I am also encouraged to discover the other areas of talent in my students and empower them to better themselves, on top of academic performance.

1. What did you find out from the fun pre activity - learning style quiz? And how can you apply it to your student?

2. What is one take away from the sharing?

3. What is one strategy or resource that you have tried or keen to try this year?

1) What are some takeaways for you from this session?

2) What are some actions you would like to take moving forward?

• Please make one post per course/workshop attended.
  

• Use the reflection questions below to guide your sharing. Keep it concise and meaningful!
  

Reflection Questions for Padlet

🧭 Meta-reflection

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.
   

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?
   

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

🛠️ Application & Next Steps

1. What is one idea you can apply in your classroom / department work?
   
   

2 Key Takeaways:

• AI brings opportunities to personalise learning but we must use it critically and responsibility, set parameters to enhance learning.

• AI does not encourage metacognition, self-efficacy and values. Human touch is still needed

Lightbulb moment: Our brain health is decreasing, there is a decline in reasoning/problem-solving with an over-reliance on AI.

How to apply: As a teacher, it is even more so important for me to encourage metacognition, critical thinking in students especially if they are in their foundation years. It is also important to bring the human touch, awareness to emotions and what makes us human when we educate and interact with our children.

2) I think our SLS system, is moving in the direction towards the scenario shown in the video shown where the system will analyse the mistake made, which is available in Adaptive learning module, although which is still quite basic now. Although the Adaptive learning module still has some glitches but I think it will learn and become better along the way.

3

Key Takeaways:

1. We still need human touch- it is irreplaceable

2. must have clear guidelines to ensure AI enhances and not deter meaningful learning.

Lightbulb Moment:
We must not become complacent or dependent but be more diligent and intentional in how we use AI

Applications in Practice:
I must continue to teach students how to collaborate meaningfully with AI to add on to their learning and not to use it as shortcuts.

1. On a scale of 1–5, how relevant was this session to your role? Explain the rating.
   Rating: 5
   This session was highly relevant to my work with parents, teachers, and students. The discussion around balancing Artificial Intelligence (AI) with Human Intelligence (HI) resonated strongly, especially in the context of cultivating responsible digital citizens. The emphasis on social awareness, academic integrity, and character development aligns closely with our ongoing efforts to nurture well-rounded individuals in a high-tech world.

2. Write 2–3 takeaways. Was there a light-bulb moment? Describe.

   • Human intelligence must be intentionally taught and nurtured – empathy, gratitude, and tactful communication are essential life skills that AI cannot replace.

   • AI literacy must be taught alongside knowledge mastery – we must help students understand how to use AI meaningfully, responsibly, and ethically.

   • Light-bulb moment: The idea that true “super intelligence” is not AI alone, but the integration of AI and HI was eye-opening. It reframed my thinking — that equipping students with values and social intelligence is not just a moral goal but a strategic necessity in the AI era.

3. What is one idea you can apply in class/department work?
   If the AI landscape changes in sch advances, (for upper primary) I would like to pilot a parent-child-teacher cyber wellness reflection tool that allows all three parties to discuss how AI is used at home and in school, paired with discussions on human values like integrity and empathy. This triadic reflection approach aligns with our goal to develop students’ character while leveraging AI in a balanced way. It can also be extended into classroom conversations and form the basis of cyber wellness campaigns led by student leaders.

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.
   
   4

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?
   
   AI algorithms can help teachers to analyze student performance and learning patterns. However, over relying these tools might hinder the development of critical thinking and problem-solving skills.

   
   

2. Was there a "lightbulb moment" during the workshop? Describe it.
   Usage of AI must be intentional.

   
   

3. 🛠️ Application & Next Steps

What is one idea you can apply in your classroom / department work?

I must have clarity on what I want to achieve with my students and tapping on AI can help me generate different possibilities to further stretch the many other possibilities. With AI, it can open my mind on the different ways to achieve the objectives.

Meta-reflection

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.
   4

   
   

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?
   
   Buddy Time, a peer-based instruction and intervention programme can help to enhance social interactions among students, including those with special needs.
   
   

2. Was there a "lightbulb moment" during the workshop? Describe it.
   
   Buddy Time can be  integrated into CCE and PAL curriculum, promoting a positive school culture by strengthening Peer Support and Relationships (PSR) among the lower primary students.

   
   

3. 🛠️ Application & Next Steps

What is one idea you can apply in your classroom / department work?

I can have a conversation with YH P1/2 to share about buddy time. In addition, I can try to have some chat with my class buddy in 3R6 to check in more often with them on what they can do with their targeting buddies and look out for those who are isolated. As FT, I can work with my class buddy to look after the isolated children as shown in sociogram. I will also check in more often with these isolated children during one-to-one chats, recess dining sessions and also through remedial sessions  in Math.   

2 Key Takeaways:

• Selection process of Cantonment Primary Sch's PSLs. They interview a pool of students with excellent conduct grade, then assign them to be either a prefect of a PSL.

• CPS structure is that PSL also runs with an EXCO. Prefects run school discipline, but PSLs focus on student wellbeing, outreach on cyberwellness.

Lightbulb moment:

Not really a lightbulb moment but more of wondering. If the one of the purposes of PSL is to reach out to the school community, I would think that students with a Very Good conduct grade could also manage this task. In fact, wouldn't they be more 'welcome' by the masses?

How to apply:

The presenters shared their interview questions for PSL. Maybe can incorporate this for Student Leaders.

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.
   
   5

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?
   
   Students thrive when school, communities and parents collaborate.

