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Homework.. 😅 (Deadline: 12 Sept, Tuesday)

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Homework.. 😅 (Deadline: 12 Sept, Tuesday)

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1. From the FTs POV: What have been our experiences teaching CCE in the FSBB classroom? (Consider teacher-student dynamic, student-student dynamic, etc.) What are some difficulties one would experience?

2. From the subj teacher’s POV: What have our experiences been like teaching the FSBB cohort? What are some difficulties one would experience?

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-Sec 1 RIASEC

-Sec 2 subject combination talk/zoom sessions with Vina (Well done and really helped students on deciding subject combination, good timing & format)

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- Almost every aspect of school is linked to CCE now...it is evolving with many changes...How are we going to repackage this for the students and teachers? Is it going to be overwhelming? How are we all going to manage it? How willing are the FTs to accept this?

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- Almost every aspect of school is linked to CCE now...it is evolving with many changes...How are we going to repackage this for the students and teachers? Is it going to be overwhelming? How are we all going to manage it? How willing are the FTs to accept this?

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Every Student, a concerned and active citizen who impacts the community

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- Training for ambassadors

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-Sec 3 booklet/reflection question could be facilitated in earlier in the year
-Sec 4 More time allocated to learn & practice interview etiquette & skills
-Sec 4 preparation of portfolio for EAE etc (might want to start in Sec 3)
-Career Day: Give speakers a heads up about profile of students so that they are more able to engage students during talk

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-Sec 4 professional trainers/Vina to conduct interview etiquette & skills
-Accompany RIASEC survey with personality quizes (enneargram, MBTI)

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- Cyberwellness ambassadors to be peer leaders
-Cyber wellness week/carnival (Planned after training for ambassadors to apply their learning to levels/whole-school)

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- Increase the frequency of accessing the RIASEC portal
- Make use of the portal more frequently (Explore the different career options)
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-Explore the Portfolio portion (Digitalise the ECP process)
- Career exposure day (Invite more experts to give talks to the sec 2s especially.

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PD for teachers on ECG is good.

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1. Overwhelmed with other new initiatives at the same time.
2.  How to garner the support and buy in of our teachers
3. How to make CCE more pervasive and more intentional
4. How to facilitate contemporary issues

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(a) Uncertain about what the new CCE curriculum
(b) How teachers react and cope with new set of resources.

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(a) Discussion on contemporary issues, which makes it more relevant
(b) Infusion of mental health and mental well-being, as there are genuine concerns.

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-PD/sharing on how to facilitate conversations

-open classroom/peer observations of CCE lessons

we can provide materials / information/ instructions more timely/

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1. Ensure the relevance of the lesson and tailor the content for the students according to the profile (in enhancing lesson)

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It is exciting that everything is coming together. CCE is becoming a holistic experience in school.

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It is exciting that everything is coming together. CCE is becoming a holistic experience in school.

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Making it relevant to students and making it a safe environment for them to share

-Sharm and Kerina

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Creating conversations in the classroom, get students to bounce off new ideas and talk about what they feel about different topics.

- Cecilia

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More airtime for students to express their ideas or thoughts to have a better understanding of where they form their ideas from. - Jane

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A good time where facilitated discussions happen in the classrooms. Allowing students to take on, voice out and respect perpectives.
-Aida

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(1) In my opinion a good CCE lesson would generate conversation, debates, perspective taking and having differing views. ( It's okay to have differing views)

(2) Safe space for students to feel comfortable to share about issues and stories that have happened to them personally or to people around them.

(3) To want to delve into the content even after the lesson to learn more.

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Question 1:

Supportive and encouraging, students feel comfortable sharing their own opinions in the classroom. The common curriculum (PE, music, DNT, FCE) created opportunities for students to interact and build trust among one another.

Challenge: Regarding ECG, observe that some students (NT/NA) may feel inferior due to more ECG choices and "fancy jobs" available to EXP students.

Due to different learning needs, FTs need to be mindful of questions asked (open-ended/contemporary) may require more scaffolding.

Question 2:

Interesting that students expand their social circle by mingling with friends from different circles (Learning Group, CCA, Form Class). Seems like students know their peers (in same LG) relatively well despite coming from different form classes.

Challenge: hmm ...

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- Training from Sec 1s

- include more aspects of cyberwellness

- give them more scope on what they are doing

- how they provide support in class

- give them the space and time to speak to the class on cyberwellness issues (more exposure to the classes)

- co-teach / facilitate with the FTs on the cyberwellness lesson

- peers might be more willing to show with them

- application of learning? improve in visibility around schools and in class

- improve in the escape room game

-improve the lesson packages with more relevant and up to date information on cyberwellness issues

-Train the cyberwellness ambassadors how to look out for signs of distress / bullying / wrong usage of speech or text and what to do next.

doing cyberwellness survey to determine where our students are at so we can customise our program

- Give them more presentation time in class. Cyberwellness is becoming a very impt matter with the introduction of devices. It will be good if the ambassadors can remind the class every now and then about the responsible use of devices and social media.

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Every student a contributing member of society.

Every student grounded in values.

