1.

1. Nicole Heng

2. Lim Er Song

3. Lam Yao Lun

4. Kelly Tan

5. Sue Jin

6. Vani

Description: This PLT group consists of fun and enthusiastic members who believe in the importance of physical and mental fitness.

We will be exploring different fitness classes on the app Class Pass and trying out exercises such as: reformer pilates (main focus), spinning, boxing, cross fit etc.

Description:

"Art-Galore"

(Art) appreciation - Visiting various exhibitions and workshops.

Description:

Contemporary dance uses big, simple movements so it's both visually impressive and easy to learn. Come join us for a good workout that cultivates body-control and gracefulness.

1. Wenyi Loke

2. Michelle Cheong

3. Ms Tan Peck Joon

4. Zann

5. Freddy

6. Cheryl

7. Sakina

8. Lena

   
   

Description: Our PLT group is dedicated to exploring diverse ways to cultivate mindfulness in teachers and teens. We aim to curate and share activities from free, accessible sources to ensure that mindfulness practices are available to everyone.

1. Lai Wei Lim

2. Weng Han

3. Shuan Chou

4. Sherine

5. Jasmine

6. Siow Ling

7. Siew Har

   
   

   
   

Description: This PLT group wants to improve our personal wellness through activities such as tea appreciation, art therapy, nature walk / hikes, etc.

1. Elaine Su

2. Kenneth Pek

3. Marcus Seto

4. Hong Thin Yong

5. Chan Kar Hong

   
   

Our PLT team would like to embark on an exciting journey to learn mobile photography! By coming together, we want to sharpen our skills to create visually engaging learning materials tailored for our digital-native, visual learners.

What’s on our minds?

• Workshops: Courses to learn mobile photography and editing, supported by SkillsFuture credits

• Sharing and refining skills as a team. Exploring different parts of Singapore to practice our skills

Why it matters:

• Inspire students to digital presentations, portfolios and video projects.

• Make lessons/ student addresses vibrant and impactful through enhanced visuals.

1. Kevin Fonseka

2. Jiayi

3. Karina

4. Smithy Methias

5. Susan Liang

6. Xin Yi

7. Serene

8. James

9. Mdm Goh (roving)

   
   

1. Kaibin

2. Nizam

3. Sharon

4. Wahid

5. Thomas Koh

6. Janice Teo

7. Anita Salleh

8. Meena

9. Karl

1. Rishabh

2. Chye Ling

3. Wee Kwang

4. Helmy

5. Delis

6. Bee Yi

7. Nicole Song

8. Jit

   
   

Adventure awaits! Explore the outdoors and experience nature like never before. #GetOutside #ExploreMore #LiveLife

Planned activities:

Stand Up Paddle

Wall climbing / bouldering

Trail running

Nature hikes

Let's train together! Training will be held at the gym (AIRCON!!)

1. Jaime

2. Leong Berg

3. Issac

4. Hosea

5. Rasull

   
   

If the above AI generated paragraph resonates with you, join us! We will explore how game mechanics can be used in education and most importantly have fun during PLT!

1. Ying Chao

2. Bennedic

3. Kevin Chow

4. Taib

5. Swee Huat

6. Hui Shan

7. June Ng

8. Chandra

Group members:

1. Darrell Lim

2. Yunfang

3. Bee Leng

4. Asan

5. Zhou Li

6. Shi Ting

   
   

Reel-Stories: Making Learning Come Alive through Videography

Our plans!

• Explore Instagram's relevance in education

• Enhance photography and videography skills

• Develop content creation skills

• Learn strategies for building online communities

• Reflect on our progress.

Deliverables:

• To use Instagram to showcase teaching practices that acts as a Teachgram resource kit

Update as of 11 Feb:

TeachGram: Leveraging Technology for Meaningful Learning

Intention:

TeachGram aims to integrate technology, social media, and AI into teaching to enhance pedagogy, foster collaboration among educators and students, and create meaningful connections in the learning process.

Implementation:

• A mix of hands-on and online sessions to cater to different learning needs.

• Collaboration across different subject fields, ensuring varied perspectives.

• Recognizing that different age groups have different levels of readiness.

• Understanding the products, tools, and skills needed for seamless class integration.

  
  

Stages of Implementation:

• Stage 1: Creating an Instagram account to connect KR teachers, focusing on CCE discussions and shared learning experiences.

• Stage 2: Using AI to generate lesson content for pre- and post-lesson engagement, while continuing to share insights via social media.

• Stage 3: Introducing AI tools into classroom teaching, guiding students on content creation and AI for learning.

How AI is Used:

1. AI for Content Creation: Generating learning materials, lesson summaries, and quizzes to enhance teaching efficiency.

2. AI for Teaching: Helping students develop digital literacy by teaching them how to create and interact with AI-powered content.

EdTech and AI Tools Used:

• Instagram – A platform for teacher collaboration and student engagement.

• ChatGPT / PairChat / Gemini – AI-powered content creation and interactive learning.

• NotebookLM – Podcast creation for discussion-based learning.

• Capcut (Avatar Generator) – AI-generated avatars for storytelling and engagement.

• Canva AI – AI-enhanced visuals and presentation tools for effective lesson delivery.

E21CC Focus Areas:

For Educators (CAIT Framework):

• Planning and Monitoring Thinking – Structuring and evaluating learning approaches.

• Critical Thinking – Considering different perspectives when creating and assessing content.

• Adaptive Learning – Adjusting strategies dynamically based on student needs.

• Inventive Thinking – Understanding and applying iterative processes to refine ideas and solutions.

• Information Literacy – Developing the ability to discern information critically and skeptically.

