METACOGNITION, AFFECTIVE REGULATION AND EXECUTIVE FUNCTIONING (M-AR-EF) are the foci for Retreat discussion

a)      Metacognition involves awareness and regulation over one’s thinking processes

(planning, monitoring, evaluating, regulation).

b)     Executive Functioning (EF): Cognitive processes for goal-directed behaviour —working memory-retrieval practice, cognitive flexibility, inhibitory control.

c)      Affective regulation refers to the ability to recognize, understand, and manage

emotions, especially in learning contexts.

a) metacognition, in different inter/intrapersonal learning contexts that also facilitates appropriate surface, deep, consolidation and transfer of learning

b) co/self-regulation including (socio-emotional and affective aspects of learning)

In the enactment of the curriculum, how has our current curriculum design and enactment enabled or disenabled the achievement of learning how to learn competencies? 

I believe Learning is social and there should be a emphasise on social learning.

M - Learn the technical and tactical aspects of the sport

AR - to persevere when executing a difficult skill, to understand how the execution of a particular skill contribute to the game play, regulating emotion in a game

EF - representation of school to compete against others from other schools and do well to win

How can we help students reflecting on their own learning in different academic subjects?

Teaching explicit learning/revision/study skills may be useful so that students can better understand how to learn about learning.

Intentionality and enactment of MAREF in the subject areas - building upon what students are already doing in CCE. Every teacher a CCE teacher.

TSR remains key.

Learning is social and the learning to know is a social context is important.

Self Determination Theory might the tools for Motivation.

CCE is focussed on student agency and IP subject is more focussed on content learning outcomes.

Curriculum should be planned with students in mind. We need to facilitate learning instead teaching student.

1. In designing curriculum and learning experiences, we need to integrate M-AR-EF and focus on the process e.g. focus not only on the content but to spark curiosity, attitude towards learning, reflection on how they are reacting to the learning.

2. Leverage AI to free up time for SEL, AR.

3. Importance that emotions drive learning.

4. Teacher-student relationships

5. Lesson-observation template can be adjusted to draw out M-AR-EF.

6. Prioritise psychological needs of students. Increase student agency.

7. Assessment can be differentiated.

• In general

  • Strengthening student agency is critical and creates the environment for fostering MAREF

  • Different subjects would lend themselves better to nurturing different aspects of MAREF, more in depth discussion is needed to identify what works better.

  • Don’t go the E21CC route where we expect schools to do the integration and design on their own.

  • Start from motivating the students rather than going into the skills and knowledge.

• Specific to AR

  • For AR within subject areas, it might be challenging and time consuming to do intentional planning and teaching of AR.

  • Focus for AR within subject areas can instead focus on the natural opportunities and teachable moments for doing so. To do so, we can:

    • Build teacher sensitivities to the “teachable moments” and anticipation of “challenging (teachable) moments” for AR in subject areas e.g. frustration when unable to learn subject content

    • Provide teachers with a simple frame and skills for coaching and facilitating AR conversations

    • Priming students for stretch areas that students might encounter

• Specific to MR & EF

  • Intentional planning of opportunities for productive failure within subject curriculum