   
   

   Overlapping spheres of influence by Epstein

2. Was there a "lightbulb moment" during the workshop? Describe it.
   
   Good for all – Essential for some

   An approach where we can share SMS to more students in school.

   
   

3. 🛠️ Application & Next Steps

What is one idea you can apply in your classroom / department work?

I feel that this is something that we can try for PHPPS. I can also adopt this approach for my P3 class where  I can share with my P3 Math parents more often in Class Dojo. I realized from the recent PTM that many reminders I had in my class are often ignored when my math students do their revision at home. Thus, if I highlight important methods and strategies in Class Dojo, then parents are made more aware and we can sing the same tune towards getting their child to practice certain methods or strategies even during their revisions.  

1. On a scale of 1–5, how relevant was this session to your role? Explain the rating.
Rating: 5
The discussion around balancing Artificial Intelligence (AI) with Human Intelligence (HI) resonated strongly, especially in the context of cultivating responsible digital citizens. The emphasis on social awareness, academic integrity, and character development aligns closely with our ongoing efforts to nurture well-rounded individuals in a high-tech world.

2. Write 2–3 takeaways. Was there a light-bulb moment? Describe.

• Human intelligence must be intentionally taught and nurtured – empathy, gratitude, and tactful communication are essential life skills that AI cannot replace.

• AI literacy must be taught alongside knowledge mastery – we must help students understand how to use AI meaningfully, responsibly, and ethically.

• Light-bulb moment: The idea that true “super intelligence” is not AI alone, but the integration of AI and HI was eye-opening. It reframed my thinking — that equipping students with values and social intelligence is not just a moral goal but a strategic necessity in the AI era.

3. What is one idea you can apply in class/department work?
I would like to pilot a parent-child-teacher cyber wellness reflection tool (upper primary) if the use of AI is also advancing in school it is a good move as it allows all three parties to discuss how AI is used at home and in school, paired with discussions on human values like integrity and empathy. This triadic reflection approach aligns with our goal to develop students’ character while leveraging AI in a balanced way. It can also be extended into classroom conversations and form the basis of cyber wellness campaigns led by student leaders.

--------------------------------------------

Online 1: A Whole-school Approach in Leveraging Data to Design Upstream Support for Students

1. On a scale of 1–5, how relevant was this session to your role? Explain the rating.
Rating: 5
The importance of upstream support in fostering a caring and enabling school environment. The use of a whole-school approach grounded in theoretical frameworks like PBIS and Bronfenbrenner’s Ecological Systems Theory provided valuable insights into how data can be meaningfully applied to design targeted support for students. It aligns closely with my work in overseeing student leadership, peer support, and managing student well-being efforts across different touchpoints—parents, teachers, and students.

2. What are 2–3 key takeaways? Was there a light-bulb moment?

• The power of strategic data use: Tools like Connectograms and school-based databanks (e.g., Data House) can surface meaningful patterns in student well-being, peer relationships, and risk areas, enabling more proactive interventions.

• Whole-school involvement matters: Initiatives such as “Start It Right!” and small-group ‘shut-shat’ teacher-student conversations help establish early trust and consistent check-ins, reinforcing the idea that every teacher plays a role in student development.

• Light-bulb moment: Seeing how data from various sources—discipline records, sociograms, and even insights on parenting styles—can be triangulated to guide interventions, especially for students who are socially isolated, gave me a deeper appreciation of how comprehensive support structures can be.

3. What is one idea you can apply in class/department work?
I hope to adopt a more intentional approach in using peer support leaders to reach out to isolated students, informed by sociogram data. For instance, we can match student leaders to support peers who may lack social connections, providing them with guided strategies to build meaningful peer relationships. Additionally, equipping teachers with snapshots of key student data during level meetings can better inform their pastoral support, especially during critical transition points. This reinforces our belief that every adult in school has a role in upstream support and strengthens our parent-teacher partnerships in monitoring and supporting student well-being.

---------------------------------------------

Online 2: BrainCore AI: A Personalised Profiling for Student Leadership Development

1. On a scale of 1–5, how relevant was this session to your role? Explain the rating.
Rating: 5
This session was highly relevant to my role as Subject Head overseeing student leadership and peer support development. Working closely with teachers, students, and parents, I often encounter the challenge of developing student leaders through observation or event-based feedback, which may be limited or subjective. BrainCore’s evidence-based profiling tool offers an objective and data-driven alternative that provides deeper insight into each leader’s socio-emotional competencies. This aligns well with my aim to personalise leadership development and support student leaders meaningfully across their journey.

2. What are 2–3 key takeaways? Was there a light-bulb moment?

• AI can enhance metacognitive growth: The profiling process helps student leaders better understand their strengths and developmental areas, promoting self-awareness and intentional growth.

• Bespoke coaching with human-AI synergy: While BrainCore provides data insights and customised learning modules, the teacher-student coaching relationship remains essential in guiding the “how” of development.

• Light-bulb moment: The idea that AI can provide personalised leadership development pathways—suggesting specific modules while allowing students to reflect and act—was a key insight. It shifts leadership development from being reactive and generalised to proactive and individualised.

3. What is one idea you can apply in class/department work?
Not so soon as the cost involved is pretty substantial. $100 per pax. It is a an interesting to use profiling tool like BrainCore help in school’s student leadership development programme. With the support of AI-driven insights, we can customise leadership coaching plans for both Class Committee and Peer Support Leaders. This could include tailored modules for empathy, collaboration, or decision-making, based on each student’s profile. Teachers can then use this data during one-on-one check-ins, ensuring our leadership development remains both intentional and student-centred. In the long run, this approach could also help engage parents more meaningfully, by sharing their child’s developmental goals and progress.