TeachGram ensures that technology is simple to implement yet impactful, empowering educators and students to embrace AI and EdTech for future-ready learning.

Chinatown, which used to be a place of cultural heritage, now has co-working spaces (WeWork, Just Co., Essence Rooms) dotted among the cultural places. In a new and open environment, ideas thrive. Just like how our group sat in coffee bean (rainy weather) to brainstorm ideas for our PLT.

Innovative Ideas:

• To introduce the culture of hot-desking among staff in our school. Explore working in different areas in the school instead of being confined to one’s cubicle.

• To create a space in school for students to meet and gather in study groups- having access to food and drinks is good. A possible cafe in the library? To revamp the space outside the staffroom?

• To bring multi-sensory learning to the classroom (just like how Chinatown offers sights, sounds, smells and tastes)

• Signed up for ClassPass

• Narrowed down the classes that we want to attend

• Decided on a potential Learning Journey: Visit a gym and find out how instructors motivate clients to show resilience and perseverance. Learn motivational strategies from them. Plan a visit to Singapore Sports School to learn about their curriculum.

• Possible project: Learn about a day in the life of a renowned sportsperson- come up with a VLOG

Today being our first meeting, we will be trying our rules of third!

For science: teach students skills to document experiments that they conduct via photography or videography

We are reminded that our lessons should have a focal point as it places the subject off centre, to create more interest than centering the subject.

Our focal point should be dynamic to allow greater engagement.

Ideas came pouring in like the rainy weather to think of what the group can do for PLT sessions. What better way than to do it over a cup of teh tarik and lime juice. ☺️

By integrating cozy seating, vibrant aesthetics, and interactive elements, we aim to foster a sense of belonging among students. This initiative encourages students to take pride in their school environment and promotes a shared responsibility in maintaining and caring for recreational areas, ensuring they remain enjoyable spaces for everyone.

Nature-Inspired: Railway Corridor Trail + cat cafe

Creative Café: Kulnari

https://www.kulnari.com

Mental wellness: Karaoke

PLT group can achieve the above by meeting up to try different board games. Commercial board games as well as educational-specific games can potentially be explored.

The lighthouse in the school can be used to experiment with how well the games can be received by students.

• Climb Bukit Timah

• Macritchie

• Climb central

Pinnacle trip

• climb Mt Ophir (T2 week 10 weekends or June hols week 1)

  https://www.tryingtooutdoors.com/post/gunung-ledang-mount-ophir-day-hike

2) design experiences that engage students’ hearts and minds

Create a “Tea & Mindfulness Corner” in the school, where students and staff can experience the calming effects of tea and practice mindfulness.

Mindfulness practice

Hyrox is an intimidating competition, just like how the national exams will look and feel like to our students.

Fitness of Mind and Body

• Training for Hyrox is physically demanding. So is growing up and striving for success to be a Passionate Learner, Resilient Leader and Gracious Citizen. We need to be fit in our mind to steel ourselves to be disciplined and put in consistent effort in Hyrox and for students in life.

Integrity

• Having integrity means staying true to our word and doing what we should do, regardless of whether anyone is watching. This is true in training and having sportsmanship in Hyrox. For students, integrity can be developed through acting in ways that are aligned to their purpose and not being distracted by merry making or pleasure seeking.

• Consistency and commitment in our training and for students, having and maintaining a healthy and balanced school and study life.

Respect (for self and others)

• Respecting self in hyrox means we listen to our bodies. Not embracing struggles and challenges is cheating ourselves. Pushing too hard without regard for your limits can lead to injury, undermining long-term progress

• In a training environment, respecting fellow athletes—whether through encouraging words, healthy competition, or sharing tips—creates a supportive, positive atmosphere that fosters personal growth. The same is true for students in becoming supportive peer support structures that promote companionship and peer accountability

Excellence in all our endeavours

• Setting noble but realistic and achievable targets. If we have no vision and do not set targets that motivate us, we will inevitably fall short. Just like how our students should also set targets in ECG and Leader in me.

• Discipline in Preparation - Following a well-structured training program that balances strength, endurance, and functional fitness and prioritizing consistency over short bursts of intense effort. The same is true for the academic journey.

• Tracking progress through metrics like run times, row splits, or workout completion rates to identify areas for improvement just like how and what WA is for.

• Continuous Improvement

• Reflecting on previous races or training sessions to identify what went well and what could be improved.

• Seeking feedback from coaches, peers, or personal data to refine techniques and strategies.

• Staying curious and open to learning new skills or improving weak areas.

Inspired by the senior citizens that once meaningfully engaged, positive relationship building opportunities and collaborative empowerment take place.

Time: 1.45pm-5pm

Tea reception provided

1. Leveraging AI to Improve our T&L as well as school process

   
   

2. Raise student interest in subject areas

Members:

1. Xiaoyan

2. Munah

3. Ruby

4. Ying Min

5. Claudia

6. Ms Tiong

7. Asiah

8. Jing Ou

9. Yin Na

• 1 Learning Journey (Visit the West Coast CC Orchid Garden)

1. Kinesthetic Learning Activities – Use movement to reinforce concepts.

   • Literature/History: Have students physically express themes or emotions from a text/event through movement.

   • Science: Demonstrate concepts like wave motion, cell division, or physics principles through dance.

   • Math: Explore symmetry, geometry, or patterns with body movements.

2. Creative Expression and Reflection – Encourage students to express understanding through movement.

   • English: Instead of writing a reflection, students can choreograph a short movement piece responding to a poem or novel theme.

   • Social Studies: Have students embody different historical perspectives through movement-based storytelling.

