TCEF 2025: about Productive Failure

Exploring Gemini-AI - what it is? what's it's potential in Mathematics Learning

This clip was created as part of the Gemini Academy attended on 5 June 2025 at Google Singapore. 

It's a truly first time introduction to Gemini - though have heard about it, alongside with ChatGPT and even downloaded the app (but had not used it). 

It's a fruitful one - appreciate the learning opportunity - being one of the early adopters to this powerful feature/ enhancement to the tools we use everyday. 

Here's the video submission on how, I think, Gemini - could be useful to enhance mathematics teaching and learning. I guess, at this point, still very teacher-centric - as we get to use it and still exploring the features and its capacity. Though it's very capacity, I want to be the one in control - to determine how it should look like or be used, I would like to put on a sceptical lens - to keep questioning and refining the materials generation according to my direction and needs. 

Here's a clip that briefly shows how I got Gemini to suggest how teachers and students can learn with Gemini. It also comes with some short clips how some features in the Gemini-enhanced GoogleDoc, Slides, Sheets can help support resource creation and possibly learning. 

Longer 'clips' for each small segments will be shared in other blog posts :P

Yeah! A certificate after 2 hours of intensive training  on 5 June 2025 and a video clip assignment 👆

 

Note: The AI features are only available with the Education Plus account. 

Extending from here.... (next 2 posts)

• Exploring... Gemini-powered GoogleDoc, GoogleSlides & GoogleSheet
• Gemini-supported suite... Creating Video with "Vids"
• Notebook LM for Mathematics Learning

Exploring... Gemini-powered GoogleDoc, GoogleSlides & GoogleSheet

It was pretty exciting to see how AI could take over some of the load when we craft questions. This is a common trait I notice. 

All these applications now could 'take over' the generation of questions. OR it saves our time from thinking very hard to craft questions right from scratch. Just feed the relevant info and prompts, it will generate a variety of questions - based on what it can 'combed' from the internet, I supposed. This is helpful from the teacher's perspective because crafting questions, fresh questions in particular, could be very time consuming. I spent at least 5 days to get a class test paper and the end-of-year exam paper out.  The only load, which I find AI comes in very handy is to help refine the sentence structure to improve clarity of the question (phrasing). Yes, this is the part, indeed, takes up a lot of my time, too. 

I'm still not used to just adopting questions generated. There are definitely limitations. So, I guess AI comes in handy for its enhancement role, and sometimes to give "opinions" for our own self-checking. Nevertheless, do keep in mind that AI could be 'swayed' by our arguments, too! 

One other common advantage I could see across all these 3 applications is - if it is put to proper or good use, it could be a learning aid for students - to help them clarify their thinking, in particular, areas that they are not very sure. It is there to provide good reasons to support the pros and cons. 

In each of the short clips, it demonstrates briefly how the AI-enhanced GoogleSuite can be used for resource generation and learning through "clarification".

GoogleDoc (with Gemini)

GoogleSlides (with Gemini)

GoogleSheet (with Gemini)

Note: These features are available only for education plus account.

Gemini-supported suite... Creating Video with "Vids"

"Vids" seemed like a very popular tool when I first heard this in the workshop. Hm... something exciting I missed? I wonder. BUT... it's only available with the educational plus account. 

We were tasked to create a video clip as an assignment to the Gemini Academy. 

Took a while to navigate and become a bit familiar to the interface - as it was my first encounter with the application. Quite habitually, I chose to start from scratch ("Blank" is where I would go to for all my working documents).

It taps on one's familiarity with Google Slides - as its storyboard - easy to layout and the edit. Of course, as a video creating software, it comes with other uniquely-video features like VoiceOver, insertion of background music, etc. 

Created a copy of clip in a short timespan at the workshop using a template, as suggested - experienced some success but definitely a lot more to go - especially when I did not like the proposed template and the draft generated requires so much more editing! Of course, starting from scratch is definitely much easier, I thought.

