• Unpacking the developmental milestones for 21CC (especially Adaptive Thinking) to achieve a common understanding

• Co-creating success criteria with KPs/teachers to cascade in respective departments/classes

In implementing AaL,

• Considerations include:

  • assessing readiness level of teachers & pupils

  • identifying authentic platforms for enactment of 21CC

  • seeking alignment with existing programmes

1. Having students designing and using success criteria towards fostering their adaptative thinking at lower sec.

2. Deepening the self-assessment practice in empathy framing by design thinking approach.

3. Relooking at 21CC AaL by Design Thinking.

As this may be a massive shift in how some teachers think/work, I'd do a pilot with a small team of like-minded colleagues or go it alone even at the start.

The preparation and enactment of the pilot will need to be documented and student artefacts collected. Refine the process until it is ready for presentation to the management team for their inputs and buy-in. With the buy-in from fellow heads, it is easier to enculturate AaL.

Present to staff on the Why, How and What of AaL and share the success stories. Expect some pushback but encourage as many adopters as possible to start in their own way and share their success stories too. Eventually, each dept may have their own expert who can help mentor others in AaL.

I attend this course because I see the value of E21CC and the link between some of the competencies to Math education and I also wonder why IB is able to confidently include project work to benchmark students' learning. I hope to see the department refine our Alternative Assessment (AA) and be able to confidently assess students in E21CC in our AA.

Attending this course helped me to focus on students as their own main assessors in AaL and also understand that the main aim is to grow their self-awareness so that they can self-monitor and self-regulate while supporting them to reach this aim through having peers/teachers to give them feedback to triangulate with their own observations on their growth and the link to affective domains of students' assessment literacy by first building up their feedback literacy through classroom discourse where students are co-constructors of success criteria, students are able to give constructive criticism to their peers' work to help each other grow to being able to critique their own work accurately. I hope to weave in AaL for E21CC that are aligned to our Math AA into our task design and carry it out like a journey than a final question to reflect.

Term 2

Given my understanding of the students' awareness of the thinking standards, I have designed lessons that allowed them to apply these thinking standards explicitly in group discussions. At the end of the lesson, students will be given time to assess themselves with a customised check list on the cognitive and behavioural traits they have exhibited in the group discussion.

The students will subsequently compare themselves at the end of a subsequent lesson (where the learning experience was similar) with the previous check list and ask themselves if they have observed any improvement in their cognitive and behavioural traits.

Term 3

Apart from group discussion focused on reading a comprehension text, I have incorporated Aal into group discussion on compositions.

Term 4

I will explore incorporating Aal into other lessons like analysis of audio recordings of students' responses in stimulus-based conversations.

My core team of teachers who have benefitted from the training received in Semester 1 will design a lesson package (to even out the awareness of thinking standards) that can be rolled out to Primary 5 students who have not gone through the enrichment programme.

Take stock of what we have created and refine.

Create time and space for discussion to craft out the success criteria and checklist for dept. key activities. Follow up with monitoring and review.

Collaborate with other IP departments for the common activities.

Consultation with MTT to design lesson.

I could share with my dept on what Aal is, the importance and how it is done.

I could also try to get the teachers to try co creating success criteria with their own classes.

As a dept we could also craft out some rubrics in alignment with adaptive thinking for out Philosophical lessons. (for students to embark on self assessment)

What do I want to try in my class?

I would like to try supporting the students in using question prompts to articulate their self reflection.

I feel that many times students are not sure how to articulate their reflections.

So I would like to try giving them question prompts to guide in their articulation of self assessment:

Question prompts:

1. Why did i choose this option?

2. How did I derive at my answers?

3. What makes me use this technique to get my task completed?

4. Could I use other techniques? Why?