(1) Remember to include your group number in your post. Feel free to be creative — you can share your response as a video, infographic, or just plain text!

(2) Read other groups posts. Give a like to the posts that resonate with you or spark new ideas!

(1) Remember to include your group number in your post. Refer to the task cards provided at each table for discussion.

(2) Read other groups posts. Give a like to the posts that resonate with you or spark new ideas!

(1) Remember to include your group number in your post when you share your insights.

Reflective Questions:

1. What is one key insight or shift in perspective you’re taking away from today’s session?
   (This surfaces individual learning and personal resonance.)

2. How might we apply what we’ve explored today to strengthen teaching, learning, and leadership in CZPS?
   (This ties learning to collective action and contextual relevance.)

3. What is one commitment you are willing to make within your sphere of influence to shape our next steps forward?
   (This encourages ownership, and follow-through.)

• As teacher leaders, model the way to garner buy in and to negotiate the ideals versus the realities of implementation.

• As department heads, communication and understanding the ground feedback to ensure timely support and guidance.

1) Having data-driven conversations with our teams, to make our changes and approaches purposeful. This deepens the sense of mission, the "why" we do what we do.

2) Role-model how we approach the challenge i.e. not just having the goal in mind but to see where the students are at currently, and then how we can progress them forward. Be vulnerable in being the first to share and be open to comments.

3) Creating a safe space for experimentation and trial of new approaches. Starting with being authentic and raw with our own approaches.

4) Productive Failure; seeing that there are always things to learn in any experience, whether they are good or not. To model this mindset in our teachers so that they continually find opportunities to learn from each experience while experimenting.

Students have their own PLDs, Structured & basic routines wrt logging in etc are on board. Cyber wellness is healthy and engaged in the task at hand. Clear with the ground rules. Students are engaged and very articulate when they do discussions. Teachers are using ePed meaningfully, rather than just using the e-tools for the sake of using it. Blended learning is done meaningfully and teachers are confident btw ftf or online learning.

Role of teachers more as a facilitator, rather than content delivery.

Students who are tech-savvy will be more independent and self-directed learners.

More of the lesson will be opportunities for student discussion and presentations.

Flexible and varied seating/standing arrangements during lessons. Portable, easily movable furniture. Groups presentation spaces/screens.

Deep learning:

Students taking more ownership of their own & peers' learning.

Students' questions reflect engagement and quest for deep learning.

Students' presentation/artefacts demonstrate their deep learning.

Explicit & intentional teaching of required competencies, dispositions & values through students' various (spiral) learning experiences.

• A lot of interactions: Students - Students, Students - Teachers.

• Every classroom equip with their own Ipads.

• Interactive whiteboad or TV in all classrooms.

• More E texbooks - lighter school bags.

  
  

2A :

• Teacher Centred

• Direct teaching

• Structured

• Teaching to the Task

  
  

2B :

• Gradual release of responsibility

• Reflective pedagogy

• CoL (Peer Critique)

• Productive Failure

• Deeper learning

1) Mr Tan - direct instruction

Ms Lim - deductive teaching.

2) Mr Tan's approach:

Did not offer conceptual explanation. He merely gave the formula. Student agency - Teacher-Students. No opportunity for the students to ask questions, clarify, try to work out questions/samples.

3) Ms Lim used ALP, she incorporated collaboration to allow students to think critically and internalize the concepts. She is intentional in her scaffolding questions. She also used a blended approach.

4) Mr Tan should adopt similar strategies that Ms Lim used in her lesson design.

5) Allowing students to have peer feedback on SLS. Teacher identify the feedback and expand on it.

Pedagogical approaches:

4A: Teacher centred, no peer assessment, no infusing EdTech to support learning

4B: Student centred, peer and self assessment, used SLS (Data analysis, heat map) to provide feedback to students and teacher.

Limitations:

4A: Teachers cannot listen to responses of all students to check for understanding. Students cannot get to listen to other classmates' responses.

4B: SLS' AI might not be accurate.

E21CC:

4A: communication skills, adaptive thinking, critical thinking, civic literacy

4B: collaboration, communication, adaptive thinking, critical thinking, civic literacy

How could the lesson be modified:

4A: infuse class critique as a follow up activity after students' input (using PMI).