Understandings:

1. Three main roles of AI in Education:

   • AI can be used as a tool to address educational challenges.

   • Education systems should aim to increase human intelligence to prepare learners for an AI-driven world.

   • It is important to educate students about AI so they can use it safely and responsibly. [Totally agree!]

2. Tracing metacognition digitally:
   Metacognitive processes: such as planning, self-monitoring, and reflection—can be supported and made visible using digital tools like goal-setting rubrics (what we r doing!), annotations, and reflective notes (mind-maps & journal entries!).

   
   

💡 Lightbulb Moment
I am not alone in tracking steps! I am like the Professor! Using a watch to track steps!

Having a analytical mind is important too!

🛠️ Application & Next Steps

As the Math Head, I need to continue to promote the integration of metacognitive strategies in the teaching of mathematics across the department. We are on the right track and should continue to make use of AI (using it wisely) to help us in our planning and learning!

🔍 Understanding & Key Takeaways

1. Starting with an Open-Ended Hook:
   Using real-life and open-ended problems at the start of a lesson helps to spark curiosity and gives students a purpose for learning.

2. Encouraging Students to Ask Their Own Questions:
   Allowing HALs to come up with their own questions gives them more ownership and promotes deeper thinking. It also shifts the lesson from being teacher-led to more student-directed.

3. Collaboration Matters:
   When HALs work together to solve problems, they not only learn from one another but also refine their thinking. Structured group work can be a powerful tool for building confidence and critical thinking.

Letting students drive the learning through their own questions can lead to stronger engagement.

🛠️ Application & Next Steps

I hope to encourage our teachers in trying out lesson designs that use open-ended, real-world contexts to start lessons [Math Around Us, Thinking Aloud]. We can also look into ways to encourage students to ask more questions and share their thinking with peers [P5 Math Talk]. With the new Math room, i hope more teachers can carry out more group work for students to discuss and learn from one another. It take mindset shift and I hope to see more students taking initiative in their learning and growing more confident in expressing their mathematical thinking!

• AI is powerful: We can use it to enhance teaching and learning!

• I'm not alone in feeling unprepared: Many of us know of the risks, and we're all learning how to mitigate them.

• Human intelligence still matters: Despite AI's capabilities, there are still many aspects it can't replace, like empathy, perspectives, context, and metacognition!

2 action steps

• Integrate AI intentionally: Leverage its strength! But we should still focus on cognitive growth in our students.

• Teach responsible AI use: We shouldn't avoid, but actively guide students to use AI tools ethically, thoughtfully, and in ways that support, not hinder, their learning.

1 question (or fear)

• Will AI evolve faster than our ability of adapt our mindsets and behaviours?

• Integration makes learning real: Linking Math with PE through activities like SBJ allows students to actively make use of the Math concept learnt.

• Student Agency is powerful: Getting students to co-construct success criteria and then reflect upon them makes the process meaningful and personalised.

• Great way to develop e21cc: Such interdisciplinary collaborations encourages communication, critical thinking and adaptive learning!

2 action steps

• Explore such collaboration: Texted MeowJin, are we ready!?!

• Get students to co-construct success criteria: I think our students are definitely capable of doing so, we just need to give them the opportunity.

1 question

• What's been stopping me.......

The address reaffirms again what we know all along but do not know its negative implications of our disaster "well taught" had on students' Mathematically learning and development. The address explores how seemingly effective mathematics instruction can inadvertently hinder students' true understanding of the subject. It highlights that an overemphasis on rote memorization, procedural accuracy, and solving short exercises leads students to view mathematics as a collection of facts rather than a field for genuine inquiry and problem-solving. Ultimately, the author advocates for a broader definition of mathematical understanding and a reevaluation of teaching practices to cultivate deeper, more flexible mathematical thinking.

Takeaways:

1)Math@PHPPS is on the right track to focus Metacognition (coonecting different Math concepts) - A teacher should explicitly link different areas of mathematical knowledge, such as formal proofs and practical constructions, which students often perceive as separate.

2) Math@PHPPS is on the right track to focus on Reasoning - A teacher should emphasize understanding the underlying mathematical ideas and connections rather than solely focusing on mastering symbolic manipulation procedures. The goal of mathematics instruction is to help students learn to think mathematically, which involves understanding connections and being able to apply knowledge flexibly and meaningfully.

3) Math@PHPPS Work-In-Progress - A teacher should provide students with "real mathematical thinking" tasks that go beyond simple exercises designed for quick mastery1011. These tasks should allow students to engage in making progress on difficult problems, make sense of complex situations, and learn that some problems require time, hard work, and exploration

Takeaways:

1)Math Around Us Upgrade ( Real-World Integration: Fostering Critical and Adaptive Mathematical Thinking)

In addition to fostering critical thinking and adaptive thinking, it links to DI where there is students engagement where it appeals to students interest. Moroever, Real-world context that offers unfamilar situation provides students a level-up challenge. It also enhance students' metacogntion by reflecting on the various methods and deciding which is the best methods.

2) Fostering Critical and Adaptive Thinking Through Inquiry-Based Learning

Besides critical adaptive thinking, Inquiry-Based Learning is aligned to DI as it enages students, appleas to their interest and offers a level up challenge. It also enables metacognition by enabling students to connect and apply prior knowledge to solve problem.

Here, the teacher set the stage through the mystery of “The Case of the Spilled Paint” in an Art classroom. She then scaffolded the students using inquiry as a tool to deepen students’ thinking about the case.