To do the task, it took some planning - how to use AI for the subject teaching. 

Though supposed to be a one-minute videoclip, I decided to use the opportunity to summarise what I learnt (before I forget, if without documentation).

This time, I did not choose a template. There's a still a guide to prompt me upload the resources (photos, video clips). However, need to note that the total duration is up to 10 min. I guess it's a means to help frame the clip so that it will not be too long or draggy.

Learnt to appreciate the various features in the software more as I started to put the stuff together. In particular the voice over part. With the resources uploaded, the Vids will attempt to organise the resource according to the order they are uploaded. It also attempted to put up some brief points on the slides and the script for each slide. 

This is helpful, I think, and it's pretty easy to edit and re-organise the stuff.  

A useful tip on the voice over script is to use the autogenerated script as the base to extend and modify. Then copy it to gemini to refine, copy and paste into the script box again. One last but important step for each slide is to UPDATE the voice over text so that it will read the updated script. Pretty straightforward. 

The background music was included automatically - can be extended if the clip runs beyond its length. 

The export is straightforward too. 

Notebook LM for Mathematics Learning

I first learnt about Notebook LM in the 1st quarter this year in the EdTech masterclass, among several other AI tools. I find Notebook LM easiest to use - most importantly, it's very straightforward (intuitive) and highly personalised - in particular when I'm in the role of a Learner. 

By uploading the materials, the bot only confine its knowledge base according to what's fed to that particular notebook - potential hallucinations is greatly reduced. 

Though still new to it, it's introduced to students for its most basic purpose/ use - created a handful of "notebooks". Also uploaded materials to test its capacity.

The first one created was for the topic, "Approximation and Estimation". One thing that amuses me was it could draw out the rules from the Youtube clip links that were uploaded, and apply it when asked the explain how to round off a number given a certain degree of accuracy.

It also demonstrated ability to use base knowledge to answer questions that requires reasoning - equivalent to answering an AO3 question! 

Here's another test - checking on it s ability to learn 'new relationships' that are probably not so obvious to it. 

One definitely usefulness is its ability to outline the steps clearly and systematically, at the same time, make reference where it draws knowledge from. 

Another helpful feature is its ability to generate mindmaps. Though it may not be evidently useful for Mathematics learning, but definitely for content heavy subjects like Science and Humanities. 

Think there are still lots of untapped potential... more to discover... but I believe fluency is necessary as the foundation for many good things to come :)

 

[Reading] The Leadership Challenge (7th edition) by James M Kouzes and Barry Z Posner

The 5 Practices of Leadership is not new (to me)... but I've never learnt it in depth. First heard about this through Hin Chew when he shared the thinking behind the approach that shapes the leadership programme in the school.

• Practice 1: Model the Way
• Practice 2: Inspire a Vision
• Practice 3: Challenge the Process
• Practice 4: Enable Others to Act
• Practice 5: Encourage the Heart

The statements were clear - and with experience, I think we can roughly figure out what these 5 practices encompass. Yet, this is really our own interpretation.

Recent years, when Guohui decided to make it "the" approach for the leadership programme, I had the chance to attend the workshop that get deeper understanding, but still, superficial (slightly more than the 5 lines) - through some hands-on activities. Thankful of the exposure - as the advisor of the Digital Citizenship Board. 

Bought the book to find out more.

While the book organises the content in the best flow, it depends on how the user uses it, to what extend the user wants to gain from it, and also depends on the profile and the experiences of the user. 

How I approach this 300+ pages book? I took advantage of the way the book is organised - each Practices (and its sub-practices) start with a "case" - that illustrates the practice in a real world context.

As an introduction, I read the illustration section of each chapter, one following another, instead of getting into the depth of each practice first. 

With the experience gained over the years, I attempted to make a connection of my experience to the illustration to reflect on my own practice for deeper insights - making the learning more personal. 

