My lightbulb moment was when Professor Rose shared that we should not let AI overshadow human thinking. Even though AI is a useful tool, it is important that we still think for ourselves and guide our students to do the same.

Recently, I had a conversation with a colleague about ChatGPT. When a student shared her work with us, our first thought was whether she had used AI to create it. This made me realise how common AI use is becoming, and how important it is to teach students how to use it wisely and with honesty.

🧭 Meta-reflection

Rating - 3. Sociogram was discussed during CMT meeting and this can be something to bring back to the team to talk about.

I currently have a few students with special needs who struggle with peer communication and connection. Buddy Time seems like a practical strategy the class can use to support these students, helping them build social confidence and reducing classroom disruptions caused by peer misunderstandings or conflicts.

🔍 Understanding & Key Takeaways

The team shared how a Sociogram was used to observe friendships and peer connections in the classroom — something similar to what PHPPS has already been doing. Using this information, Buddy Time was first introduced in selected classes, especially where students with special needs were present.

To guide interactions, the class was taught the S.T.A.R.P. buddy strategy:

• Stay with your buddy

• TAlk to your buddy

• Respond to your buddy

• Praise your buddy

  
  

Sentence starters were also provided to help students start conversations and build confidence when talking with their buddies. This encouraged more meaningful interaction and support between peers.

During the lesson, teachers followed these 6 steps to carry out Buddy Time effectively:

1. Remind students about Buddy Time and the buddy expectations

2. Model how to use the buddy skills during class tasks

3. Prompt and encourage students during pair work

4. Provide feedback and encouragement throughout

5. Lead a class discussion to reflect on what happened

6. Ask students to complete a self-assessment checklist

   
   

This structure helped build a more inclusive classroom where students could practise communication and care for one another in a supported way.

Rating: 4. The Blob tree activity can be incorporated into my emotional regulation workshop, especially with students who struggle to express or manage their feelings. It can also be part of the follow-up support for teachers, so they can reinforce these strategies in class and support consistent emotional check-ins.

🔍 Understanding & Key Takeaways

This session shared ways to help students manage their emotions and set goals, especially when they feel nervous or stressed, such as before working on a difficult task.

One useful idea was the STAR approach – Student-Teacher in Active Reflection. It helps students think about:

• What is causing their stress

• How they are feeling (using the Zones of Regulation framework)

• How they respond to those feelings

• Setting clear and challenging goals using the Blob Tree

  
  

The team also shared on using the Zones of Regulation flipchart during the weekly reflection to help students:

• Reflect on how they felt during the lesson

• Identify which Zone they were in

• Provide strategies that they could use to return to the Green Zone at the back of the flipchart

  
  

Another helpful tool was the Blob Tree (page 2 of pdf). Students choose a "blob" character that shows how they feel before a task. This helps them talk about their feelings and their learning goals.

Lastly, in the breakout room, I joined the English group, since I have students who find English difficult. I saw how the Blob Tree and weekly reflection can help students open up and feel more in control of their emotions and learning.

🛠️ Application & Next Steps

• I can explore using the Blob Tree during my withdrawal sessions to help students check in on their emotions and monitor changes across sessions.

• For students with anxiety linked to learning difficulties, I will work with their class teachers to incorporate these emotional check-ins in class.

Rating 5. Approach and strategies are relevant for TRANSIT/withdrawal lessons. They can also be suggested to teachers.

🔍 Understanding & Key Takeaways

What are 2–3 key takeaways from the session?

·       Pathlight curriculum follows mainstream but differentiated for their ASD students’ needs. Maximise potential of every student in both academics and life skills.

·       3As – Active, Applied and Authentic learning

o   Active learning – active engagement, make abstract more concrete, engages students directly

o   Applied learning – practice-oriented, connecting classroom learning to practical/real-world

o   Authentic learning – real-world context, contextualise learning, more engagaing ways to learn vocabulary, authentic experience leads to authentic writing

Was there a "lightbulb moment" during the workshop? Describe it.

There were many “lightbulb moments”. Pathlight lesson packages are really impressive. They have leveraged on AI, ICT and hands-on activities to contextualise learning, making them engaging and authentic. One eg, uses AI to generate fictional images to assist in imagination and understanding of text.

🛠️ Application & Next Steps

Can explore the various tools mentioned. Moo-O app for P1,2 reading, seesaw app, curipod AI, kidgeni app

Rating 5.  As TRANSIT SENO, this session directly relevant to my role. Similarly, we also partner our parents so that our students can receive consistent guidance at home and in school.

🔍 Understanding & Key Takeaways

Epstein’s theory of overlapping spheres of influence

• School, family and community

• 6 types of parental involvement – parenting, communicating, volunteering, collaborating with community, decision making, learning at home.

• Family-liked schools – welcoming, inclusive and focused on each child’s uniqueness

• School-liked families – focused on school, homework and building skills and confidence

Proactive parent engagement – early communication, orientation and assessment

Customised orientation programme for selected students

Was there a "lightbulb moment" during the workshop? Describe it.

Good idea to ask parent and child to post before and after photos after child learns to organizes his work area at home. Currently, I only get parents to share their experiences in writing.

🛠️ Application & Next Steps

Can create social story about starting school in Pei Hwa for parents of selected students for them to prepare child at home before the start of P1.