Through eye-witnesses’ statements, teacher guided the class into group discussion to analyse their viewpoints. In the midst of drawing inferences, the students questioned and challenged one another’s assumptions. Group discussions and questioning included the relationship between eye-witnesses and key suspects (eg Were they close friends, nemesis, or neutral friends?). Thereafter, eye witnesses had to synthesise their analysis into a situational writing task.

Understanding & Key Take-Aways

2.      This is indeed a very interesting authentic task whereby students could draw connections immediately in their daily classroom encounters. The group discussions and questioning allows students to put on their thinking cap , evaluate the situation critically, communicate clearly and justify their viewpoints.

The eye-witnesses' situational writing task allows them to integrate their critical thinking skills and logically summarise their thoughts in written form.

3.     Lightbulb Moments

The HALs explored how differing viewpoints could be shaped by personal preferences, biasedness , which in turn may affect one’s judgement of the situations. This preju dice or biasedness, is not restricted to children, but rather, adults too.

Application & Next Step

4.      For future missing items in class, I could probably engage the same strategy and get the parties and eye-witnesses involved to be seated together, discussed and write a situational report. Then, I would elicit responses from them to draw a conclusion. This is with the aim to sharpen their analytical and critical thinking skills, as well as beef up their writing skills.

Meta-Cognition Rating   4/5

1.      I would give a rating of 4 as the lesson integrates an authentic real-world scenario into a Math problem, with actual statistics of the rate of myopia amongst Singapore Children. Teacher then facilitated the discussion by presenting a Math problem of the rate of myopia in a class. To foster critical thinking, students were engaged in Group discussion and told to present their solutions using multiple methods / representations.

Understanding & Key Take-Aways

1.      This is indeed an authentic task whereby students could draw connections immediately between self and the Math problem / peer and the Math problem. In getting students to present their solutions, they had to evaluate if their working makes sense and communicate (21cc skills: Reasoning and Communication Skills) their solution clearly to the audience, ie their classmates.

2.      Through the use of Inquiry-Based Learning (IBL), students exhibit Adaptive Thinking by applying Model Drawing to solve the Math Problem. 2 Groups presented 2 different sets of Models to solve the same Math problem One Group utilized their P4 knowledge of Fraction of a Set ¾ of 40 to solve the problem.

Educators could effectively integrate authentic scenarios in students’ learning. Through IBL, teachers could foster adaptive and critical thinking skills, thereby enhancing students’ problem-solving skills.

🧭 Meta-reflection

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.

   
   

   Rating: 5 🌟

   This session was relevant to the chapter that I am teaching - P3 Fractions. It covered on how to engage students using ICT tools (ClassPoint and Deck Toys).

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?

• Interactive activities integrated using ClassPoint in providing instant feedback

• Using Deck Toys in getting students to solve fraction-related challenges customised to their readiness levels (DI)

• Exit Ticket activity using word cloud poll via ClassPoint

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

   
   

   Yes! I felt excited knowing that ClassPoint was also used and at the same time, I am exploring ways in using this ICT tool meaningfully.

🛠️ Application & Next Steps

1. What is one idea you can apply in your classroom/department work?

   
   

   One of the key concepts covered here is to focus on clarifying misconceptions. Having this in mind will help students to avoid such mistakes.

   
   

Understandings:

1. Three main roles of AI in Education:

   • AI can be used as a tool to address educational challenges.

   • Education systems should aim to increase human intelligence to prepare learners for an AI-driven world.

   • It is important to educate students about AI so they can use it safely and responsibly. [Totally agree!]

2. Tracing metacognition digitally:
   Metacognitive processes: such as planning, self-monitoring, and reflection—can be supported and made visible using digital tools like goal-setting rubrics (what we r doing!), annotations, and reflective notes (mind-maps & journal entries!).

   
   

💡 Lightbulb Moment
I am not alone in tracking steps! I am like the Professor! Using a watch to track steps!

Having a analytical mind is important too!

🛠️ Application & Next Steps

As the Math Head, I need to continue to promote the integration of metacognitive strategies in the teaching of mathematics across the department. We are on the right track and should continue to make use of AI (using it wisely) to help us in our planning and learning!

• AI is powerful: We can use it to enhance teaching and learning!

• I'm not alone in feeling unprepared: Many of us know of the risks, and we're all learning how to mitigate them.

• Human intelligence still matters: Despite AI's capabilities, there are still many aspects it can't replace, like empathy, perspectives, context, and metacognition!

2 action steps

• Integrate AI intentionally: Leverage its strength! But we should still focus on cognitive growth in our students.

• Teach responsible AI use: We shouldn't avoid, but actively guide students to use AI tools ethically, thoughtfully, and in ways that support, not hinder, their learning.

1 question (or fear)

• Will AI evolve faster than our ability of adapt our mindsets and behaviours?

The address reaffirms again what we know all along but do not know its negative implications of our disaster "well taught" had on students' Mathematically learning and development. The address explores how seemingly effective mathematics instruction can inadvertently hinder students' true understanding of the subject. It highlights that an overemphasis on rote memorization, procedural accuracy, and solving short exercises leads students to view mathematics as a collection of facts rather than a field for genuine inquiry and problem-solving. Ultimately, the author advocates for a broader definition of mathematical understanding and a reevaluation of teaching practices to cultivate deeper, more flexible mathematical thinking.

Takeaways:

1)Math@PHPPS is on the right track to focus Metacognition (coonecting different Math concepts) - A teacher should explicitly link different areas of mathematical knowledge, such as formal proofs and practical constructions, which students often perceive as separate.