On top of this, I see another use of this book - for the DC Board - part of professional development of the EXCO members. Suggested equipping each of the 5 EXCO members with a copy of the book - that the Teachers in-charge can run through the illustrations of each practices with them - to trigger their thinking and relate to their own practices. More importantly - serves as a pass-on learning from one generation to another, hopefully. Having said this, I would also equip each of the teachers-in-charge with a hardcopy of the book. 

Below are some useful phrases, ideas and insights that I generated when going through each practice. 

Practice 1: Model the Way

• Clarifying Values & Shared values
• To engage others to come forward, one needs to be very clear of what one believes in and stands by it. Only with this, it leads us to our words and actions. 
• Leadership is not about telling what we believe in, but articulating how we act and demonstrate what we believe it. Tell others, the values and performance criteria that we demand ourselves everyday. 
• This is the first step for others to read and check against themselves - are these the values and beliefs that they honour, too? The alignment brings people together.
• Setting Example
• Lead by example has to be explicit to create the influence, and hopefully the impact.
• Of course, it is also a demonstration of walking the talk.

succinctly: 

Practice 1: Model the Way emphasises the importance of leaders being clear about their own values and consistently acting on them. Leadership is not just about stating beliefs but demonstrating them through everyday actions and holding oneself to clear performance standards. By doing so, leaders allow others to reflect on whether these values align with their own, fostering a sense of shared purpose. Leading by example must be intentional and visible—it is through this consistent demonstration that leaders influence and inspire others.

Practice 2: Inspire a Vision

• Envision the future
• While a leader may have a vision and knows exactly what he heads towards, one cannot move forward and leaving the rest behind. Ownership is necessary for us to get close to the vision. This is the same as one would not be able to achieve as much with lone effort, compared to team work. 
• It is therefore necessary for leaders to knowledge that imposing their vision does not work. We everyone in the community to be involved and enlisted.
• Harness on the connection between vision and action. How to engage others? When one feels passionate about the legacy they want to leave, about the kind of future they want for themselves and others, then one is more likely to step forward voluntarily. 
• A vision, therefore, is an ideal and unique image of the future for the common goal. The vision does not belong only to the leader, it has to be a shared vision.
• Shared visions attract more people, sustain higher motivation levels and within more challenges.
• How to enlist others?
• 3 good questions for us to ask ourselves, or even questions to ask our subordinates:
• What are the ideals that attract you to the organisation?
• What are the higher order values that give meaning and purpose to your life and work?
• Are you in this job to do something, or are you in the job for something to do? If you're here to do something, what is it?
• It's about striving to align vision of the leaders and others (intended to be enlisted). 
• Enlisting others is about igniting a passion for a purpose and moving people to persist against incredible odds. To make extraordinary things happen, we must go beyond reason, engaging hearts and minds of the people around.
• People need vast reserves of energy and excitement to sustain commitment to a distant dream.

succinctly: 

Practice 2: Inspire a Vision focuses on the importance of creating a shared vision that motivates and engages others. While a leader may have a clear idea of the future, true progress requires collective ownership—it cannot be achieved through individual effort alone. Imposing a vision is ineffective; instead, leaders must involve the community and harness the connection between vision and action. When people feel personally connected to the future they want to help build, they are more likely to contribute with passion and persistence. A compelling vision is not solely the leader’s—it must reflect a shared ideal that unites and energises the group. To enlist others, leaders can begin by exploring meaningful questions: What draws you to this organisation? What values give your work purpose? Are you here to do something meaningful? This alignment of purpose helps ignite enthusiasm and strengthens the drive to overcome challenges. Sustaining commitment to a distant goal requires not just logic, but emotional investment—leaders must engage both hearts and minds to truly inspire others.