3. Mindfulness and Engagement – Use dance for classroom management and student well-being.

   • Quick movement breaks to improve focus and energy.

   • Simple exercises to relieve stress and enhance collaboration.

4. Performance-Based Assessments – Allow students to present knowledge creatively.

   • Let students design a movement-based presentation for a topic instead of a slideshow or written report.

• Learning contemporary dance involves trial and error, persistence, and overcoming frustration.

• Link this to academic learning by emphasizing that mastery takes practice, mistakes are part of the process, and improvement comes with effort.

• Example: In Math or Science, normalize making errors and revising solutions, just as dancers refine their moves over time.

2. Observation & Feedback

• In dance, students learn by watching, analyzing, and giving constructive feedback.

• Apply this by having students observe each other’s work, provide peer feedback, and refine their own understanding based on others’ input.

• Example: In English, students can workshop their essays like dancers adjust choreography based on peer comments.

3. Collaboration & Adaptability

• Dance requires working in sync with others and adjusting to unexpected changes.

• Encourage teamwork in problem-solving activities, simulations, or group projects, emphasizing the importance of adapting strategies dynamically.

4. Embodying Abstract Concepts

• Contemporary dance often expresses emotions or abstract ideas through movement.

• Use this idea by encouraging students to find non-traditional ways to express knowledge (e.g., using metaphors, visuals, or storytelling).

• Example: In Literature, students can discuss how a novel’s themes could be represented visually, musically, or spatially, even if they don’t physically dance them.

5. Creative Risk-Taking

• Dancers experiment with movement and take risks in performance.

• Foster a classroom culture where students feel safe to take intellectual risks, share ideas, and explore creative solutions without fear of failure.

• Example: In Science, students can design experiments with novel approaches rather than following set procedures.

• Start with small, achievable objectives each session (e.g., “By the end of today, everyone should be able to perform a simple 8-count phrase.”).

• Gradually increase complexity as confidence builds.

• Keep sessions focused (e.g., technique, improvisation, expression).

2. Use a Layered Approach (From Simple to Complex)

• Begin with basic warm-ups (gentle stretches, simple movements).

• Introduce isolated movements before combining them into sequences.

• Build towards a short, simple choreography by the end of each session.

3. Encourage a Safe & Supportive Learning Environment

• Many may feel awkward or self-conscious—normalize mistakes and make learning fun.

• Emphasize progress over perfection and celebrate small wins.

• Create a judgment-free zone where teachers feel safe to experiment.

4. Use Analogies & Relatable Examples

• Link movements to things they already understand (e.g., “Think of this arm movement like painting a large stroke on a canvas.”).

• If they struggle with a step, compare it to an everyday action.

5. Balance Learning Styles

• Some will learn by watching, others by doing—demonstrate movements multiple times.

• Break down movements verbally and visually.

• Provide individual feedback, but keep the pace moving so no one gets too fixated on getting it “perfect.”

6. Make It Fun & Purposeful

• Include games, improvisation exercises, or simple partner work.

• Keep sessions light-hearted and engaging—this isn’t about becoming professional dancers, but about learning something new together.

7. Connect to Their Teaching Practice

• End each session with a short reflection:

  • “How did today’s session challenge you?”

  • “What insights can we bring into our own classrooms?”

  • “How does learning dance compare to learning an academic subject?”

Regularly integrating these movement breaks can lead to improved focus, reduced stress, and a more engaging learning environment for teenagers.

1. Use Chatgpt to generate the podcast script using the slides created today (PDF Version)

2. Uploaded the script into AI podcast generator and AI Video generator to generate podcast and video.

Have fun listening/ watching to what we have discussed today!

English Version: https://monica.im/ai-podcast/share?id=924aab14-9ae3-4683-b8ff-f40eaf6e15da

Chinese version: https://monica.im/ai-podcast/share?id=ea26a8a3-a410-4e81-9ee0-cc026aa7f011

Video: https://share.synthesia.io/71725c87-5697-4f1d-bd6a-4d00a82471fc

(May be unacessible due to paywall)

Amazon

SPCA

Elderly / Lentor / Grace Orchard

Ugly Food

1. How can it be more innovative , have you explored the use of AI in your PLT?

   1. Video tutorial for eco printing during Sec 1 d&T (Fridge magnet) Nizam, Wahid

   2. Video tutorial for eco-printing during Sec 1 Art, Tote Bag. Kaibin, Thomas, video can show the different types of tools / resources to hammer / print

   3. Using AI to identify plant species, Create a video to show how Google Lens can be used to identify the plant. Janice, Sharon

2. Bring your learning to the classroom.

3. Share at the Learning Fest.

4. E-mail SSD & AM for reasonable budget requests. ???

   1. Cloth

   2. Frame (ikea / Art Dept)

5. Product: Make an A1 size artwork using flowers and leaves to commemorate KR25 (Next Session)

   
   

(Donation to)

1. Migrant workers (8 Apr 2025) (based on their list of wants)

2. ⁠Sch Claw Machine (tbc) (4 items)

3. ⁠Beauty Products (tbc) (considering: Daughters of Tomorrow, Ray of Hope, Lentor Residence)

4. Book(for school library)

1) Teach Elderly Day Care centre "Fun photo creation with AI" and/or any activity proposed by Lentor residents

2) Art Jamming session at West Coast Park with residents of Lentor Home

Suggestion is go with student ambassadors/ invite students to participate.

