Purpose of sharing: 

(a)    Take stock of the current learning experiences of our students

(b)    Define the desired state and propose plans to achieve it

As we reflect and articulate our practices, let’s keep our sight on the school focus / vision. Some questions we might consider: 

1.       Who are we developing? 

2.       What are the student outcomes (HD) we seek to achieve? 

3.       Why are these outcomes relevant to current and future contexts?

4.       How are we fostering meaningful learning experiences to develop HD? 

5.       Is the design of these learning experiences guided by the 3E (Expose-Experience-Extend) Approach?

6.       How are the learning opportunities Collaborative, Applied, Reflective, Inquiring, Integrated? 

7.       How is thinking within our disciplines deepened through these experiences? 

8.       What are the strategies that work well? How do we know? 

9.       How does the desired state look like? How are we planning to achieve that state?

(SO WHAT)

Listen with a Focus

Provide feedback so that we can progress together.  Ladder of feedback:

(a) Clarify

(b) Value

(c) Concerns

(d) Suggest

Post a useful strategy that your dept can adopt / adapt.  

(NOW WHAT)

Reflect

Study your 2023 Workplan and ascertain changes to be made.  

-IBL

-Thinking Routines

-Reflection

-AfL Tools- Error Analysis, Intellectual Standards

2.So how effective have the approaches /strategies / routines been?

-IBL (Accomplished)

-Thinking Routines (Proficient/Accomplished)

-DI (Proficient)

Use of HD Rubrics for GI,HI,II, PT

AFG:

Developing Metacognition

Levelling up teachers

3.What might be 1-2 areas that your department wants to deepen / look into?

-Thinking Routines

-Developing Metacognition

-AfL to AaL (TOLG)

-Hum Extension Prog :Deepen Disciplinary Thinking, Strengthen Thinking Across Disciplines

Together with department KPs, IP heads will reflect and input for 2024:

For your candid sharing so together we can Go Forward -

1. What are the current approaches /strategies / routines your department have adopted so far? (update in the ‘calibrate’ excel sheet in slide 2)

   https://docs.google.com/spreadsheets/d/1FikE5_Y5heD2gVGoqcGkzYch276AwKXy/edit#gid=1973479743

2. So how effective have the approaches /strategies / routines been? Broadly rate the overall use of strategies: Is it Emergent, Proficient or Accomplished …. Suggest any possible reasons for your rating?

3. What might be 1-2 areas that your department wants to deepen / look into? What might you prioritise to deepen disciplinary thinking?

Reflect on your current reality and journey thus far:

Key strategies / approaches:

What / So What / Now What?

1. What are the current approaches/ strategies/ routines your department have adopted so far?

• 3E

• Paul's Reasoning Model

• DI

• AfL

• E-Ped

2. So how effective have the approaches/ strategies/ routines been?

• 3E (Proficient)

• Paul's Reasoning Model (Proficient)

• DI (Proficient)

• AfL (Emergent)

• E-Ped (Proficient)

3. What might be the 1-2 areas that your department wants to deepen/ look into? What might you prioritise to deepen Disciplinary Thinking?

• DI (priority)

• AfL

Now What?

• to level up teachers' competencies to harness e-ped and design purposeful lessons that take into consideration different learner profiles.

• Intentional effort for students to work on feedback given to them

• 3Es approach

• Thinking routine

• Design Thinking (D&T Only)

• Inquiry Based Learning

• Quality Questioning

• Differentiated Instructions

• e-Pedagogy

• Borton's Reflection Model

• Various AfL strategies through teacher, self and peer assessment

2) So how effective have the approaches / strategies / routines been?

• 3Es approach (Proficient/Emergent for D&T and Music)

• Thinking routine (Proficient - STW, DAIE (Feldman's Approach for Art Critique), OII (For D&T)

• Design Thinking (D&T Only - Proficient)

• Inquiry Based Learning (Emergent)

• Quality Questioning (Proficient)

• Differentiated Instructions (Proficient/Emergent for new teachers)

• e-Pedagogy (Proficient)

• Borton's Reflection Model (Proficient)

• Various AfL strategies through teacher, self and peer assessment

3) What might be 1-2 areas that your dept wants to deepen / look into? What might you prioritise to deepen disciplinary thinking?

• Differentiated Instructions

• Digitalisation Journey (e-journalling, portfolio building)

• 3Es (Enhance Experience and Extension through established partnerships - e.g. For Experience, Sec 2 FCE LJ to OTH to learn about environmental sustainability, LJ to Temasek Poly, bringing in professional Artists through NAC Art workshop to deepen certain skills acquisition, PABL for music) For Extension programmes, look out for external learning opportunities / competitions.