Practice 3: Challenge the Process

• Search for Opportunities
• Having struggled through the ups and downs, the achievements attained bring us to cloud 9, and quite often, the tendency to "stay" there to enjoy the fruits of success - the "S" curve destination. Depending on how long the "we are there" thinking stays  that will bring us back to 'reality' to identify the next "S" curve, and determine how to work towards it. 
• How long should we stay on to enjoy this "satisfied" status before start planning to move on? It's an important skill that the leader needs to have.
• Sometimes leaders shake things up, and other times they just harness the uncertainty surrounding them. 
• We need to look outward, keeping up with changing trends and remaining sensitive to external realities. We need to challenge the way things are being done and convince others that new practices needed to be incorporated to achieve great levels of success.
• Experiment and take risk?
• To achieve the extraordinary, we must be willing to do things that have never been done before. We must take initiative and then persevere. We have to test unproven strategies. 
• Leaders make risks safe (Note, it's not leaders take safe risks). They turn experiments into learning opportunities. 

succinctly,

Practice 3: Challenge the Process encourages leaders to seek opportunities for growth, even after success. While achievements may bring a sense of satisfaction, leaders must resist the urge to stay in that comfort zone for too long. Recognising when to move forward and pursue the next "S" curve is a vital leadership skill. This involves staying alert to external trends, questioning current practices, and encouraging innovation. Leaders must be willing to take initiative, experiment with new approaches, and persevere through uncertainty. Importantly, they create environments where risks are safe to take, turning experiments into valuable learning experiences.

Practice 4: Enable Others to Act

• Foster Collaboration
• Trust is one word that struck me most when I started reading this chapter. To enable others to act, it means we need to trust that others has the ability and capacity to handle what's entrusted to them. On the other hand, if one is new to the job, we have another expectation - trust that he/ she will put in his/ her best effort, willing to learn and receptive to advice - that is, he/ she has a growth mindset, and is willing to learn. These attitudes enforce the degree of trust we have on the individual, isn't it? Of course, in the latter, we need to provide appropriate amount of scaffolding to support to ensure one grows. 
• Agree that leaders can't gain the respect of their team without instilling a sense of confidence within their employees and allowing them the freedom to come to their own conclusions. Having said this, leaders must be able to assess the entry profile of the individuals - to determine the degree of 'freedom' to allow.
• We can be there for support and guidance, but the individuals need to know that they are ultimately responsible for the outcome and quality of work - which we could openly acknowledge and provide feedback - "knowing that your work doesn't go unnoticed builds accountability as well as pride".
• To enable others, it includes giving an overview of the surrounding environment/ situation to the team so that they see themselves as a part of a while, not some individual cog in a wheel. It is necessary for the team to know what they are doing, why they are doing it, and for whom they are doing it. This in turn, also facilitates developing working relationships with others other of their departments. 
• Extraordinary performance isn't possible unless there's a strong sense of shared creation and shared responsibility. 
• Strengthen Others
• It says, exemplary leaders provide people with teh latitude and flexibility needed to take initiative. However, it does not mean throwing them into deep sea to give them the opportunity to demonstrate their ability. Strengthening others implies capacity building. No matter how strong/ competent the individual is. appropriate structure and clear guidelines nee to be articulated. This builds one's confidence and to feel competent in their abilities and role. While some struggle is necessary for one to grow, I don't believe in one having to struggle without support in order to demonstrate one is ready for the job.
• Another important thing to do is, remember to share knowledge and information rather than hoarding it. This helps one to demonstrate critical thinking skills to make sound decisions. 
• When members feel they have the competence and confidence to take advantage of their leader's trust and support, they take initiative and responsibility, looking for ways to improve organisational performance without being asked.
• A reminder to leaders: Enable members to take ownership of and responsibility for their group success by enhancing their competence and confidence in their abilities, listening to their ideas and acting on them, involving them in important decisions, and acknowledgeing and giving credit for their contributions.
• Leaders significantly increase people's belief in their ability to make a difference. They move from being in control to giving over control to others, becoming their coach and mentor.

succinctly, 

Practice 4: Enable Others to Act centres on building trust, fostering collaboration, and empowering individuals through support and shared ownership. Trusting others means believing in their ability or potential, even when they are new—so long as they demonstrate a willingness to learn. Leaders must assess individuals’ readiness, provide appropriate scaffolding, and gradually offer the freedom needed to grow. Empowerment also involves clear communication of purpose, helping team members see how their work contributes to a bigger picture, and building cross-functional relationships. Strengthening others requires capacity building—not throwing them into the deep end, but providing structure, sharing knowledge, and encouraging critical thinking. When people feel supported and confident, they take initiative, act responsibly, and strive to improve performance. Great leaders shift from controlling to coaching, enabling their team to take ownership, make decisions, and feel valued for their contributions.