Effective for Humanities content creation:

• Efficiently converts notes/PDFs into digestible learning content

• Generates relevant, editable AI images

• Creates structured, visually appealing presentations

Adaptable for differentiated learning:

• Can adjust language complexity for Mother Tongue Language

• Responds well to specific prompts for different learner profiles

• Allows customisation based on target audience needs

• Able to translate content/prompts into different languages, especially useful for MTL (eg, insertion of Hanyu Pinyin)

Key considerations for usage:

• Clear prompts are crucial for generating appropriate content

• Information is presented in varied, engaging formats

• Content accuracy must be verified, especially for subjects like Science

• Presentations remain editable for teacher refinement

With Google Lens, you can quickly capture a photo of anything that interests you, and Google will instantly search for related information, websites, and resources based on the image.

In a school setting, this tool can be incredibly useful for both teachers and students.

Students can use Google Lens to identify plants in science class, translate foreign text in language lessons, or explore historical landmarks from images in textbooks. Teachers can use it to enhance lesson plans, find additional educational resources, or instantly gather information for visual teaching aids. It’s a simple yet powerful way to bring curiosity and learning together in real time.

Another thing to note: Google lens is in build in most phones and it is free:)

As you walk along a selected trail, the app uses your GPS location to automatically play audio content that’s relevant to specific spots along the route—turning your walk into an interactive learning journey.

Students can use Echoes for field trips or outdoor learning activities, where they listen to location-based stories, historical facts, or scientific explanations as they move through different areas.

Teachers can create custom audio guides tied to local history, nature trails, or even campus tours, making learning more engaging for students who retain information better through audio.

Note: The app requires a subscription for access to premium features.

It helps build a community of nature lovers who contribute to a growing map of local biodiversity.

Students can use the app during learning journeys or nature walks to document and share wildlife sightings, encouraging observation skills and environmental awareness.

Teachers can integrate it into science or geography lessons, using real-time data to discuss local ecosystems, biodiversity, and conservation efforts. It also promotes citizen science, where students actively contribute to real-world data collection.

1. Enroll in courses related to GenAI, Prompt Engineering, or SLS (explore Skills Future funds).

2. Implementing AI tools shared by members in teaching & learning and work admin.

3. ⁠list of AI tools discussed

SLS - Data Assistant, Speech Evaluation

Gauth (good for math, has other subjects)

Deepl 

Grammarly 

Rewrite

Deepseek 

CICI 

Copilot 

Pairchat 

Workpal “Ask HR” 

MOE procurement iAsk 

Google Gemini 

MindAppz (Mind Map into Slides)

4. ⁠Using AI to give feedback for essay writing, using prompts to get level appropriate, suggested phrases, grammar suggestions to encourage students to improve their writing skills. Using AI to explain each Mathematical step and spot mistakes in Math working.

As part of your PLT, plan to interview someone working in your chosen field.

Explore how they:

1. Differentiate to engage a diverse range of staff or learners

2. Use technology to boost productivity and effectiveness

3. Leverage AI to drive innovation and transformation

Use this opportunity to gain real-world insights, spark new ideas, and reimagine how you can apply these strategies in your own practice.

Be bold, stay curious, and let’s make innovation part of our everyday learning journey! 🚀

Players must strategically plan moves, adapt to changing game states, and think ahead—developing problem-solving and critical thinking skills.

Communication and Collaboration

Although competitive, Carcassonne often sparks discussions, negotiation, and shared strategies in group settings, especially in team variations or classroom contexts.

Interpersonal Skills

The game encourages players to interact respectfully, understand different play styles, and respond constructively—strengthening social-emotional competencies like empathy and relationship management.

How it works

Use the link here https://www.visitsingapore.com/travel-tips/travelling-to-singapore/singapore-ar-experience/

Select the AR package that you are keen.

Our PLT team selected the Maxwell AR experience

Once it is activated, the link will bring up Google map and lens.

Starting from Smith Street, 3D arrows and markers guide you all the way to Maxwell Food Centre.

Once you arrive, the app overlays a 3D model of the hawker centre and highlights recommended dishes at each stall.

It’s a fun, hands-free way to explore Maxwell—no more wandering around looking for the best bites!

Paul Lee, Director, Plastify

https://www.plastify.sg/

Paul Lee, director of Plastify Singapore, explains, “Many people don’t know that there are actually seven different types of plastics – Type 1 (PET), Type 2 (HDPE), and so on and so forth.

https://www.timeout.com/singapore/art/from-trash-to-treasure-singapores-first-plastic-maker-community-is-changing-the-recycling-game

2) Use technology: - videos are re-useable resources for learners

3) AI - AI can level the playing field for basic design and spur ideation.

Venue: KRSS Library

Time: 1.20pm - 5pm

Project Focus:
As part of our professional learning journey into mobile photography, our team developed an advocacy project titled “I Am Lost”, aimed at raising awareness about littering through the power of visual storytelling.

Objective:
To use artistic photography and emotional taglines to spark reflection and action among students on maintaining a clean, shared school environment.

Learning Experience:

• Photography Skills: Participants learn basic mobile photography techniques (composition, lighting, contrast, angles) through hands-on experience.

• Visual Storytelling: Students are encouraged to emotionally interpret litter through lens and language — crafting impactful taglines like “Not My Home” or “Still Waiting”.

• Digital Literacy: They use editing tools like Canva or Snapseed to refine images and overlay taglines with visual intentionality.

• Exhibition & Advocacy: Students curate their best works into a mini exhibition (physical or digital), inspiring school-wide reflection on ownership and responsibility.

Why It Matters:

• It blends photography as a skill with citizenship education.

• It nurtures students’ visual literacy, empathy, and sense of agency.

• It encourages cleaner habits through peer-created, peer-impactful messaging.

What’s Next:
We hope to continue refining our skills through further workshops, team practice walks, and possibly explore future student-led series around other civic values or SDGs (e.g. kindness, sustainability, mental wellness).