4B: infuse teaching of sentence structures, provide answering structure to guide students in oral skills

Enhancement:

4A: Use Edtech to provide feedback to students' inputs

4B: teacher followup with the checking of the AI feedback provided by SLS.

Pedagogical Approach: Card 1A - Direct Instruction approach

Limitations: superficial understanding of concept, very teacher-centred and directed, no E21CC demonstrated

Lesson modification: Teacher to provide the formula, then get students to investigate how the formula is derived.

How to use SLS & EdTEch tools: Use of ITT to get students to draw the derivation of formua & their investigation notes.

Card 1B - use of IBL approach

Limitation: Teacher's facilitation skills must be good so that students are able to connect to the concept to be taught.

E21CC for sure: Adaptive & communication skills

Subject: Science

Pedagogical Approach:

Mr Lee adopts a Direct Instruction approach; teacher-led, focus on factual recall.

Ms Koh adopts a more Inquiry-Based Learning & Constructivist Approach. She sues real-life scenarios, encourages student-generated ideas and promotes discussion.

E21CC Adaptations

Mr Lee can include "What If" scenarios to encourage reasoning and critical thinking.

Students can also co-create a concept map to encourage communication.

Mr Lee can also allow students to research on everyday examples and present.

SLS Features & Padlet

Mr Lee can use Data Assistant to consolidated learning points as well as Padlet to get students to include what they have learnt.

Final Thoughts

Mr Lee's lesson is structured and content-focused — best for initial exposure but needs more interactivity and application to foster deeper learning and 21CC.

Ms Koh's lesson is dynamic, student-centered, and promotes higher-order thinking — a model for blended, inquiry-rich teaching aligned to E21CC.

Pedagogical approach:

2A: The teacher started off with teacher-modelling which is very helpful as it provided students a clear and structured way to answer questions. This is especially helpful for lower progress learners.

2B: The teacher is more of a facilitator and promotes discussion through the use of a Discussion Board via SLS. There is also some form of assessment for learning.

Limitations:

2A- Student agency is not so prevalent. Teacher seems to be directing most of the learning.

2B- Teacher provided the same picture and perhaps students could be given another picture to promote further development of critical thinking if the class is of higher progress.

Is the intentional development of E21CC demonstrated?

2B - Teacher promotes communication skills and collaboration as students were given the opportunity to share their thoughts and build their collaboration skills by working together in posting their responses to the prompts.

How could the lesson be modified to more intentionally develop E21CC?

2A - Tap on the affordances of SLS to have students to type or record their responses on SLS. Students may struggle with vocabulary so the teacher could provide them more scaffolds (i.e., vocabulary words/phrases)

How might SLS or Edtech tools be used to enhance learning experiences:

2B: Use of Data assistant to provide targeted feedback promptly.

2A :Get students to comment on each others' work

The prompt guides are very useful in helping us understand the different levels of output that we can get from GenAI.

In my experience, I prefer to start with a zero shot prompt to get a more creative output before chaining it with a detailed prompt to narrow down the output into something more aligned and suitable for my class.

As such we should not see it as a quick fix, but take time to refine the generation and not pick the first output that comes out.

AI used : ChatGPT

Experience:

user friendly,

clever - they usually over deliver and has initiative.

allow us to have prompt-chain to refine the outcomes.

it is a good brain storming tool.

it can adapt to the age group.

I’ve found using ChatGPT AI to be an incredibly helpful and time-saving tool in my planning and reflection processes. It has supported me in designing lesson plans that are more intentional and aligned with the curriculum, especially in integrating 21st Century Competencies like critical and adaptive thinking. I appreciate how quickly I can receive suggestions that are relevant, age-appropriate, and tailored to the local context, such as the Singapore Art Syllabus.

ChatGPT AI also helps me clarify ideas, generate rubrics, and draft student-friendly resources that I can immediately use in class. It’s like having a supportive thought partner on demand—one that listens, refines ideas, and offers alternatives without judgement.

While I still need to adapt the materials for my specific classroom and students, the scaffolding and structure ChatGPT provides have definitely helped reduce my workload and improved the quality of my teaching resources. Overall, it has been a valuable professional tool for planning, reflecting, and improving teaching practices.

• What evidence do I have that the lesson supported the development of critical thinking?

• What aspects of the lesson design or enactment might I refine to better support deeper student thinking?

• How can I further scaffold or differentiate critical thinking for students with varying levels of language proficiency?