Practice 5: Encourage the Heart

• Recognise Contributions
• Recognition is about acknowledging good results and reinforcing positive performance. It's about shaping an environment in which everyone's contributions are noticed and appreciated.
• It did not cross my mind that "soft" skills of the leader, what the leaders do to the work environment has an impact on the individual's work output -  The leader's job is to get results in a way that makes your organisation a great place to work - a place where people enjoy coming to work instead of just taking orders and hitting the KPIs. Well being seems to be one word embedded somewhere in action. 
• There's also the reminder that one should not take anyone for granted, and appreciate folks for who they are and what they do. 
• People need encouragement to function at their best and persistence over time when the hours are long, the work is hard, and the task is daunting.
• Celebrate the Values and Victories
• The opening says, "Ceremonies, celebrations, and rituals are not about the event. They're about touching the hearts and souls of every employee." This is no easy task - for its sincerity to be seen and sensed - which is much easier to say than to do.
• A contributor to a strong and resilient workforce to get extraordinary work done is a culture that strengthens pride and makes people feel valued for their contributions. 
• Promoting a culture of celebration fuels the sense of unity and mission essential for retaining and motivating today's workforce.

succinctly, 

Practice 5: Encourage the Heart highlights the importance of recognising contributions and celebrating achievements to build a positive, motivated work environment. Recognition goes beyond hitting targets—it's about acknowledging effort, reinforcing positive behaviour, and showing genuine appreciation for individuals. Leaders play a key role in shaping a workplace where people feel valued and enjoy coming to work, not just fulfilling tasks. Encouragement sustains morale, especially during challenging times. Celebrations and rituals, when sincere, deepen emotional connection and foster a culture of pride, unity, and shared purpose. This culture strengthens resilience and helps people stay committed to doing extraordinary work.

[Reading] Why not? A story about discovering our bright possibilities by Kobi Yamada

 A book of a few words, but bring us back to the ground, simple words but meaningful reminders as we 'chew' the words and make a connection to who we are and how we see things.

Another thing: Love the illustrations... soothing and to details.

Very fundamental, but we often do not know, or do not realise... especially when we were pigeonholed into a made-believed of who we are, especially in trying situations. 

This could a good reminder to ourselves, regardless of age, and who we are, and in whatever situation we are put into. Positive self-belief motivates and brings the best of us. Are we ready? Yes, and No.

• Yes - when we are willing to make an effort to leave behind the negatives and look forward. 
• No - if we practise negative self-fulfilling prophecy beliefs and accept what comes without mindful thinking.

Yes, definitely...

We are what we believe and what we practise... (it enforces and is a vicious cycle!)

Love this message at the back cover of the book... encouraging... life is an endless exploration. When we think we are there, there's always somewhere beyond for us to venture into.

Putting together....

[Reading] Falling in Love with a Traveling Cat by Juno

I am not a cat lover. I do not read manga (though I like Doraemon).

But this caught my eyes when I was at the manga section at Kinokuniya. 

It's the cute lovely cat drawing... It's about travel... and it's about Japan! 

Thought it's a wrapped up book, which means I could not flip through to see what's up. 

But the first glance, I'm attracted to the art work in a theme that I could associate with. 

Not cheap... it's close to $30, but over these years, I start to learn appreciating artwork and I think, the work worth the value, and definitely, it can be a very nice gift for friends who are cat lover! 