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Synergy with IP areas: collaboration with IP departments. For example, can collaborate with Humanities department to share about current affairs and how it is linked to IP subjects.

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CCE focuses on equipping our students with life-long learning skills; to help them become better human beings.

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CCE focuses on equipping our students with life-long learning skills; to help them become better human beings.

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Facilitating students’ understanding and appreciation of values, ensuring they know what is the right thing to do and believe in doing the right thing.

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Create resources for soft skills and values and guide teachers to facilitate learning

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To empower students to understand themselves better and know what’s out there

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Help to build confidence and resilience in students.

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Inspire our teachers on value of CCE

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To be at the forefront and working hand in hand with all teachers to inculcate values, career guidance and citizenship education to Brooksians.

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Provide opportunities for students to build character, inculcate citizenry values and appreciate perspective-taking, be it in the classroom or outside.

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Reminding students that there are important things (values & beliefs) outside of academics

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Support teachers in being good facilitators for CCE lessons.

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Opportunities for growth and development 

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Opportunities for growth and development 

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students need to be given the opportunities to try out new things, discover what they like or dislike, learn a new skills or relearn an old skill to reinforce what they know. We should provide as much opportunities as possible for them to learn more about themselves

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All teachers are CCE teachers.
To be in the frontline to model the teaching of values and building of character among our Brooksians.

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1) Wearing ethic outfits. Watch different traditional performances.

2) similar… but maybe with additional lesson package

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We did not celebrate 🥹

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1) I remember wearing other ethnic outfits. I also remember Elizabeth Choy speaking to us on one of the NE days!

2) Discussion on contemporary issues (could be very sensitive!)

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1. Traditional outfits /
Doing without understanding
2. Many more activities to understand other cultures

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Schooling years
Wear ethnic clothing
Learn about different cultures

Now
More discussions of issues related to race/ethnicity such as cultural misappropriation, micro aggressions,

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1) wear ethnic clothes
2) more activities and discussions on the importance of racial harmony and controversial issues

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We play dress up and had a multiracial food carnival at the cafeteria, each class to prepare and “sell” food.

Now we commemorate by delving deeper into meaning of racial harmony, while still featuring the visible aspects of culture eg cultural dressing.

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1. Commemorated by encouraging all to come in their ethnic attire/wear.

2. A wide range of school-wide programmes to help students understand the importance of RH through various avenues.

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1. We did not commemorate this
2. Wearing racial harmony costumes

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1. I remember in sec school where almost everyone in the school will wear traditional costumes and the sch ol have assembly programme and even fairs for the week to 'celebrate' RHD.
2. Now we make effort with open discussion to 'commemorate' RHD

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1) Wearing different ethnic attire, yearly multi-racial food festival & singing songs (Di Tanjong Katong, 快乐工人 etc)

2) Activites to promote different cultures & open discussion

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While FTs celebrate greater interactions between the different streams within the class, many students are still forming cliques among their streams & could not form deep friendships with classmates within the class.

It’ll probably take a few more years before students of the different streams remove themselves from associating with the different streams.

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Question 1

In a fully subject-based banding (FSBB) classroom, Form Teachers(FTs) need to be able to cater to students of different abilities and learning needs.

Teachers also need to be able to create a safe and supportive learning environment where all students feel comfortable participating. This is especially important in CCE lessons, which often involve discussing sensitive topics.

Teachers need to be aware of these challenges and take steps to mitigate them. For example, teachers can promote positive peer interaction by encouraging students to work together on projects and assignments. Teachers can also provide students with different learning resources and activities to accommodate different learning styles and preferences.

Question 2

Subject teachers in FSBB classrooms need to be able to differentiate instruction to meet the needs of all students. Subject teachers can use a variety of teaching methods and activities to cater to different learning styles and to keep students engaged. They should also be flexible and be willing to adapt their lesson plans and assessments based on the needs of their students.

Subject teachers in FSBB classrooms also need to be able to develop assessments that are fair and accurate for all students, regardless of their academic stream. This can be difficult, especially when assessing higher-order thinking skills. Use of alternative assessment for selected WAs could help to make assessment fairer.

Similar with FT(CCE), subject teachers need to be able to create a safe and supportive learning environment for all students, and manage the different learning styles and needs of their students.

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1) Students have different perspectives, such as during ECG sessions where they learn about the different education pathways. It is important to address stereotypes and also encourage students to do their best. There is the opportunity for the class to bond through NE events and generic CCE lessons, as many of them share similar experiences/hobbies.

One difficulty was during Sex Ed, where opinions may have to be managed promptly by the teacher facilitating it.

2) As a subject teacher, students seem to get along well with one another in their learning groups - as they may have attended same classes for other subjects before.

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1.       I believe there is not much difference. In the past with a full stream class, the profiles of students are still of a wide range, e.g. different family backgrounds and upbringing, financial backgrounds. When it comes to imparting them with values, I believe it is rather similar regardless of the dynamic. However, I do believe the lessons need to be worded simply for weaker students in language to understand. It is also a good chance to see students teaching each other and work together regardless of abilities. Talk about the future has to be more sensitive and focus on encouraging students to work on their own growth.