2) Math@PHPPS is on the right track to focus on Reasoning - A teacher should emphasize understanding the underlying mathematical ideas and connections rather than solely focusing on mastering symbolic manipulation procedures. The goal of mathematics instruction is to help students learn to think mathematically, which involves understanding connections and being able to apply knowledge flexibly and meaningfully.

3) Math@PHPPS Work-In-Progress - A teacher should provide students with "real mathematical thinking" tasks that go beyond simple exercises designed for quick mastery1011. These tasks should allow students to engage in making progress on difficult problems, make sense of complex situations, and learn that some problems require time, hard work, and exploration

🔍 Understanding & Key Takeaways

1. Starting with an Open-Ended Hook:
   Using real-life and open-ended problems at the start of a lesson helps to spark curiosity and gives students a purpose for learning.

2. Encouraging Students to Ask Their Own Questions:
   Allowing HALs to come up with their own questions gives them more ownership and promotes deeper thinking. It also shifts the lesson from being teacher-led to more student-directed.

3. Collaboration Matters:
   When HALs work together to solve problems, they not only learn from one another but also refine their thinking. Structured group work can be a powerful tool for building confidence and critical thinking.

Letting students drive the learning through their own questions can lead to stronger engagement.

🛠️ Application & Next Steps

I hope to encourage our teachers in trying out lesson designs that use open-ended, real-world contexts to start lessons [Math Around Us, Thinking Aloud]. We can also look into ways to encourage students to ask more questions and share their thinking with peers [P5 Math Talk]. With the new Math room, i hope more teachers can carry out more group work for students to discuss and learn from one another. It take mindset shift and I hope to see more students taking initiative in their learning and growing more confident in expressing their mathematical thinking!

• Integration makes learning real: Linking Math with PE through activities like SBJ allows students to actively make use of the Math concept learnt.

• Student Agency is powerful: Getting students to co-construct success criteria and then reflect upon them makes the process meaningful and personalised.

• Great way to develop e21cc: Such interdisciplinary collaborations encourages communication, critical thinking and adaptive learning!

2 action steps

• Explore such collaboration: Texted MeowJin, are we ready!?!

• Get students to co-construct success criteria: I think our students are definitely capable of doing so, we just need to give them the opportunity.

1 question

• What's been stopping me.......

The address reaffirms again what we know all along but do not know its negative implications of our disaster "well taught" had on students' Mathematically learning and development. The address explores how seemingly effective mathematics instruction can inadvertently hinder students' true understanding of the subject. It highlights that an overemphasis on rote memorization, procedural accuracy, and solving short exercises leads students to view mathematics as a collection of facts rather than a field for genuine inquiry and problem-solving. Ultimately, the author advocates for a broader definition of mathematical understanding and a reevaluation of teaching practices to cultivate deeper, more flexible mathematical thinking.

Takeaways:

1)Math@PHPPS is on the right track to focus Metacognition (coonecting different Math concepts) - A teacher should explicitly link different areas of mathematical knowledge, such as formal proofs and practical constructions, which students often perceive as separate.

2) Math@PHPPS is on the right track to focus on Reasoning - A teacher should emphasize understanding the underlying mathematical ideas and connections rather than solely focusing on mastering symbolic manipulation procedures. The goal of mathematics instruction is to help students learn to think mathematically, which involves understanding connections and being able to apply knowledge flexibly and meaningfully.

3) Math@PHPPS Work-In-Progress - A teacher should provide students with "real mathematical thinking" tasks that go beyond simple exercises designed for quick mastery1011. These tasks should allow students to engage in making progress on difficult problems, make sense of complex situations, and learn that some problems require time, hard work, and exploration

Takeaways:

1)Math Around Us Upgrade ( Real-World Integration: Fostering Critical and Adaptive Mathematical Thinking)

In addition to fostering critical thinking and adaptive thinking, it links to DI where there is students engagement where it appeals to students interest. Moroever, Real-world context that offers unfamilar situation provides students a level-up challenge. It also enhance students' metacogntion by reflecting on the various methods and deciding which is the best methods.

2) Fostering Critical and Adaptive Thinking Through Inquiry-Based Learning

Besides critical adaptive thinking, Inquiry-Based Learning is aligned to DI as it enages students, appleas to their interest and offers a level up challenge. It also enables metacognition by enabling students to connect and apply prior knowledge to solve problem.

Here, the teacher set the stage through the mystery of “The Case of the Spilled Paint” in an Art classroom. She then scaffolded the students using inquiry as a tool to deepen students’ thinking about the case.

Through eye-witnesses’ statements, teacher guided the class into group discussion to analyse their viewpoints. In the midst of drawing inferences, the students questioned and challenged one another’s assumptions. Group discussions and questioning included the relationship between eye-witnesses and key suspects (eg Were they close friends, nemesis, or neutral friends?). Thereafter, eye witnesses had to synthesise their analysis into a situational writing task.

Understanding & Key Take-Aways

2.      This is indeed a very interesting authentic task whereby students could draw connections immediately in their daily classroom encounters. The group discussions and questioning allows students to put on their thinking cap , evaluate the situation critically, communicate clearly and justify their viewpoints.

The eye-witnesses' situational writing task allows them to integrate their critical thinking skills and logically summarise their thoughts in written form.

3.     Lightbulb Moments

The HALs explored how differing viewpoints could be shaped by personal preferences, biasedness , which in turn may affect one’s judgement of the situations. This preju dice or biasedness, is not restricted to children, but rather, adults too.

Application & Next Step

4.      For future missing items in class, I could probably engage the same strategy and get the parties and eye-witnesses involved to be seated together, discussed and write a situational report. Then, I would elicit responses from them to draw a conclusion. This is with the aim to sharpen their analytical and critical thinking skills, as well as beef up their writing skills.