(a) 3A (Awareness-Appropriation-Autonomy) approach

(b) Thinking routines / quality questioning / E-ped / DI

(c) Assessment practices: Use of HD rubrics, 4 levels of feedback, ladder of feedback, taxonomy of learning gaps, reflection

2) So how effective have the approaches /strategies / routines been?

(a) Approaches

- (Competent)Teachers use the 3A approach to structure lesson plans and materials

(b) Strategies/Routines

- (Competent)The use of thinking routines usually come with quality questioning as evidence in lesson materials

- (Competent/Developing) While some teachers effectively use ICT tools / platform in class, there are a handful who can explore a wider range of tools

- (Developing) Most teachers are able to put in scaffolding strategies to help students learn, they can look into the other aspects of DI that will enhance teaching and learning

(c) Assessment practice

- (Competent) The use of HD rubrics (mainly CIT) is evidenced in both dept activities/programmes and integrated projects.

- (Competent/Developing) Teachers are getting more confident in providing 4 levels of feedback (mainly task and process levels) although they may have different entry points.

- (Developing) The use of ladder of feedback is evidenced in some worksheets to help build respectful feedback.

- (Developing) Started exploring taxonomy of learning gaps – quality of writing improved (e.g. Lit essays).  

3) What might be 1-2 areas that your department wants to deepen / look into? What might you prioritise to deepen disciplinary thinking?

 Feedback literacy/conversations

• Experiential learning cycle for EBS (concrete experience-reflective observation-abstract conceptulisation-active experimentation)

• Thinking routines

• DI

• HD Rubrics

• E-Ped

• Borton's reflection model

2) Effectiveness of the approaches/strategies/routines

• Experiential learning cycle (Proficient: pervasive in designing of learning experiences for EBS such as LJ and authentic learning experiences)

• Thinking routines (Proficient: deployed where possible in topics, e.g. designing of SLS lesson package)

• DI (Emerging: explicit on needs-basis with students with SEN)

• HD Rubrics (Emerging: trialed in 2023, need refining in 2024)

• E-Ped (Emerging: working towards pervasive implementation for HBL lessons, challenge owing to time and frequency)

• Borton's reflection model (Proficient: in certain topics)

• Quality questioning (Proficient: deployed during lessons and providing feedback)

3) Areas to deepen/look into (prioritise)

• Inquiry based learning (align with next phase of syllabus development: Look out for PD opportunities from CPDD)

• Taxonomy of learning gaps (emerging)

1.What are the current approaches /strategies / routines your department have adopted so far?

-Quality Questioning

-Intellectual Standards,

-DI

-3E

-Design Thinking (Air-novate)

-E-Ped

AfL Tools- Taxonomy of Learning Gaps, Concept Mapping

2.So how effective have the approaches /strategies / routines been?

-Quality Questioning (Accomplished)

-Intellectual Standards (Accomplished)

-3E (Accomplished)

-DI (Proficient)

-E-Ped (Emerging)

Use of HD Rubrics for Sec 1 Wonder Project, , Sec 2 Energy Project, Air-novate (prototyping)

AFG:

-Levelling up teachers

-E-Ped

3.What might be 1-2 areas that your department wants to deepen / look into?

AFG:

-DI for adaptive inventive thinking

-AfL -Taxonomy of Learning Gaps

Keep: Thinking routines (STW, OII, DAIE), Borton's Reflection Model, e-Ped, IBL (For FCE/NFS coursework), DI, QQ

Improve: 3Es (Improve on Experience (OTH LJ), Extension for FCE); Improve on Experience (enrichment for D&T) and Extension (competitions); Improve on Exposure/Experience) (PABL for Sec 2 music lessons) and extension for music unit e.g. in house performances, pop-out bands in school or SHPS

S: Metacognition process

S: Decide and Respond for music unit

2) How has your dept made use of students' reflections (metacognition)?

Teachers do not pervasively use students' reflections to gap up on learning gaps. We do use exit ticket strategy such as 3-2-1, "I used to think, now I think", Borton's Reflections Model, but can be done more regularly and intentionally.

3) How does it inform you of students' learning?

Shows students' challenges faced e.g. knowledge acquisition, teamwork, etc, and also show teachers' delivery may not meet students' diverse needs.

Calibrate

• What are the pedagogical approaches across departments? - surface in workplan

• SEM survey - teacher vs student perspectives on S1 stems

Codify

• What are the current approaches?

• How effective are they?

• Conversation with departments to identify 1-2 areas department wants to deepen

  
  

  Collaborate

• Purpose: deepen practice, validate, affirm or cross pollination

• Exemplar: LS Science & D&T

  
  

  Part 2: April

• Each department presented strategies that are proficient vs to deepen

• Review of lesson plans

• Sharing of collaboration / conversation with partner IP subject

1. Knowledge from Maths can be applied in EBS setting

2. Suthentic assessment for Maths with real world settings/context.

   
   

To bring it outdoor