# data[].attributes.body
I guess I can be part of the team to organise the lunch?

# data[].attributes.body
team building or food

# data[].attributes.body
Happy to help with planning/implementation

# data[].attributes.body
Team building

# data[].attributes.body
Will be Glad to help with Envisioning/ Team Building/

# data[].attributes.body
Team building; I also have good suggestion for lunch venue if no one is taking it.

# data[].attributes.body
I can organise team building games/ice-breakers/Get to know you better

# data[].attributes.body
I can help to lead a team on that day in some activity.

# data[].attributes.body
I would like to help organise team building exercise.

# data[].attributes.body
used it for observation of mentee once, found that a bit comprehensive, too many area to focus.

# data[].attributes.body
Yasila- with explanations,
seating charts
selective observation may be difficult to sustain -
tecahers must still submit Lesson plan or idea.
Clarity is needed on why and why these areas must be observed

# data[].attributes.body
Used it for observation of mentee.  Found the Seating Chart extremely useful to provide feedback.

# data[].attributes.body
Have not used it. Sorry.

# data[].attributes.headline
ST Guild Envisioning Exercise / PLO Form

# data[].attributes.subject
ST Guild Envisioning Exercise / PLO Form

# data[].attributes.body
Can help to plan e.g. what to do, what's the objective, what we hope to get at the end of this session on 4 Jan
--------------------
Haven't used the form :)
Is it ok for peer lesson observation to use the same form as the formal lesson observation form? i.e. one type of LO form only.
Hope that both forms don't have too many pages or too many columns -- otherwise the observer/teacher would be busy filling up/tidying up the form during/after observation than to give feedback/reflection about the lesson

# data[].attributes.headline
I used the PLO form for all observations this term.                      It is easy to use and allows us observers to focus on different areas of the 24 teaching areas. 

# data[].attributes.subject
I used the PLO form for all observations this term.                      It is easy to use and allows us observers to focus on different areas of the 24 teaching areas. 

# data[].attributes.body
Used it to observe another subject tutor's class (a Chemistry lesson). I found some overlaps between the 1st and third columns (the observer's comments). Or perhaps, what exactly should we have in the first column that is different from the 3rd column? I am wondering if we can merge the 1st and 3rd columns.

# data[].attributes.body
1. It was helpful that Observer Comments (3rd column) was included - I typically draw arrows from Teachers / Students column to make evaluative comments in that 3rd column
2. Include Time column (present in original Selective Scripting form), as it gives observer the option to anchor comments in a certain time frame when necessary
3. Need to align with formal LO form? - include those pointers (instead of or besides STP) - eg. PIER, active learning processes

# data[].attributes.headline
Wee CS Comments on the updated PLO form.

# data[].attributes.subject
Wee CS Comments on the updated PLO form.

# data[].attributes.body
I've used it once on 17 Apr (together with Sami & Clara) on a chemistry lesson. First look was that there are a lot of space to write things but it wasn't so intuitive at first that under the teacher column, we are suppose to scribe what the teacher said. I ended up writing brief notes on the teacher's lessons (+/-) and the chemistry written on the board. Student's column largely blank.

Tried the classroom 'map' too and it was pretty useful but didn't do it in as much details. Overall I think the form is fine.

# data[].attributes.body
Getting all STs together to meet regularly may be difficult, eg ASCL Taskforce can only meet once or twice a term. The strategies for the different subjects may be quite diverse. For example, GP, Econs, Geog, History etc may need a lot of strategies to improve students' reading and writing. Sciences and Mathematics may need strategies to improve students' computational and problem-solving skills. So we may organise the ST Guild along the line of Arts subjects and Science subjects to help teachers with more subject-specific strategies.

# data[].attributes.body
ST Guild should be for STs?

# data[].attributes.body
I am not clear about the role of the ST Guilders. What's the school's expectation of the ST Guild

# data[].attributes.headline
In the Econs dpt, we already have PLCs, where teachers explore teaching pedagogies that is applicable to their upcoming tutorials. Such teams are lead by the more experienced teachers. So is PLT here similar? If not, what are the differences?  