No disappointment - indeed, the production is printed on good papers - love the touch and feel.

 Finished reading the book in less than 30 minutes... hm... 

Why... the connection...

It starts with entails trip planning - from research to what goes into the luggage, including snacks! Followed by the airplane experience! It's so me - not just what I usually do, but the documentation, too! 

What's are the exciting and thrilling stuff that one should not miss... photos and rides!

Then it brings me through the different places in Japan... highlighting what's representative of each prefecture... but also the delicacies uniquely there! 

Oh! What else do we associate Japan with? Of course, the treat for body and mind that takes advantage of the volcano and springs! 

Last but not least... it's not limited to just the trip....we can associate with this scene anytime, anywhere :)

In summary:

农历二十四节气

This was un-planned, but because I chanced upon the clip when randomly browsing through the clips in Facebook (however, it disappeared when I returned from its pause).

It was made so easy to understand and quite easy to remember 😃  - the explanation is like an animated clip which one can follow and visualise. Well done, the creator! 

Also, just learned it is: 国家级非物质文化遗产代表性项目名录 LINK 

 

OPAL Online Module: Basic Counselling Skills - Some Key Takeaways

Module 1

Part 1: Myths & Facts about Counselling

• Counselling is a process to build one's resilence (as the end product, hopefully!)
• It's not a quick fixed to issues, but a means to enable one to learn what it is through (probably) seeing it more clearly (some analysis) in a more objective manner(?) hence knowing where the issue lies. With this heightened self-awareness (and maybe then can feel the reality ground), one is guided through find means to manage it.

Part 2: Role of Teacher

It's about creating the psychological safety net

• Being "trusted" is not a given, but it's built through actions when students now feel safe and comfortable to share and disclose, to open their 'doors'. It also enables us, teachers, to be able to detect potential issues earlier, hence addressing it before it aggravates. 
• Being a trusted does not mean hold info in total confidentiality but being able to discern when it has to be disclosed for the student's (or others') safety and well being.

Module 2 Attending Skills

• Non-verbal attending skills - body language matters and helps to (create the) bridge to the conversation
• SOLER
• Sit squarely to show that we are giving attention to the student
• Open posture shows care and the want to help
• Lean forward to show interested; which also helps us listen more attentively
• Eye contact to show we are listening, but also to notice any non-verbal cues from the students
• Relaxed to reduce students' anxiety and fear

Module 3 Clarification and Open/ Closed-ended Questions

To gain better understanding of the concerns and issues

• CROPS
• Clarify to prevent judgement or making wrong conclusions
• Reflection of feelings
• Ask both open and closed questions. 
• Closed questions help to obtain facts quickly but should not be too many, else it prevents students from thinking and talking
• Open questions get students to talk and give details of their stories
• Paraphrase to check for understanding
• Summarise

Module 4 Reflection of Feelings

It is about the teacher paying attention and listen attentively to the emotion and what the student has expressed - giving the student the observation to help student to focus on the issues surfaced.

• Give silence time for student to process and express (emotional release)
• Do not offer advice

Module 5 Paraphrasing

It shows that one is listening and helps students to know that he/ she has been heard; and it allows continuation of the flow of thoughts. 

• It focuses on re-stating the content, what's being said. 
• It is important not to add own viewpoint. 
• One should also avoid coming in too early, to avoid judgement 

Module 6 Summarising

It gives students assurance that the teacher has been listening and have a clear and better understanding of the 'story' in an organised way.

• Focus on the main points shared
• Do not add own viewpoints
• Check for accuracies - do not assume what's shared is accurate
• It helps to close the session - summary can be done by either teacher or student

Module 7 Problem Solving Model PADI

• PADI model
• Problem Definition - help student to identify and focus on one problem to work on (do not propose/ select on behalf)
• Attempted Solutions - listen to what has been tried
• Desired Change - get student to establish a goal 
• Intervention Plan - work out a plan that one can work on to deal with the issue; starting with something that can do right from the start (small milestones may help)