ORID elements Focus Guiding Questions

Facts, Data  What were the key points you noted about the lessons?
 What did the students actually do during . . . ?
O What?  What did you observe during the . . . ?
Objective  What were the student behaviors you observed?
Reflective questions, Reactions  As you look at the students’ works, what concerns/pleases you?
 How did you feel as you were . . . ?
R  As you reflect on the lessons, what was exciting, surprising, or
What about the frustrating about . . . ?
Reflective
“What”?  Which activities/actions do you think fostered high engagement?
Interpretive questions, critical  What could you have done/could you do to increase . . .?
thinking:  What could you have done/could you do to minimize the
I undesirable . . . .?
 What other ways could you check for students understanding?
Interpretive So What?  What did you learn about yourself through this experience?
Decision questions:  What things will you do differently?
 What things will you do the same in future . . . ?
D  Which of your skills will you further develop? And what will you do to
Now what? develop them?
Decisional  What are your next steps? What actions/ideas has this triggered for
you?
My Reflections

Joy of Learning (2020 perspective)

The new CCE curriculum has been all the rave amongst the Sec 1 FTs. Numerous sessions have
been carved out to discuss, evaluate and re-work various elements of the CCE lessons to tailor the
syllabus at large (as well as each individual lesson) to suit our various class profiles and dynamics.
Each lesson comprises lesson intents which are helpful in scoping each lesson’s focus and key thrust.
However, the detailed lesson plans often present us teachers, with too much material to cover in too
little time. Nonetheless, we were advised to adapt freely and not feel as if we needed to slavishly
complete all components.
On a personal note, I fully believe in the lesson intents and see much value in each CCE lesson. My
key struggle was how to adapt the material such that it bridges this perceived ‘social distance’ with
regard to ‘Moral education’ lessons that some of my students are so familiar with. I decided that in
order to really hone in and be convicted in the things I was sharing, I needed to be open and I needed
to relate these learning points to actual lived experiences of mine.

I incorporated real-life stories, slides, photographs of my travel experiences, facts about my family,
videos of my own creation all in the hop of sparking some kind of joy and interest in students. I shared
my own struggles with bullying in secondary school, shared stories of my loved ones who have
undergone tremendous difficulties in life and even more personal experiences of dealing with loss,
change, transition and hurt.

This did wonders for my class and laid the foundation for an open sharing culture which is non-
judgemental and inclusive. Students were also seen to more vivaciously engage with one another
about their hopes, dreams, passions and lives. One key win that resonated with me, was how an
amalgamation of students from different backgrounds, ethnicities, faiths and races could come
together to share facets of their lives with one another in a safe environment. Some of these sharings
were vulnerable and encouragement would be lavished on whoever who would be brave enough to
stand up to share.

Perhaps, the joy of learning would need a bedrock to be established upon. Perhaps, the joy of
understanding and empathising would need to come first before any learning can take place. My
students found this deep joy of understanding and it certainly puts them in good stead for the rest of
this year. As Leonardo Da Vinci aptly puts it “The noblest pleasure is (indeed) the joy of
understanding”.