2.       Students take a long time to settle down for lessons perhaps due to movement of classes or seeing their “long lost” friends. Students can tend to take more time to feel at ease and participate with the students from other classes. However, overall, it’s heartening to see students working with each other and expanding their social circle.

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1) As CCE is a values-driven lesson, I find that it is a universal subject which can be easily addressed to all students. The challenges are that when citing examples of scenarios, it has to be a common experience for students of different SES so that they can relate to it; and giving 'stretch' questions that can challenge the higher-ability students whose responses can also benefit all.

2) For the lower secondary classes, FCE is a common curriculum subject which covers 3 broad strands such as nutrition and health, financial literacy and smart consumerism. Most students are able to relate to the subject easily as the content is very relevant to daily life. The challenge is to provide questions that challenge the higher-ability students.

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1. FT's POV: Students now come from various backgrounds and possess different learning abilities. Teachers hence, face the challenge of creating an inclusive and effective learning environment in CCE lessons.

2. Subject Teacher POV: subject teachers have to employ various strategies to differentiate their instruction for CCE to cater to the diverse needs of students.

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Students come to us with certain values and beliefs. This affects the way they respond to issues/events etc. Whether they are in a FSBB class or otherwise, it does not matter.

As teachers, we must be prepared to accept the diverse profile of our students. Students will bring in their own perspectives in class and teachers must be ready to accept a wide range of answers and facilitate the discussion. The challenge is how do we help other students understand why their peers have a different opinion from theirs? The stereotypes that may arise in a FSBB class may also be challenging if the environment of the classroom is not conducive to learning. Teaching students to accept and respect different points of view should be emphasised in class. Facilitating discussions well then becomes a very important skill.

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FSBB is a good opportunity to instil into students the values of respect and inclusivity. The class dynamics often emulate the teachers’ nuancing. It is powerful opportunity to teach values that encourages individuality while respecting diversity. Routines help to build a safe classroom culture for voices to be heard. There are also many ways to elicit voices eg chalk-talk, padlet and teachers could affirm points and facilitate discussions, progressively building students confidence. One example, 4 years ago student with SEN ‘X’ was in Diana’s form class. That whole class was exceptionally kind towards ‘X’ and that was because Diana and Wen Lin taught and showed the class how to be empathetic, kind and helpful towards student X. (that class became champion class) Although that was not an FSBB class, the learner profile contained some diversity. In summary, the teacher needs to understand the characteristics of the class before making informed decisions to leverage on the strengths of the class, in order to maximise the opportunity for learning and social mixing.

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I got to revisit the context dimension frame which is a useful framework for me to deepen my students’ learning. The best way to learn is to apply and I need not apply all at the same time. Perhaps I will start with two different categories of questions first ( e.g the universal truths and personal truths)

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To be in a state of ‘I ok’ and also believe in students that they are ok. Encourage students to be brave enough to use their personal voice.

Different ways to facilitate and know when and how to close a conversation

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1) The different question starters we can use to start/facilitate a conversation.

2) The different ways of listening

It is a powerful facilitation skill that can elicit various emotions or feedback from the speaker.

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It gave me a better understanding of the how and why students behave in a certain way. I also gained facilitation ideas from the speaker.

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2 things from PD sessions:

strategies that we use in our class to initiate discussions among our students

scaffolds or frameworks that we could employ to deepened students' understanding of the issue being discussed.

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1. Gained some facilitation ideas.
2. Gained on ways to stay calm.

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1) Our behaviour is fundamentally affected by who we see ourselves as, students are still in the midst of exploring their identity. How can we help them to discover their identity & feel secure/ free of judgement at the same time?

2) The different levels of “ok” is interesting, concluded that perhaps some of my students think & behave in this way due to I am OK & They are not OK

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1. The takeaways were most relevant and easy to remember.

2. Of all the PDs attended, this PD is the most relevant and focused to our needs.

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1) To establish and reinforce ground rules. Deciding a class agreement on what is a safe space. With the agreement, everyone to follow during sessions that requires open conversation. [Creating safe space]

2) Include student voices: Teachers inviting students to ask questions and speak up. Teachers need to take into consideration types of questions asked. Are our students able to answer? [Creating braver spaces]

3) CONSISTENCY: Creating a culture of open conversation in the classroom. We can start small through regular check-in activity in the classroom.

4) Go through the 4 levels of psychological safety

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1. Establish routine / expectation

2. Reinforce class norms

3. Deliberate allocation of groups during discussions

4. Strong Student- Teacher relationship

5. More student interaction time within their own form class

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1. The 4 stages of Psychological safety resonated with me the most as it gave me a glimpse of why and how to build a safe and engaging space for our students and how to include all the students in the conversation within their own comfortable bubbles.

2. The negative and positive model of others and self by is a very powerful reflective tool to not only 'see' the child but also to 'see' ourselves when handling any situation

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1. engage listening skills

2. self-regulation to manage own emotions while assessing the situation too.

3. Establish boundaries: I value x. What works for me is x. What does not work for me is x.