0:05 what does he do on the swings that we're
0:07 trying to get him to do what's our big
0:13 goal from it we want him to do what we
0:14 want him to talk more so when they're on
0:15 the swings
0:18 Ahmed like all kids will talk more with
0:19 his friends than he will with his
0:49 [Music]
0:51 think about it for a minute what do you
1:07 think this book might be about there was
1:20 no answer so I'm not is having a time
1:23 out because he needed some time away
1:25 from the group in the library and he has
1:28 his friend here what's your name hinder
1:38 how do you play with him do this how
1:39 would you describe almond being different
1:44 he doesn't talk that much he makes kind
1:48 of sounds it makes more sounds so we use
1:51 the words not yet we don't all learn at
1:52 the same time so there's things that he
1:56 can't do not not yet yet that not yet
1:59 languages from the growth mindset the
2:03 idea that we're all working progress and
2:05 when we can't do something it's because
2:06 we're still working on it
2:08 so you're looking at I want everybody to
2:10 be able to get this and I get that some
2:11 are gonna understand all the way to
2:14 there so little almond might access
2:16 something at the base so when we're
2:18 planning we're thinking about what's the base
2:18 base
2:21 I want all children to access [Music]
2:39 writer you used to sit beside on it at
2:41 snack time what would mrs. Chan try to
2:46 get him to say I want something so we
2:49 know Ahmed loves his chips like we all
2:51 love our chips so we instead of on into
2:52 saying chips please we would want him to
2:56 say I want chips please [Music]
2:57 [Music]
2:59 so the strategy that I really learned
3:00 that I appreciate it's called the
3:02 planning pyramid where you start not
3:04 from the most complex you start from the
3:06 most accessible what can everyone know
3:08 and do and then you can add on
3:10 complexity it is so much easier to add
3:12 on complexity that it is to try and go
3:14 backwards in retrofit and we see that in
3:15 architecture and we say that in medicine
3:17 and this idea of let's start from the
3:19 all and some kids are gonna go further
3:21 and that's okay and so it's changing the
3:22 narrative from let's get everyone to the
3:24 same place so let's start together and
3:29 have different exit points what's he
3:30 like a little bit is it like you're a
3:34 big brother kind of like a big sister
3:36 so in our class when we call it being a
3:39 mini teacher so do you guys like being
3:41 mini teachers and we like being mini
3:42 teachers not just to almond right
3:46 because at Ferris we have heart we have hurt
3:48 hurt [Music]
3:49 [Music]
3:52 pan globally we understand that we
3:54 should be building students as 21st
3:56 century learners kids who can adapt and
4:01 figure things out versus regurgitate it
4:04 does make you wonder though if your
4:05 National Assessment is only
4:07 content-based I can see how there's a
4:09 pressure to teach content many children
4:10 are not growing as much as they could
4:12 because they're just performing for the
4:14 test or what the outcome is but they're
4:17 not moving past it but the point is not
4:20 where are my students it's are my
4:23 students moving forward so students like
4:25 Ahmed will be like students in our
4:28 special schools in Singapore can you
4:30 actually imagine them in your classrooms Wow
4:31 Wow
4:34 so I have difficulty imagining how the
4:37 class teachers in mainstream preschool
4:39 classroom would be able to manage them
4:42 as well as a whole class but this also
4:45 brings us to the question of are we
4:48 expecting our teachers or children to do
4:52 too much within program hours and how
4:56 can we balance education for life rather
4:59 than just academic education learning
5:02 for life also includes learning with
5:08 others who are different I think it will
5:11 lead to more powerful collaboration and
5:14 relationships and overall everyone