Meta-Cognition Rating   4/5

1.      I would give a rating of 4 as the lesson integrates an authentic real-world scenario into a Math problem, with actual statistics of the rate of myopia amongst Singapore Children. Teacher then facilitated the discussion by presenting a Math problem of the rate of myopia in a class. To foster critical thinking, students were engaged in Group discussion and told to present their solutions using multiple methods / representations.

Understanding & Key Take-Aways

1.      This is indeed an authentic task whereby students could draw connections immediately between self and the Math problem / peer and the Math problem. In getting students to present their solutions, they had to evaluate if their working makes sense and communicate (21cc skills: Reasoning and Communication Skills) their solution clearly to the audience, ie their classmates.

2.      Through the use of Inquiry-Based Learning (IBL), students exhibit Adaptive Thinking by applying Model Drawing to solve the Math Problem. 2 Groups presented 2 different sets of Models to solve the same Math problem One Group utilized their P4 knowledge of Fraction of a Set ¾ of 40 to solve the problem.

Educators could effectively integrate authentic scenarios in students’ learning. Through IBL, teachers could foster adaptive and critical thinking skills, thereby enhancing students’ problem-solving skills.

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.
   
   4

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?
   
   AI algorithms can help teachers to analyze student performance and learning patterns. However, over relying these tools might hinder the development of critical thinking and problem-solving skills.

   
   

2. Was there a "lightbulb moment" during the workshop? Describe it.
   Usage of AI must be intentional.

   
   

3. 🛠️ Application & Next Steps

What is one idea you can apply in your classroom / department work?

I must have clarity on what I want to achieve with my students and tapping on AI can help me generate different possibilities to further stretch the many other possibilities. With AI, it can open my mind on the different ways to achieve the objectives.

Meta-reflection

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.
   4

   
   

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?
   
   Buddy Time, a peer-based instruction and intervention programme can help to enhance social interactions among students, including those with special needs.
   
   

2. Was there a "lightbulb moment" during the workshop? Describe it.
   
   Buddy Time can be  integrated into CCE and PAL curriculum, promoting a positive school culture by strengthening Peer Support and Relationships (PSR) among the lower primary students.

   
   

3. 🛠️ Application & Next Steps

What is one idea you can apply in your classroom / department work?

I can have a conversation with YH P1/2 to share about buddy time. In addition, I can try to have some chat with my class buddy in 3R6 to check in more often with them on what they can do with their targeting buddies and look out for those who are isolated. As FT, I can work with my class buddy to look after the isolated children as shown in sociogram. I will also check in more often with these isolated children during one-to-one chats, recess dining sessions and also through remedial sessions  in Math.   

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.
   
   5

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?
   
   Students thrive when school, communities and parents collaborate.

   
   

   Overlapping spheres of influence by Epstein

2. Was there a "lightbulb moment" during the workshop? Describe it.
   
   Good for all – Essential for some

   An approach where we can share SMS to more students in school.

   
   

3. 🛠️ Application & Next Steps

What is one idea you can apply in your classroom / department work?

I feel that this is something that we can try for PHPPS. I can also adopt this approach for my P3 class where  I can share with my P3 Math parents more often in Class Dojo. I realized from the recent PTM that many reminders I had in my class are often ignored when my math students do their revision at home. Thus, if I highlight important methods and strategies in Class Dojo, then parents are made more aware and we can sing the same tune towards getting their child to practice certain methods or strategies even during their revisions.  

1. On a scale of 1–5, how relevant was this session to your role? Explain the rating.
   Rating: 5
   This session was highly relevant to my work with parents, teachers, and students. The discussion around balancing Artificial Intelligence (AI) with Human Intelligence (HI) resonated strongly, especially in the context of cultivating responsible digital citizens. The emphasis on social awareness, academic integrity, and character development aligns closely with our ongoing efforts to nurture well-rounded individuals in a high-tech world.

2. Write 2–3 takeaways. Was there a light-bulb moment? Describe.

   • Human intelligence must be intentionally taught and nurtured – empathy, gratitude, and tactful communication are essential life skills that AI cannot replace.

   • AI literacy must be taught alongside knowledge mastery – we must help students understand how to use AI meaningfully, responsibly, and ethically.

   • Light-bulb moment: The idea that true “super intelligence” is not AI alone, but the integration of AI and HI was eye-opening. It reframed my thinking — that equipping students with values and social intelligence is not just a moral goal but a strategic necessity in the AI era.

3. What is one idea you can apply in class/department work?
   If the AI landscape changes in sch advances, (for upper primary) I would like to pilot a parent-child-teacher cyber wellness reflection tool that allows all three parties to discuss how AI is used at home and in school, paired with discussions on human values like integrity and empathy. This triadic reflection approach aligns with our goal to develop students’ character while leveraging AI in a balanced way. It can also be extended into classroom conversations and form the basis of cyber wellness campaigns led by student leaders.

1. On a scale of 1–5, how relevant was this session to your role? Explain the rating.
Rating: 5
This session was extremely relevant to my role as it underscored the importance of upstream support in fostering a caring and enabling school environment. The use of a whole-school approach grounded in theoretical frameworks like PBIS and Bronfenbrenner’s Ecological Systems Theory provided valuable insights into how data can be meaningfully applied to design targeted support for students. It aligns closely with my work in overseeing student leadership, peer support, and managing student well-being efforts across different touchpoints—parents, teachers, and students.