Purpose: was to practice mindful eating

Reflection: forced to eat slowly, focus purposefully only on one task. The exercise enhanced our sensory awareness and we started to focus more on the flavour combinations of the food.

Venue: KRSS Library

Time: 1.20pm - 5pm

Chapter 7 - Origins of the Cold War

Students can listen to this Podcast for supplementary content / conceptual revision.

ChatGPT summarised and simplified guidelines into student friendly language.

Proposed Timeline:

• T3W2 - Source for possible frameworks and facilitation questions

• T3W4 (22nd July)- To link up with Lighthouse keepers and to make use of the framework + facilitation questions to assess feasibility

• To explore AI/Edtech as a tool in creating the facilitation questions and responses?

• Explore proper implementation of Board Games for Intentional Learning of E21CC

• 18th Nov - Learning Fest?

One of the blind guides: a lady was very quiet and not confident when the lights were switched on. However in the dark she changed. She was in her element and her character shone through. She was able to joke with us and communicate openly.

So far, we have completed 2 physical sessions - one in the school gym to try out Hyrox related performance tasks that we adapted (Adaptive Thinking) using our limited equipment. In the next session, we also adapted the exercises so that we could train at West Coast Park. We also found out how AI can be used, like in training for Hyrox, to train learners in basketball - see post above.

2. What are your team’s next steps?

   a. Plan for an LJ to AiRENA basketball academy on 22 July

   b. Confirm who are the participants for the actual Hyrox competition in November

   • Issac and Rasull considering, Hyrox race is on 29/30 November 2025

   b. How do we bring the learning into the classroom?

   i) Continue to be adaptive (CAIT) in the way we approach learning so that learning continues even when we do not operate under optimal conditions (e.g. train in WCP even if we do not have Hyrox equipment)

   ii) Use of AI to enhance learning - real life eg and possible LJ to AiRena basketball academy to see how AI is used to provide detailed, individualised feedback to improve performance tasks; video recording of students' Ukulele practice and using it to analyse their performance, use of AI for language based feedback in EL and Literature classes.

3. How will ideas be implemented in class or school-wide?

   a. Demonstrate and be explicit about the development and use of E21CC and Values as a way of life that undergirds lifelong learning and in the way we conduct ourselves.

   b. Use AI more deeply for individualised feedback. For example, in videoing performance tasks like in Music. For cognitive tasks like in the learning of EL and Lit, we can use AI to provide individualised feedback for essay writing and grammar (e.g. Gemini, ChatGPT)

   c. If there is a youth category for Hyrox in November, we can also publicise and share our learning story. Students can be inspired to join us in Hyrox and live the Hyrox life together!

4. How would you like to present your work at Learning Fest on 18 Nov 2025?

a. Sharing funny moments of our adaptive and inventive thinking in training as well as how we have applied these in our classrooms.

b. Design a hands-on activity to develop CAIT: e.g. Hyrox performance task for staff to apply CAIT and have fun performing. Staff's attempts will also be video-ed to demonstrate how we use AI to provide individualised feedback.

c. Applying CAIT (especially Adaptive and Inventive Thinking) as well as FIRE values to our learning and daily life.

5. What resources or help will you need?

we need more love

• Leveraging AI to produce engaging lesson materials to enhance T&L

Teams next steps - preparing for Learning Fest

Presentation Flow:

1. I DO - Part 1

• Showcasing how AI tools (i.e. Gamma, NotebookLM) were integrated into the design process of our sharing.

  • Objective: Using AI tools to support teachers in T&L pedagogy (i.e. to be more productive in lesson prep)

  • Pedagogy: How do we want our learners to learn?

  • Assessment: How do we evaluate if students have learnt?

2. I DO - Part 2

• Presenter can show a "boring" deck of slides about the PLT group's learning process

  • Presenter to demonstrate through Gamma how the "boring" deck of slides can be transformed into a much more "exciting" deck [teacher-directed].

3. YOU DO - Part 3

Hands-on session:

• Gamma (Slides) / NotebookLM (Podcast) hands-on session

• Reflection by attendees Gamma / NotebookLM

Ans: Revisiting the lesson topic (delivering the lesson in another perspective, to assist students who are unsure/ lost.)

Seeing the perspective, from another colleague (in another department).

Students' perspective:

CAIT: (we are focusing on the following points):

Critical thinking

Adaptive thinking

Info tech - Students tapping on Edutech (PLD), to conduct research for lessons.

2) Climb Central - Talk to vendors about how they plan programmes etc.

3) Singapore Rowing Association - How they plan programmes for students

4) Orienteering vendor - understand the design behind their learning activities for students to enrich soft skills

Ans: Design an acrylic painting workshop, to illicit different perspectives from their point of view, which may affect/ enhance their teaching deliverables.

Teachers' will comment their perspective, of their observation of their peer's painting, before the artist shares their intended perspective, being their painting inspiration.

KIV: Budget for acrylic painting workshop (canvas, acrylic paints, brushes).

KIV location: Art Room 1/ 2.

Duration: 1 PLT session (3hours)

1. Use of QR code of specific locations around the school.

2. We identified 4 venues (specifically historical locations/changed over the years) which may intrigue students in the school history. [Gym, CD-Shelter, Sky Garden & Fountain]

3. This is also as a platform to allow both colleagues and students be in the know of KR's history.

4. AFI for future - to explore future places in the school into a AR format [eg. Open House]

We can present our learning in Learning Fest to showcase the process from photography skills to the creation of advocacy posters, highlighting how visuals can drive awareness and behaviour change.