# data[].attributes.subject
In the Econs dpt, we already have PLCs, where teachers explore teaching pedagogies that is applicable to their upcoming tutorials. Such teams are lead by the more experienced teachers. So is PLT here similar? If not, what are the differences?  

# data[].attributes.body
To start the PLT rolling, perhaps provide a list of practices to research on. It will be like providing a "recommended books" list to raise interest for teachers who might not know where/how to start.

# data[].attributes.body
Re: ST guild and PLT cycle
1)Is the ST guild used by taskforce members to share the PLT/best practices happening in our own dept/unit? And looking at, maybe, organize workshops for teachers
2)Then would meeting times be unofficial/scheduled ourselves?
3)"Guild" sounds like there's going to be a new office:)

# data[].attributes.body
In order for the ST Guild to work, is there a need to relook at the workload of an ST? Can the management off-load us in other ways? Some of us have Mentoring work to do and this is not reflected in the timetable.

# data[].attributes.body
With regards to the PLT cycle, I think Observe and Review can come together such that upon completing an observation, there could be some AFIs in which you need to adjust and improve on the current lesson.  Thus, a second implementation of the similar lesson / Learning Strategy can be conducted and feedback gather again.

# data[].attributes.body
For Econs department, we have lesson studies PLT which is not as structured as what the PLT cycle seems to require. Hope the cycle will not require more paperwork/ keeping of records.

# data[].attributes.body
The diagram showing the cycle helps us to picture how the whole PLT process is like. It's still a bit fuzzy but I guess trying out one cycle will make things clearer. More time (or white space) is needed for planning purposes.

# data[].attributes.headline
Yeo TC_Comments for team 3                   

# data[].attributes.subject
Yeo TC_Comments for team 3                   

# data[].attributes.body
1.PLT circle虽然相当完整，但让人印象不深，能否选择更容易记忆的字眼，让人过目难忘？另外，似乎较理论化，有些老师可能会觉得空洞、不实际，能否与实践更紧密结合
2.PLT的成果虽可多元化，但希望“失败”的尝试能被接受。

# data[].attributes.body
If ST Guild is parked under our current 'Professional Development' unit, it will be a natural fit but I am wondering if it could be an initiative on its own so that this platform could go beyond professional development matters.

The PLT Framework is good but based on our observations in our department, it seems to be quite challenging to get tutors to engage in literature review. Can we make it more practical- oriented so that it is more palatable for tutors?

# data[].attributes.body
Can PLO cycle be made simpler, to encourage more teachers doing it

# data[].attributes.body
Well thought out and simplified peer lesson ob form. For both the formal and peer lesson ob form, I like the part on ticking the relevant domain that the teachers want to be observe for. This would fulfill the PD that the teachers want to achieve. AST also have something similar for TLW (Teacher-led workshops) which I found it useful.

# data[].attributes.body
I think initially It is easy to confuse a tick to mean the item was done well, and the absence of a tick to mean the item was not done well.

# data[].attributes.body
I like the checkboxes to tick for both forms as it makes it very clear which specific area the teacher wishes to focus on.
For the Peer observation form, I supposed there is no Pre-lesson observation meeting to arrange for. So perhaps on the form, other than just ticking on the specific boxes which the teacher wants the observer to observe in his/her lesson, the teacher can elaborate exactly what he/she will be doing in class to allow for that observation.

# data[].attributes.body
Good categorising of the 24 STPs into the 4 Teaching processes.  However, some of the 24 Teaching Areas seem to be not so observable.
Would it be possible to have some physical cues

# data[].attributes.body
Thanks for the hardwork! 2 suggestions:
1. Can the ticks in the LO form be replaced instead by + (to indicate strength) and - (to indicate an area of improvement instead). That would give the learning designer a quick visual indication as to which are his/her strengths and areas for improvement.
2. In the Peer-LO form, can selective scripting be done differently instead? (can the peer look out for pluses, areas for improvement and interesting aspects of the lesson?, which may be more meaningful.

# data[].attributes.body
Thanks for coming up with the 2 LO forms! I think the gathering of data and joint conversation about the data is important, before the observer writes (or shows to the observed) the evaluation/judgement about those teaching areas. So what can we do to ensure this in the formal LO form? This would ensure that the observed teacher can have the ownership of coming up with the critique/evaluation of his/her own teaching areas.

