IdEas@Work in Nanyang

Dept.: CLC Leaders: Luo Ziwei Member: Yeo Hwee Yanne What was the current need/gap that you were addressing? Students often prepared for Higher Chinese Oral Conversation by learning topic-specific content, examples and possible responses. While this helped with familiar topics, students could struggle when they encountered an unfamiliar context or lacked relevant background knowledge. There was therefore a need to move students beyond knowing what to say towards learning how to think. Students needed transferable strategies to approach unfamiliar issues, consider different perspectives and develop their own well-reasoned viewpoints. How had it been experimented and enacted? The team developed a Thinking Card Game that combined Concept Lenses, Thinking Routines and structured collaborative dialogue. Students used Concept Lenses such as responsibility, sustainability, innovation, community, fairness and identity to approach issues from different perspectives. Thinking Routine cards g...

Dept.: Aesthetics Leader: Nicole Ning Member: Jane Hoe What was the current need/gap that you were addressing? Students enter the Art classroom with different strengths, experiences, interests and ways of generating ideas, yet conventional approaches often begin with the same method, such as drawing. This may advantage confident drawers and frame differentiation mainly around ability or task difficulty. This project reimagines differentiation pedagogy by differentiating how students engage in the creative process, rather than what they are expected to achieve. Students choose different ideation pathways while working towards a common design challenge, process and expectations. The pedagogical shift: Differentiation by ability/difficulty → Differentiation by creative process and mode of thinking Ultimately, the focus shifts from “Am I good at Art?” to “What strategies help me develop strong ideas?” How had it been experimented and enacted? The differentiated approach is enacted through ...

Dept.: Science Department & Math Department, Secondary 2 Units Leaders: Max Lee, Kwok Bin, Jasmine Lim, Mark Shone Members: Max Lee, Kwok Bin, Jasmine Lim, Dr. Christopher Slatter, Poh Yee, Boon Hian, Lee Jun Wei, Clara Poon, Lim Gek Huey What was the current need/gap that you were addressing? Students had limited opportunities to use mathematical ideas to make sense of authentic Science data and to recognise that a graph or equation may only represent a real process within certain limits. In particular, there was a need to help students interpret what the gradient of a graph means in an experimental context, construct mathematical models from their own data, and evaluate how well a model represents what is actually happening. The activity also provided authentic experience with digital data collection and analysis, moving beyond manual recording towards sensor-based logging that mirrors real scientific practice. How had it been experimented and enacted? The activity was framed...

Dept.: Science Department - Secondary 2 Unit Leaders: Max Lee, Kwok Bin Members: Max Lee, Kwok Bin, Poh Yee, Dr. Chris Slatter, Tan Boon Hian, Serene Chua What was the current need/gap that you were addressing? As part of the secondary 2 science curriculum, students could calculate force, speed and energy in structured textbook questions, but had limited opportunities to apply these concepts independently to a real moving system, where measurements are imperfect and relationships are not given to them. There was therefore a need for students to generate and interrogate evidence about the behaviour of a system they had designed, rather than simply apply pre-given relationships. The activity also created opportunities for students to evaluate the quality of different measurement methods and use evidence to support their conclusions. How had it been experimented and enacted? The activity was designed as a multi-week STEM project spanning Terms 1 and 2. Students worked in gro...

Dept.: HR Leader: Bursar Sim Joo Yee Members: Junita, Angelina What was the current need/gap that you were addressing? When a staff member resigns, the permanent headcount may not be filled immediately. In some cases, HR may need to continue sourcing relief teachers to cover the same vacant headcount for several months or through different short-term appointments. Under the previous process, HODs would need to submit manpower request forms repeatedly even though the original headcount had already been requested. This resulted in repetitive administrative work for HODs for the same manpower need. There was also a need to streamline the existing form by reviewing the information required, removing fields that were no longer necessary and revamping the form structure to make it easier and more straightforward for HODs to complete. How had it been experimented and enacted? The form was streamlined by removing or revamping fields to reduce unnecessary information and make completion more st...

Dept.: Aesthetics Department – Art Unit Leader: Wang Mo Member: Michael Chang What was the current need/gap that you were addressing? Assessment in Visual Art requires teachers to make complex qualitative judgments about student artworks while maintaining consistency across a cohort. Although rubrics provide assessment criteria, much of an experienced Art teacher's visual judgment remains tacit, for example, how teachers interpret compositional balance, visual hierarchy, color relationships, technical control, and material handling. With the rapid development of multimodal generative AI capable of analysing images, the Art Unit explored whether AI could support, not replace, teacher assessment. An initial gap was the lack of an appropriate framework for determining what AI could legitimately assess from a finished artwork and what should remain under professional teacher judgment. The project therefore sought to develop an AI-assisted assessment approach that could provide tea...