Having a mini photo gallery can spark further interest and conversations. Additionally, a curated digital toolkit with session outlines, editing tools, and sample visuals can be shared via Google Drive or Padlet to support colleagues in adapting the idea for their own classrooms.

How do we bring the learning into the classroom?

1. Cross-Disciplinary Applications

• English: Use the photos and captions as prompts for persuasive writing or situational writing.

• CCE: Tie the photo advocacy project to values like ownership, responsibility, and environmental care.

• Art or Media Literacy: Let students create their own visual advocacy posters based on issues they care about—e.g., kindness, bullying, food wastage.

2. FT Periods or VIA Projects

• Embed a similar photo walk + reflection task as part of a class bonding. Students can also design and pitch their own environmental campaigns.

3. Peer-Led Sharing

• Empower interested students to present their posters and the rationale behind them during assembly or class time.

A teaching point of "What does this customer see that we don't?" as they are learning to step into others' shoes. This also pushes students to see beyond their own experiences, aligning to our school motto of Beyond Frontiers.

Lesson delivery:

Teachers are encouraged to relook at the lesson objectives, from another perspective, hoping to re-deliver it to students (who are unsure of the lesson). The intention is to assist students, to better understand the lesson, along with the rest of their peers.

I find this very useful and hope students can use AI to help them in their learning of English Language and Literature, be it creation, interpretation or evaluation.

In art, an error can alter the entire mood or message of the artwork. Similarly, in science, a minor measurement mistake can impact the outcome of an entire experiment. This comparison helps students understand the importance of precision in following procedures, recording data, and using correct units.

(1) Can be completed within one 2-3h session.

(2) Affordable.

(3) Contain elements that can be brought back to staff-rooms or classrooms.

(4) How to present during L-Fest?

Prompt:

*"Create a unique and flavorful mocktail recipe tailored to the mood '[Insert Mood Here]'. Consider ingredients that evoke the desired feeling—whether refreshing, calming, energizing, or cozy. Include:

1. Name of the Mocktail (creative and mood-fitting)

2. Ingredients (easily accessible, with quantities)

3. Preparation Steps (clear and concise)

4. Garnish/Serving Suggestion (to enhance presentation)

5. Why It Matches the Mood (brief explanation of flavor profile and mood connection).

Example Moods: relaxed, joyful, exotic, cozy, refreshing, romantic, energetic, nostalgic."*

### Example Output for "Relaxed":

Name: "Lavender Dream"

Ingredients:

- 1 cup coconut water (chilled)

- ½ tsp dried lavender (or 1 tbsp lavender syrup)

- 1 tbsp honey (or agave)

- ½ cup sparkling water

- Ice cubes

- Lemon wheel (for garnish)

Steps:

1. Steep lavender in warm water for 5 mins (or use syrup). Strain if needed.

2. Mix coconut water, lavender infusion, and honey in a shaker with ice.

3. Pour into a glass, top with sparkling water.

4. Garnish with lemon wheel.

Why It Works: Lavender is known for its calming properties, while coconut water hydrates gently. The subtle fizz adds lightness, perfect for unwinding.

---

You can replace "[Insert Mood Here]" with any emotion (e.g., "joyful" → tropical fruits; "cozy" → cinnamon + apple). Would you like a mocktail for a specific mood? 😊

Sherine's input : peaceful

Mocktail Name: "Tranquil Tides"

Mood: Peaceful

Concept: A soothing, lightly sweet mocktail with floral and herbal notes to evoke serenity, like a calm ocean breeze.

### Ingredients:

- ¾ cup chamomile tea (cooled, caffeine-free)

- 1 tbsp elderflower syrup (or honey for subtle sweetness)

- ½ cup cucumber juice (blend and strain fresh cucumber)

- ¼ cup coconut water (for electrolytes + lightness)

- 1 tsp fresh lemon juice (brightens flavors)

- Sparkling water (optional, for a gentle fizz)

- Ice cubes

- Garnish: Thin cucumber ribbon + edible flower (e.g., borage or pansy)

### Steps:

1. Brew chamomile tea, let it cool completely.

2. In a glass, combine chamomile tea, elderflower syrup, cucumber juice, coconut water, and lemon juice. Stir gently.

3. Add ice, then top with a splash of sparkling water (if using).

4. Garnish with a curled cucumber ribbon and an edible flower.

### Why It Matches the Mood:

- Chamomile + elderflower are known for relaxation.

- Cucumber + coconut water add hydration and a clean, refreshing taste.

- The soft blue/pale green hue (from cucumber) visually mimics calm waters.

- Light effervescence (if using sparkling water) feels like a "sigh" in liquid form.

Serving Suggestion: Serve in a clear glass with a bamboo straw to enhance the tranquil vibe. Perfect for meditation breaks or quiet evenings.

---

Need adjustments or another mood? Happy to refine!

1. How Our PLT Can Benefit Students
   Let’s explore incorporating fun movement or dance breaks into lessons! These short breaks can help lift students’ moods, boost focus, and create a more relaxed and engaging classroom environment—especially for our teens.

   
   

2. What We Can Do
   We could film a few quick, easy-to-follow videos of ourselves leading these movement breaks. Then, we can play them during lesson breaks to guide students and encourage participation.

   
   

3. Learning Journey Idea
   Maybe we could organize a session at a dance studio? We could share our goals with the instructor, who could then help us choreograph simple, energizing moves for our videos. Plus, we’d get to film the clips during the session—making it both a fun team experience and a practical resource!