# data[].attributes.body
(1) Should movement chart also indicate movement of students, since we design such forms using students as a starting point.
(2) Such LO forms are very teacher-centric. The main 'actor' is still the teacher. Should we design LO form using students as a starting point. We should observe students doing this and this. What students did to demonstrate that they have learned. What questions did students ask. What misconceptions did students reveal.

# data[].attributes.body
The 2 documents need to be re-align again, with Learning Designers as the overall process/'anchor' where GLM, PIER Framework for Reflective Practices can be infused together.

# data[].attributes.body
1. HEM & PIER - not to be superimposed? One is student outcomes, the other is teacher-centred outcomes.
2. Emphasize ASCL pedagogy in PIER Pedagogy: examples of observables?
3. Yes! Learning designers instead of teacher.

# data[].attributes.body
1. Wondering if tutors would find some additions a bit overwhelming- probably there is a need for further simplification?

# data[].attributes.body
can combine the two doc?
like the definition of learning designer...
lots of details for the the teaching-assessment cycle, 4 dimensions...need time to read thru

# data[].attributes.body
1.    Good ideas provided to include learning designers.
2.   Wondering if we need two separate forms / documents for PIER especially now with inputs for feedback and also learning designer. I find that if we want to include learning designers then we may want to make the documents more succinct.
3.     Another query is how many teachers read this document of PIER framework and use this on a regular basis as they plan, execute and reflect on their lessons. Perhaps there is a need to reflect on how such documents are used and encourage / promote their usage.

# data[].attributes.body
Very clear presentation. Quite a lot to digest, especially for the learning designers part. Would need to position it in a way so that teachers (and students?) do not feel overwhelm that there are many new changes ahead.

# data[].attributes.body
I have a question on the last dimension in the PIER framework on regular assessment and feedback. Usually in a class, we have varied students' learning ability so sometimes, we just have to move on for a lesson in order to cater to the majority. As much as teachers know the importance of constantly monitoring student understanding and to adjust lesson accordingly, we are also faced with the stress to complete the syllabus given all the lessons missed and some students have fallen behind a lot because they missed many lessons due to CCA.

# data[].attributes.body
I think the team has put in a lot of thoughts into improving the framework. I wonder if it can be simplified so that it does not overwhelm some teachers (the not so clever ones like me).

# data[].attributes.body
Comprehensive and rigourous! I thought you've added in a lot of elaboration and depth to our PIER framework in the various domains. I'm not sure about the heading 'The role of the 'Learning Designer' - While I understand the shift in paradigm for teachers to think of themselves as designers, this seems to suggest emphasis on the lesson planning domain, though I know you are also covering all the other domains domains. Beyond strictly learning design, teachers are also 'Learning Enactors' etc. as well. Maybe the heading can be 'The role of 'Learning Design'?

# data[].attributes.body
I can appreiate the rationale behind the - relevant inclusions. Were there some areas that could have been merged/ collapsed ?
I also l

ike the introduction of he concept of Learning Designer - but could that be in built in the PIER FRAMEWORK - rather than the Feedback component - it will have better continuity I think... just a suggestion - and the follow-up in the feedback doc will be better

# data[].attributes.body
How does our PIER framework tie in with the Singapore Teaching Practices 24 Pedagogical Practices?

# data[].attributes.body
Pedagogy: Need to find out learning style/needs of students and teach to suit their style/needs
Instructional Content: Need to relate subject to real world problems, so that students can see relevance of subject
Environment: (Encourage students' interest in the subject does not quite belong here)

# data[].attributes.body
STP 24PPs: As the points are not categorised, are they meant to be picked and chosen? If so, that is nice as it pays tribute to the organic process that teaching often is.

But, if this is a checklist for every lesson, it might be rather overwhelming.

# data[].attributes.body
STP: The 24 areas of pedagogical practices are by and large present in what we already have in HCI (and the teaching fraternity as a whole). I guess it is a way to summarise what effective teaching is and a constant reminder on what we need to look out for in our lessons.
SLS PS: The document presents how ICT could be potentially used in the four different types of learning experiences. It's good for us to be aware of the different areas which ICT can come in. Also allow us to be aware that ICT is used to help us in teaching and not the other way round.

