Rising-above Reflective Practice: Mini-workshop series @ Fairfield Methodist Primary School

Through this carefully curated series of mini-workshops, more than 70 educators and researchers came together to “rise above” their current practices by translating idea-centric theories into classroom activities. Over the course of an afternoon, we explored how AI and technology can be incorporated into knowledge building practices to encourage greater discourse and thinking within classroom settings. The session commenced with Mdm Ushathini’s captivating keynote presentation, which introduced interactive approaches incorporating knowledge building practices within students’ learning in school.

Keynote Presentation: Gamification and Evolution of Knowledge Building Practice to Promote Agentic Learning and Facilitate Differentiated Learning in the Singapore Primary Classroom | Ushathini Arumugan (St Hilda’s Primary School)

During the keynote presentation, Mdm Ushathini shared more about her gamified knowledge building lessons, designed to nurture epistemic agency within students. Participants also got the opportunity to interact with the KB Cube, an innovative classroom resource she developed to facilitate student-led discourse and differentiated instruction. This allowed them to brainstorm ways they could bring the KB Cube into their own teaching practices.

Mini workshop #1: Building Thinking Skills with Chatbot as a Buddy in Knowledge Building Classroom | Han Zhijin (Fairfield Methodist Primary School)

Zhi Jin conducted an informative workshop that demonstrated ways chatbots can scaffold students’ individual thinking while facilitating collaborative idea improvement. Thus, presenting technology as a tool to complement students’ learning experience.

Mini workshop #2: Making Collaborative Maths Reasoning Visible using Scaffolds | Michelle Tan (Fairfield Methodist Primary School)

Michelle’s workshop introduced ways teachers could use the AI tool, Snorkl, to support mathematical reasoning, peer discussion and reflective thinking. Snorkl’s capacity in promoting knowledge building principles such as knowledge building discourse, idea diversity and epistemic agency was also highlighted.

Mini workshop #3: Learning Analytics for Teacher Reflection and Intervention | Dr Aloysius Ong (National Institute of Education)

Dr Aloysius’ workshop explores ways teachers can employ learning analytics designed for knowledge building within their own teaching practices. Engagement with these practices can help facilitate classroom discourse, strengthen innovations and entice students to engage in the knowledge building culture.

Mini workshop #4: Knowledge Building with Artificial Intelligence | Kennedy Loo (National Institute of Education)

Kennedy’s workshop introduced the phenomenon of AI “hallucinations” – plausible but inaccurate or fabricated information generated by AI, and presented strategies to leverage on them to spark critical analysis and collaborative idea improvement.

Key Takeaways

We concluded the session with some thought-provoking questions posed by Prof Tan Seng Chee. These questions encouraged participants to reflect on their teaching pedagogies, and ways they can tailor technology and knowledge building principles to their students’ needs to cultivate greater collaboration and deeper discourse, enriching their learning experience.