• We will visit this Matcha Bar to observe how the drink is made/ prepared

• How to create a relaxing environment to enjoy the drink

• How to customise the drinks and service to the needs of the customers

• How to promote healthy living and wellness in nutrition

• If the opportunity arises, we will have a chitchat session with the employees to find out the challenges/ purpose of business/ motivation

Link to AI:

• What aspects of the café experience could benefit from AI without losing the personal touch?

• Would you trust a robot or AI to make your matcha drink? Why or why not?

• How can AI support small businesses like Habit without taking away jobs?

We want to explore small, meaningful ways to connect with the wider community — by identifying real needs, and involving our students where possible. It’s about doing good work with our hands and hearts, and learning along the way.

Plans:

1. The Lentor Health Nursing Home Collaboration

   • Purpose: Build meaningful intergenerational connections and uplift elderly residents through thoughtfully designed experiences.

   • Approach: Design Thinking — Start with listening

   • Key Steps:

a. Check-in with Lentor Home: Understand resident profiles and their interests/needs.

b. Propose differentiated activities to suit different physical and cognitive profiles:

🖼️ AI Photo Creation – fun and accessible digital creativity

🌿 Eco-printing – calming hands-on craft for residents with limited mobility

🚶‍♂️ Garden Walks – light, engaging activities for mobile residents, possibly at West Coast Park or the school garden

c. Explore joint sessions with student ambassadors to foster empathy, shared storytelling, and active civic learning

Document the process and learning journey for Learning Fest sharing

2. Amazon x Community Link-Up

• Purpose: Help to bridge corporate goodwill to meet real community needs.

• Key Steps:

a. West Coast CC is agreeable to link-up with Amazon. Krystal and Smithy to facilitate.

b. Brand new sample items from Amazon can be distributed to a wider network of beneficiaries through West Coast CC.

3. National Orchid Garden Partnership

• Purpose: Learning about native orchids and their stories, connecting with Singapore’s natural heritage.

• Key Steps:

• a. Collaboration with National Orchid Garden (initiative to grow native orchids in Singapore)

• b. LJ to National Orchid Garden to learn about native orchids and how we could grow them in our school garden

1)      Questions to Ask Prof. Chen:

• Could you share some pedagogical approaches that effectively integrate AI in the classroom?

• What are the learning theories behind using AI to support learning?

• How can AI facilitate Assessment for Learning (AfL) and metacognitive development?

2)      To confirm the visit date with Prof. Chen.

2. Tentative Plan for the Staff Symposium (November)

1)      Share good practices that apply theory-informed pedagogies supported by AI.

2)      Share examples of how AI can help reduce teachers’ workload.

3)      Design a chatbot (via PairChat Assistant) to support staff with Admin/GO-related queries,  and introduce it to teachers.

(1) come up with a lesson plan for what we will be presenting

(2) assigned responsibilities for each member

(3) initial planning for learning fest completed

              Studio tour and sharing of teaching philosophy

              Warm-up session and basic choreography instruction by Caitlin, KRSS co-instructor

• Duration: 1.5 hours

• Date: 19 August 2025 (Tuesday)

• Venue: DancEdge Academy

• 52 Telok Blangah Road, Telok Blangah House #03-07, 098829

  
  

• This learning journey aligns with our PLT's objectives to learn effective movement techniques that can be integrated into our daily lessons. From simple stretches during transitions to basic contemporary movements for brain breaks, and controlled breathing exercises for refocusing, these strategies will help reduce student restlessness while creating a more dynamic and engaging learning environment.

This marks the completion of our data collection and analysis phase.

At the cafe, we tried a variety of Matcha drinks to find out how it is that given the same base of Matcha, it can help to create different drinks. As we were consuming our drinks, we discussed how rest is important in Wellness. We learnt that there are seven different types of rest and two types of rest that we are interested in are creative rest and social rest.

Creative rest is about restoring inspiration as it gives your mind and senses a break from overuse and allows space for wonder, beauty, and imagination. Without it, people can feel stuck, uninspired, or mentally blocked.

Social rest is rest that we get when we are with people who don't require you to perform or pretend. You are free from the pressure to please or be "on".

It got us thinking about how such rest can support executive functioning as students can have more cognitive flexibility which is the ability to adjust to new information, changing situations and different perspectives.

In a lesson design, how do we create space and time to allow for creative rest so that students do not feel overwhelmed by the long hours and also different lessons that they have to go through.

As teachers, it is our hope that students learn well in class and by intentionally designing rest into our own lives and in lesson design, hopefully it can enhance the wellness of both students and staff.

Leveraging on AI to guide students to customise for themselves a creative rest plan so that students can take a meaningful screentime break in between lessons which is not disruptive.

As a group, we were struck by how much history lives in this quiet space. Standing at the pillboxes and learning about Lieutenant Adnan’s final stand made us feel both proud and humbled. We discussed how different the park must have looked during the war, and how courage can come in many forms. Experiencing history where it happened made it feel more personal and meaningful. We left with a deeper respect for those who fought for our country, and a shared sense of gratitude that brought us closer—not just as students, but as Singaporeans.

Focus: Experiential Learning through park’s natural and historical significance.

Through the guided walk, students can

1) observe key features such as WWII memorials and native biodiversity;

2) record sensory impressions and

3) choose a focal point for creative response.

Using prompts, students can write a short story, poem, or reflection inspired by the park.

The lesson encourages peer sharing and interactive discussion on how nature and history shape personal connection to place. This activity nurtures observation, empathy, and appreciation for local heritage through active engagement and creative expression.

• Create a Teacher Wellness Toolkit with practical rest strategies.

• Redesign parts of the staffroom to incorporate micro-rest zones (e.g. quiet nook, greenery, sensory rest corner).

