# data[].attributes.headline
Completing a task is not equal to meeting success criteria

# data[].attributes.subject
Completing a task is not equal to meeting success criteria

# data[].attributes.body
This is a follow-up post. I have a nagging worry that students being able to complete given tasks is not equivalent to them actually meeting the success criteria - how??!

# data[].attributes.body
How to ensure that they think like Geographers? What is the language? What are the perimeters, if any?

# data[].attributes.body
How to ensure success of the GI in the field? What pre-requisites must the students and teacher possess to make the GI field trip a meaningful one given the amount of time invested?

# data[].attributes.body
Did the teachers come up with different success criteria for their classes?

# data[].attributes.headline
The aims of this GI are good but must check if the students can carry out their data presentation and interpretation independently especially since this is sec 1 lesson. Hence they need to be guided. This might be more possible at the upper sec level - sec 3

# data[].attributes.subject
The aims of this GI are good but must check if the students can carry out their data presentation and interpretation independently especially since this is sec 1 lesson. Hence they need to be guided. This might be more possible at the upper sec level - sec 3

# data[].attributes.headline
Where is the students' voice? (Success Criteria)

# data[].attributes.subject
Where is the students' voice? (Success Criteria)

# data[].attributes.body
The lesson appears very well-structured, but through the presentation, I kept wondering where and how students can express/articulate their learning challenges beyond the neat input categories (which also do to prevent students from simply copying or lifting from sources). Some of the student reflections also show misunderstanding of project intent (e.g. "What are the strengths of my team's work?" = "We discussed well" rather than focus on research methodology.) How to address these?

# data[].attributes.body
How can we ensure safety of students and gadgets when we are near water bodies?

# data[].attributes.body
These lessons rest on the assumption that this class knows all the skills (ICT, teamwork, etc) needed to execute these tasks effectively/ smoothly.

# data[].attributes.body
What if the success criteria are not met? Eg. Students type irrelevant material into Google forms.
What is the follow up? Already 12 periods are used. Are there going to be additional periods for 'stragglers

# data[].attributes.body
Geography lessons tend to be once a week for most schools,- do the students have access to the data, etc, for homework or to check/enhance their learning eg flipped classroom

# data[].attributes.body
Is the choice of the field site sufficiently rich to allow students to "see, think and wonder" about different things and possibilities?

# data[].attributes.body
Since the teacher is concerned about the logistics/safety, etc during the GI itself, is there value in the real time collection of data? If there is, how is this value brought across to the students so that it may enhance their learning (eg peer pressure to finish tasks, comparison of answers, or looking at validity of my data input vs anther student input..)

# data[].attributes.body
To what extent is AfL carried out using ICT? How do teachers work with the students' responses?

# data[].attributes.headline
One needs to be aware of the IT tools / apps there is and to learn how to tap on it to fit your lesson. Hence it is important to be in the know of IT tools / apps / etc

# data[].attributes.subject
One needs to be aware of the IT tools / apps there is and to learn how to tap on it to fit your lesson. Hence it is important to be in the know of IT tools / apps / etc

# data[].attributes.headline
Is there a contigency plan should ICT fail?

# data[].attributes.subject
Is there a contigency plan should ICT fail?

# data[].attributes.headline
How long did it take to teach the students to use the Geoform to collect data?

# data[].attributes.subject
How long did it take to teach the students to use the Geoform to collect data?

# data[].attributes.headline
If students show incomplete understanding at certain stages, ow can teachers address it? 

# data[].attributes.subject
If students show incomplete understanding at certain stages, ow can teachers address it? 

# data[].attributes.body
What is/are the enduring understanding(s) of this topic?  Does it run across all 4 levels?

# data[].attributes.body
When students learning was activated at start of lesson, they were given newspaper articles- should this be prior knowledge or a trigger for the lesson to start them thinking about the idea of water quality (and what they should be looking at when they see water quality) or just as a general stimulus for the lessons ahead

# data[].attributes.body
Are the tools provided able to meet the differing needs of the students? [is it possible to meet their varied needs?]

# data[].attributes.body
The general outline of the entire Topic on Water GI is well constructed, however there is little mention on how individual lesson is carried out and what are the pedagogical approaches to teach the class.