2. What are 2–3 key takeaways? Was there a light-bulb moment?

• The power of strategic data use: Tools like Connectograms and school-based databanks (e.g., Data House) can surface meaningful patterns in student well-being, peer relationships, and risk areas, enabling more proactive interventions.

• Whole-school involvement matters: Initiatives such as “Start It Right!” and small-group ‘shut-shat’ teacher-student conversations help establish early trust and consistent check-ins, reinforcing the idea that every teacher plays a role in student development.

• Light-bulb moment: (1 consolidated data at one glance) Seeing how data from various sources—discipline records, sociograms, and even insights on parenting styles—can be triangulated to guide interventions, especially for students who are socially isolated, gave me a deeper appreciation of how comprehensive support structures can be.

• Be mindful of teachers' well-being too! provide support for teachers

3. What is one idea you can apply in class/department work?
I hope to adopt a more intentional approach in using peer support leaders to reach out to isolated students, informed by sociogram data. For instance, we can match PSLs to support peers who may lack social connections, providing them with guided strategies to build meaningful peer relationships. Additionally, equipping teachers with snapshots of key student data during level meetings can better inform their pastoral support, especially during critical transition points. This reinforces our belief that every adult in school has a role in upstream support and strengthens our parent-teacher partnerships in monitoring and supporting student well-being.

1. On a scale of 1–5, how relevant was this session to your role? Explain the rating.
Rating: 5
This session was extremely relevant to my role as it underscored the importance of upstream support in fostering a caring and enabling school environment. The use of a whole-school approach grounded in theoretical frameworks like PBIS and Bronfenbrenner’s Ecological Systems Theory provided valuable insights into how data can be meaningfully applied to design targeted support for students. It aligns closely with my work in overseeing student leadership, peer support, and managing student well-being efforts across different touchpoints—parents, teachers, and students.

2. What are 2–3 key takeaways? Was there a light-bulb moment?

• The power of strategic data use: Tools like Connectograms and school-based databanks (e.g., Data House) can surface meaningful patterns in student well-being, peer relationships, and risk areas, enabling more proactive interventions.

• Whole-school involvement matters: Initiatives such as “Start It Right!” and small-group ‘shut-shat’ teacher-student conversations help establish early trust and consistent check-ins, reinforcing the idea that every teacher plays a role in student development.

• Light-bulb moment: (1 consolidated data at one glance) Seeing how data from various sources—discipline records, sociograms, and even insights on parenting styles—can be triangulated to guide interventions, especially for students who are socially isolated, gave me a deeper appreciation of how comprehensive support structures can be.

• Be mindful of teachers' well-being too! provide support for teachers

3. What is one idea you can apply in class/department work?
I hope to adopt a more intentional approach in using peer support leaders to reach out to isolated students, informed by sociogram data. For instance, we can match PSLs to support peers who may lack social connections, providing them with guided strategies to build meaningful peer relationships. Additionally, equipping teachers with snapshots of key student data during level meetings can better inform their pastoral support, especially during critical transition points. This reinforces our belief that every adult in school has a role in upstream support and strengthens our parent-teacher partnerships in monitoring and supporting student well-being.

🧭 Meta-reflection

1. On a scale of 1–5, how relevant was this session to your role? Explain your rating.

   
   

   Rating: 5 🌟

   This session was relevant to the chapter that I am teaching - P3 Fractions. It covered on how to engage students using ICT tools (ClassPoint and Deck Toys).

🔍 Understanding & Key Takeaways

1. What are 2–3 key takeaways from the session?

• Interactive activities integrated using ClassPoint in providing instant feedback

• Using Deck Toys in getting students to solve fraction-related challenges customised to their readiness levels (DI)

• Exit Ticket activity using word cloud poll via ClassPoint

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

   
   

   Yes! I felt excited knowing that ClassPoint was also used and at the same time, I am exploring ways in using this ICT tool meaningfully.

🛠️ Application & Next Steps

1. What is one idea you can apply in your classroom/department work?

   
   

   One of the key concepts covered here is to focus on clarifying misconceptions. Having this in mind will help students to avoid such mistakes.

   
   

2 Key Takeaways:

• AI brings opportunities to personalise learning but we must use it critically and responsibility, set parameters to enhance learning.

• AI does not encourage metacognition, self-efficacy and values. Human touch is still needed

Lightbulb moment: Our brain health is decreasing, there is a decline in reasoning/problem-solving with an over-reliance on AI.

How to apply: As a teacher, it is even more so important for me to encourage metacognition, critical thinking in students especially if they are in their foundation years. It is also important to bring the human touch, awareness to emotions and what makes us human when we educate and interact with our children.

2 Key Takeaways:

• Selection process of Cantonment Primary Sch's PSLs. They interview a pool of students with excellent conduct grade, then assign them to be either a prefect of a PSL.

• CPS structure is that PSL also runs with an EXCO. Prefects run school discipline, but PSLs focus on student wellbeing, outreach on cyberwellness.

Lightbulb moment:

Not really a lightbulb moment but more of wondering. If the one of the purposes of PSL is to reach out to the school community, I would think that students with a Very Good conduct grade could also manage this task. In fact, wouldn't they be more 'welcome' by the masses?

How to apply:

The presenters shared their interview questions for PSL. Maybe can incorporate this for Student Leaders.

3

Key Takeaways:

1. We still need human touch- it is irreplaceable

2. must have clear guidelines to ensure AI enhances and not deter meaningful learning.

Lightbulb Moment:
We must not become complacent or dependent but be more diligent and intentional in how we use AI

Applications in Practice:
I must continue to teach students how to collaborate meaningfully with AI to add on to their learning and not to use it as shortcuts.

