer’s model for concept understanding

Skill and evidence based

Metacognition – reflective thinking on how thinking have changed

GI/HI/II – structure of thoughts

Discussion based lessons

Students develop solutions

evolution of national icons
identified ICT for technology-enabled learning
Real world application - industry partners for NMP

# data[].attributes.body
To be intentional in making the concept and thinking and process (IBL) explicit to students.

# data[].attributes.body
problem solving framework aligned to school
Expose
- use of big ideas
Experience
- DI , e-ped, inquiry used
- T&L students discussion and presentation
- math thinking in class through student discussion
- math modelling - to explore to deepen it
- math learning experiences using manipulatives (applied?)
- theme base story (Applied)
- data analysis and processing with authentic information (Inquiring)

# data[].attributes.body
Awareness
- content building - idea, information n vocab to express as good communicator
- thematic approach
Platforms
- project work
- collaborative group discussions

Patchwork assessment used

authentic and experiential learning with link to everyday life

autonomy - support for student to be proactive and self-regulated

gamification

authentic learning experiences

Communication & Culture - appreciation and understanding of Asian culture
How can we retain our identity as Singaporean in the global setting - relate to Asian values

# data[].attributes.body
EBS:
business subject not a discipline but more procedural

process
knowing your customer
market research
impact on branding and social media - to bring into teaching

exposure to industries such as tourism
collaboration and discussion within the classroom
business investigation & market research in WA

more role-playing in future
survey in school - authentic learning - business investigation

attachment programme with industries
work in service industries
bring in industry experts for talks

POA:
- user of accounting information
- help stakeholders to make decision - key ideas
- real world experience (personal case studies) - teach values
- more use of ICT tools eg. excel application in real world

Future:
- integrate - within EBS & POA - students work together on marketing & accounting in a business

# data[].attributes.body
Being creative
Being adaptive
process of thinking
applied learning

# data[].attributes.headline
How do you deepen thinking in your subject?

# data[].attributes.subject
How do you deepen thinking in your subject?

# data[].attributes.body
How can students be adaptable in their thinking?
- Creative
- Inventive

Authenticity of learning

# data[].attributes.body
coherence and linkages across disciplines of sciences
integrate science tech into society - attitudes and ethics

inquiry process used (inquiring) POEC

future:
advocacy - solve community issues
integrate the different sciences

deepen:
- across all sciences - scientific literacy
- spiral conceptual thinking
- 3 E approach
- blended learning approach
- improve new media literacy to showcase products
- collaboration between students

to stretch potential
real world application

# data[].attributes.body
1. consider recrafting of EUs
2. explore inventive thinking and the link to advocacy (start from within to school to community)

# data[].attributes.body
It appears that the Dept may need to elaborate on
1. What are the hinge points where between the different units?
2. Are there any common specific skills sets that N/O level students must acquire that they are spelt out in rubrics so that Dept can ensure the desired outcomes are achieved?

# data[].attributes.body
1. What are the current/ approaches / strategies routines your department have adopted so far?

3E

DI

E-Ped

Reflection

2. So how effective have the approaches / strategies/ routines been?

3E (Proficient)

DI (Proficient)

E-Ped (Emergent)

Reflection (Emergent)

3. What might be the 1-2 areas that your department wants to deepen / look into? What might you prioritise to deepen Disciplinary Thinking

DI (Priority)

E-Ped

# data[].attributes.body
Students embarked on an extension programme, Hydrogen Grand Prix that makes use of knowledge on hydrogen fuel cell and engineering the design of the radio-controlled car. Students need to ensure that the car is streamlined, has the highest power efficiency with the lowest mass to move at the highest speed. Hence, the components in the car had to be rearranged and using more efficient parts to achieve a high-powered car. This is a platform to develop critical, inventive and adaptive thinking where students had to think on their feet to solve problems on the spot to ensure that their car could work on the racetrack.

# data[].attributes.body
Authentic setting from EBS vs Maths on data handling

1. Knowledge from Maths can be applied in EBS setting

2. Suthentic assessment for Maths with real world settings/context.

# data[].attributes.body
Outdoor cooking in the kitchen

To bring it outdoor