• Share insights during a Well-being PLT or staff learning day.

• Start a "7 Types of Rest" Challenge for teachers and students (awareness campaign).

• Use learning to model restorative classroom practices (brain breaks, emotional check-ins).

Key Takeaways:

• AI for Learning: Chatbots like SALiS, built on school content, improved self-revision and boosted grades by 10–15%. Beyond task completion, AI can nurture transferable skills.

• Student Development: AI helps assess and strengthen skills such as critical and adaptive thinking, offering scalable feedback and supporting holistic growth. Risk remains that students engage with AI passively.

• Teaching and Pedagogy: The PIC model (Passive → Interactive → Co-creative) guides lesson design. Teachers should model effective AI use and design experiences that foster deeper engagement.

• Teacher Training: Professional development is needed to move beyond productivity uses, with focus on human-centered AI, inquiry-based learning, and AI literacy.

• Broader Use & Ethics: AI in higher education shows potential for personalized learning, conversational agents, and automating tasks. Ethical, responsible adoption with clear boundaries is essential.

Next Steps:

• Pilot curriculum-based AI chatbots.

• Evaluate AI’s role in skill transfer and 21st-century competencies.

• Develop a teacher integration model and provide targeted professional development.

• Strengthen school–research collaboration for responsible, impactful AI use.

• Learning about tea appreciation - environment to promote wellness and relaxation

  • Classroom application - How to self regulate (Teachers) / Executive Functioning - Cognitive Flexibility (Students)

Developing of ideas:

• Slowing down in terms of pace of life - Soothing music and learning how to clear your mind

• 7 Types of rest - Creating time and space in class to allow for rest

Experiential learning:

Trying out to create a wellness corner - appreciating the tea and listening to soft relaxing music

• Making matcha and going through the process

• Tea Quiz to find out your personality (Limsimi) - Gamification/ Learning through games

Moving forward:

How to breathe and exercise - Yoga, Meditation, Art appreciation

Today's discussion:

• Tried out making matcha

• Discussed the learning station what to include

a. Would you prefer PLT groupings in 2026 to be:

• Organic, or

• Department-based?
  

b. Share your reasons.

2. PLT Theme

a. For 2026, should we:

• Continue with the current theme: Learning Beyond Education, or

• Adopt a new, more specific theme?
  

b. Explain your thinking.

3. Exploring TWA+

a. How might TWA+ be explored or integrated as a PLT project?

b. Share possible ideas, opportunities, or concerns.

Both options are viable, but we prefer a department-based model. Forming PLT groups within departments will help strengthen collaboration and create more meaningful opportunities for intra-department professional learning

2. Theme

For 2026, we prefer to retain a broader theme, continuing with “Learning Beyond Education.” This provides a wide enough frame for meaningful inquiry without being overly restrictive, allowing PLTs to align their work with diverse departmental needs and priorities.

3. Exploring TWA+

Overseas TWA+ trips

4. Real life application using AI & Edtech - Issac facilitated a learning journey to P95 Basketball Academy. The LJ also opened our eyes to how AI can be applied and harness teaching effectiveness in basketball academy. This brings us to reflect on how AI has moral implications and how we need to be careful about how we use AI and our students too.

• Playing board games does elicit E21CC attributes from students (primarily communication and collaboration)

• Students are generally engaged in such activities

• We see potential in using board games in the future in this way

• Games should be played organically (should not give them the idea that they are being assessed or being herded to a specific direction) or the effect of engagement would disappear

• Facilitators / game masters should not prompt the students on what to do too much but just guide the players on what they may want to do

• Game masters (skilled in board game rules) --> Game faciliators (knows how to guide the progress of gameplay and how to guide the players)

Future planning:

• Can we take what we learnt and apply in class?

• How do we included EAS?

• Long term goal - Build a community of learners and board gamers + develop student metacognition becomes a passive skill / internalised

• Short term goal - expand arsenal of available boardgames and what E21CC can be mapped on to it (hopefully find boardgames where communication and collaboration may not be the only focus)

• Challenge in 2026 - find a boardgame that focus on Civic and Global Awareness / Cross cultural literacy

• Continue working with Lighthouse keepers to develop a group of avid students/teacher game players

• Plan a visit to a boardgames cafe

b. Appreciating the perspectives from the different departments. As long as PLT is department based it will go into IP area (SLS/ Professional Learning in terms of assessment)

2a. Learning beyond classroom - Important to engage in own projects similar to student's self initiated learning

b. Have a more guidance maybe E21CC

3a. Possible for TWA+ can be explored as different projects in terms of E21CC/ Student outcomes

b.

1b. Learn new ideas and perspectives from working with colleagues from other departments. Make new bonds, share resources and enjoy the synergy.

2a. Choosing Learning that is linked to school needs and work on connecting with external partnership to broaden our horizon.

2b. The learning will serve a realistic purpose and benefit the school community and help us develop further by meeting experts from outside school.

3a. We have the intention but there is difficulty matching industries with our interest.

3b. Work schedule is a concern.

Our project titled as KRconnect is an AI chatbot designed to help students and stakeholders learn about the school’s layout, key locations, historical facts, and sustainability efforts. Through interacting with the chatbot, students learn how to craft effective prompts, verify information, and think critically.

The project supports E21CC competencies by integrating educational technology and treating the environment as the third teacher. It also opens opportunities to apply the chatbot abilities in daily lessons and school-based learning trails, equipping students with transferable skills to experience meaningful and innovative lessons.

The team hopes to connect everyone in KR with everything around KR. KR Connect will be designed with elements of curiosity, inquiry, and fun, contributing to a strong sense of belonging to KR for all.