2) I think our SLS system, is moving in the direction towards the scenario shown in the video shown where the system will analyse the mistake made, which is available in Adaptive learning module, although which is still quite basic now. Although the Adaptive learning module still has some glitches but I think it will learn and become better along the way.

According to the Hindu custom, the temple will provide free cooked food for the needy families living in the vicinity including the non-Hindu villages. As the number of non-Hindu increased, they expressed their wish to put the statues of their religion in the temple so that we could have a place of worship and the management of the temple agreed. Thus, the statues of Buddha and Guanyin was included.

The Hindu religion can be broadly divided into two groups. One of them worship diety Sree Rama and the diety Lord Shiva. Both are usually housed in different temple. When one of the Lord Shiva closed down, the Sree Rama temple adopted the statues from the temple and created an area in the temple for the followers of Lord Shiva.

From the LJ, I have learn more about the Hindu religion. I have learnt that the priest in the Temple were selected since birth and adhere to the caste system. Only descedents of the priest bloodline can be a priest.

This LJ also provided me with deeper understanding of the Indian culture and how it influenced the culture in southeast asia, e.g. eating using right hand.

I have also learn that racial harmony could only be achieved through understanding and accepting the difference between people of different background.

Q1: On a scale of 1–5, how relevant was this session to your role?
Rating: 5 – Very Relevant
The session was highly relevant to my role as it offered valuable insights into how other schools structure their upstream support systems. It broadened my perspective and provided practical ideas that we can adapt and contextualise to better support our students.

Q2: What are 2–3 key takeaways? Was there a lightbulb moment?

• Data collection must serve a clear purpose and benefit all stakeholders—if the data is not useful or actionable, it should not be collected.

• Longitudinal use of data is essential—well-being data should be structured in a way that is transferable across cohorts, such as when students move from Primary 4 to Primary 5 and enter new class groupings.

My lightbulb moment was realising the importance of designing a system where data continuity supports seamless transitions and better targeted support.

Q3: What is one idea you can apply in your class/department work?
After observing how a school managed their well-being data—largely through manual updates—I recognised the importance of building a more sustainable, systemised approach to tracking student well-being. This has sparked conversations in our department, and we intend to explore more efficient methods for updating and using such data to support our students and teachers meaningfully.

According to the Hindu custom, the temple will provide free cooked food for the needy families living in the vicinity including the non-Hindu villages. As the number of non-Hindu increased, they expressed their wish to put the statues of their religion in the temple so that we could have a place of worship and the management of the temple agreed. Thus, the statues of Buddha and Guanyin was included.

The Hindu religion can be broadly divided into two groups. One of them worship diety Sree Rama and the diety Lord Shiva. Both are usually housed in different temple. When one of the Lord Shiva closed down, the Sree Rama temple adopted the statues from the temple and created an area in the temple for the followers of Lord Shiva.

From the LJ, I have learn more about the Hindu religion. I have learnt that the priest in the Temple were selected since birth and adhere to the caste system. Only descedents of the priest bloodline can be a priest.

This LJ also provided me with deeper understanding of the Indian culture and how it influenced the culture in southeast asia, e.g. eating using right hand.

I have also learn that racial harmony could only be achieved through understanding and accepting the difference between people of different background.

1. On a scale of 1-5, how relevant was this session to your role? Explain your rating.

   
   

   Rating: 5. In a world where digital tools are integrated into almost every aspect of our lives, it’s not enough for our students to be digitally literate; they must also develop the character and values to navigate the online world thoughtfully and have the capacity to do so wisely—with critical thinking, ethical awareness, and responsible behavior.

2. Understanding & Key Takeaways

   1. What are 2-3 key takeaways from the session?

   2. was there a lightbulb moment during the workshop? Describe it.

Teaching digital wisdom to our students means teachers must help them grow into kind, thoughtful, and informed digital citizens. Teachers need to nurture digital wisdom and inculcate the right values in our students in order to empower them to navigate the digital world in ways that uplift themselves and others.

Hence, teaching of values may not be done in the same way as previously. i.e integrating Character Education into Digital Learning

How can teachers creating safe, reflective digital learning spaces for our students? how can we monitor it? what are the monitoring tools?

 Digital wisdom requires teaching young students how to think critically about what they see online. What is an appropriate age to start teaching critical digital literacy, how early should we expose our students to this?

3. Application & Next Steps.

The basic is to start teaching our students safe and responsible digital habits.

• Students must learn the basics of privacy, such as not sharing personal information and understanding how to interact safely online. These practices build a foundation for future digital citizenship.

Q1: On a scale of 1–5, how relevant was this session to your role?
Rating: 5 – Very Relevant
The session was highly relevant to my role as it offered valuable insights into how other schools structure their upstream support systems. It broadened my perspective and provided practical ideas that we can adapt and contextualise to better support our students.

Q2: What are 2–3 key takeaways? Was there a lightbulb moment?

• Data collection must serve a clear purpose and benefit all stakeholders—if the data is not useful or actionable, it should not be collected.

• Longitudinal use of data is essential—well-being data should be structured in a way that is transferable across cohorts, such as when students move from Primary 4 to Primary 5 and enter new class groupings.

My lightbulb moment was realising the importance of designing a system where data continuity supports seamless transitions and better targeted support.

Q3: What is one idea you can apply in your class/department work?
After observing how a school managed their well-being data—largely through manual updates—I recognised the importance of building a more sustainable, systemised approach to tracking student well-being. This has sparked conversations in our department, and we intend to explore more efficient methods for updating and using such data to support our students and teachers meaningfully.