# data[].attributes.body
STP: It looks like yet another complicated framework that is similar to frameworks of the past.
SLS PS: Many activities outside the classroom are more natural settings for certain learning experiences. e.g. Inquiry (CenTaD projects) and Collaboration (CCA, CIP/SL projects)

# data[].attributes.body
STP: It will be good to categorise the 24 Teaching Areas into broader themes (eg. Teacher focus pedagogy, student engagement etc)
After which, we can incorporates these themes into teaching practices, we can start off with the peer observation forms, where teachers can identify specific areas to strengthen and work on.

SLS PS: Perhaps we can look at the different Active learning processes provided by ETD and align with our ASCL.  In our different subjects, are we able to infuse the PS into daily teaching? such that there will be active learning, promote thinking and discussion among students?

# data[].attributes.body
STP
It looks rather holistic and encompassing. There is already some alignment with our PIER and current LO forms, so i think finding coherence between what MOE is introducing and what we are doing/planning to do would not be difficult.

SLS PS
Very sound with lots of highly useful strategies. But I hope teachers remember that pedagogy must always drive technology, and not the other way round.  I think the ICT Masterplan is better known as the ICT Servantplan. We, the teachers who know our students and their needs best, are the Master :)

STP & SLS PS
At the end of the day, i think it is not enough for us to know what to teach, how to teach and why teach - but also who is teaching. We must not neglect to nurture the well-being, self-hood and personal/professional identity of the teacher, the source from whom all good teaching springs.

# data[].attributes.body
Think it can be streamlined/ simplified further for alignment towards our key directions and strategic thrust. There must be further distintion between practices and the pedagogy underlying these practices ... consolidating these pedagoies for each of the processes will be useful for Teachers... the key is simplification of processes, descriptors and paper work . But this is a ver good tool to begin work with. It somewhat sets the framework .

# data[].attributes.body
1)Are we looking at all 24 teaching areas or looking at a few every year / prioritise those that we haven't considered? Such as putting the 24 into possible things to look at during lesson observation?
2)Are the two documents meant for formal implementation or for informal reference by teachers?
3)Who prepared the two documents? Are they classroom teachers? What was the background e.g. through FGD with teachers and students, like the way it was done for the new syllabus. Our TLG (teaching and learning guide) already has lots of ideas and framework that we can use to make learning chemistry relevant and meaning

# data[].attributes.body
STP: conc on/apply some of the 24 areas to ASCL...which ones?

# data[].attributes.body
STP: Every student, an engaged learner. The focus is on engagement and empowerment. Our LO forms are quite aligned with the 24 principles. We need to refine/add some parts especially the aspect of empowerment.

SLS PS: The 4 types of learning experiences will help tutors to reflect on how they can vary the tasks assigned in classrioms, leading to greater engagement rather than focusing on planning to offer the same type of experience over several lessons or terms.

# data[].attributes.body
STP: How do we combine STP with ASCL in HCI? I feel there are many overlaps and it may be very confusing to teachers to have both STP and ASCL framework floating around.

SLS PS: I feel this framework is more structured and detailed than the current ASCL.

# data[].attributes.body
STP：24个领域相当全面地说明课堂教学的要求，然而，24个领域委实太多，部分领域我校已做得很好，建议STF逐项审阅，选出我校有待加强的领域，每个学期侧重强化相关领域。另外，每年的ASCL研讨会时，可聚焦于2-3个领域，更有效地促进老师们的专业成长。

SLS PS：首先，应开展行动研究，探讨SLS策略的教学效果，如：SLS 何以能促进深学习？借此类研究以鼓励更多老师采用相关策略。其次，应提供老师更多的ICT技术支援，不仅是一些培训课，更应通过“伙伴制度”等，在老师们遇到问题时提供协助，避免老师因屡次遇到障碍、耗时耗力而放弃ICT

# data[].attributes.body
STP: Good details provided by MOE to have identified the 24 teaching areas for pedagogical practices. It is comprehensive and well described.
SLS PS: I feel that the PS is a good framework to guide teachers to incorporate the different processes of active learning as they design learning experiences. There is a need to look at how technology can provide support to active learning processes but the pedagogy used in each learning experience is key.