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It is heartwarming to see that the teachers role model inclusivity in the school and classroom by providing medium of support for her. That inspired the classmates to include Jacqueline in the class activities and field trip. I learnt that success can look differently for each individual person. As a teacher, I must not be focused on the conventional definition of success (e.g. results orientated, etc)

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Despite Jacqueline's unique circumstances and challenges faced, the school provided her with significant support and she maintained a positive outlook and displayed a commendable attitude towards her education. Furthermore, her classmates were inspired by her resilience and made efforts to include her in class activities. I learned to be more empathetic towards those with special needs, they deserve to be treated with care and respect in order to flourish, just like any other student.

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It’s nice to see how Jacqueline remained positive despite her disability. She did not let it stop her from succeeding in life. She persevered and that was very inspiring.

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It is important to cater to the needs of our learners. For visual learners, it is better if we include more visuals for them to comprehend the content better. It is not easy to cater to every student's needs. Hence, we as teachers have to reflect on our lessons and take small steps to see success in our lessons.

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I learned that not all students can learn by the "conventional" method, as each student is unique. I liked that he did not just stick to his regular method of teaching as it was not working for his students, and he kept trying different ways to get them engaged and working on their strengths. Mr. Tan incorporated the idea of "upgrading" the equipment used once they have achieved a certain criteria, and that served as a motivation for the students to do better.

For English and Maths, I also wish to see the areas or topics that my students excel and build upon that knowledge to instil new knowledge. I will also come up with various ways to teach the subjects instead of just teaching it the conventional way. For example, I can incorporate games and ICT into my lessons to cater to the current generation's preferences and interests.

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Truthfully, this video made me emotional. Despite her condition, Jacqueline is very determined and motivated to learn and does not see her condition as a deterrence for her to do her best. The school was very supportive and even provided a medium for Jacqueline to be able to communicate with her friends, family and teachers. The teachers are also very patient and understanding towards her and does not treat her differently from the rest of the students - methods might differ but the treatment and expectations are still the same.

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From the video:

students with dyslexia are visual learners and learn well with visual aids

use more visuals rather than verbal instructions

always step back and reflect the issue

Learning objectives for the lesson could be a step-by-step process that scaffolds to the final goal so that the students feel little success and get more motivated

as the students meet the learning objectives, they can upgrade

Instructions to be more explicit

How can I apply this:

differentiated instruction can be in the form of us teachers adjusting our learning objectives to be more small scale and in the form of scaffolding and by parts

plan out activities where students can "upgrade" by level if they manage to meet or accomplish the objective for that level

gets them motivated and engaged

these levels will be a form of scaffolding for the student

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This video was touching and heart warming to watch. Even though Jacqueline was different, we was given much due support from the school. She was given a different mode of communication i.e handphone/laptop to communicate with her teachers in class. She nevertheless had a positive spirit and a great attitude towards school. She still put in the effort to go to school although she was different to her peers. Additionally, her classmates were inspired by her spirit and they included her in class. In fact, Jacqueline is a good role model for all to follow. Thus, I learnt to be empathetic to those with with special needs.

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The video discussed the use of visual aids to help students with learning needs. Mr Tan used different sized balls and differentiated verbal instructions to cater his student's abilities. I learnt that we as teachers need to be mindful that every child is different. Instead of jumping to the conclusion that they are not able to do a certain task, we need to reflect upon our mode of delivering our instructions so that we are able to tailor it to our students

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Jacqueline's story is heartwarming. It shows the power of "it takes a village to raise a child" – her teacher, classmates, and her family (especially her mom) – all working together. They've created a supportive environment where Jacqueline's disability is being worked around. The school giving her a laptop and phone to help her learn is a great example. This story teaches us to consider unique needs of each student. With the right kind of support, everyone can achieve success on their own terms.

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The video showcased the effectiveness of visual aids in engaging students with various learning needs. Mr. Tan's use of different sized balls, differentiated learning by providing objects that match a student's readiness level. Mr. Tan also leveraged peer performance for motivation. While this can be effective, it's important to for us to remember as teachers that every student is unique in their own ways.

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I really admire Jacqueline’s positive attitude towards life in spite of her needs. Her decision to persevere on and to be kind has likely inspired the people around her to form a strong support system to rally her on. I think we can all learn a lot from the school and how they have tried to ensure that Jacqueline is able to participate and included in all the activities. Letting her use a laptop to support her learning and a mobile phone to communicate in class enables her to engage with the lesson. Jacqueline’s story highlights how everyone is involved in creating a positive school culture and how this can make learning a positive thing while instilling a sense of motivation within students.

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I learnt that students may have difficulties, but we can pair their strengths with intervention strategies in order to help them learn. For example pairing verbal instructions with visual aids can help some students better process the information. Through Mr Tan’s lessons, I learnt the importance of making things simpler for the students so that they can experience small successes to build on their motivation through keeping them engaged. Mr Tan also scaffolded his lessons and gamified his scaffolding through the idea of “upgrading skills”.

For my own Math/English lessons, I think it is important to create opportunities for students to succeed so as to build their motivation in learning. I think I can do this by utilising a variety of tasks with varying levels of difficulty and assign them to students depending on their readiness. For some students, they may enjoy tasks that challenge them whereas for other students, they may prefer tasks that helps build their confidence.

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I admire how Jacqueline and her mother persevere and maintain a positive outlook despite the circumstances. The school provided her with special arrangements such as the use of laptop and phone during lesson so that she is able to communicate with her teachers and classmates. I liked how she is included in school activities like learning journeys and how her classmates seem to admire and support her constantly. Evidently, a supportive and enabling school environment not only benefits Jacqueline, but has also modelled good behaviour for the rest of the students in their treatment of others who might be different from them.

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I learnt that we need to be patient in seeking to understand our students and how to motivate them.

I liked how he used different materials to motivate students through opportunities to "upgrade". I can use this in my mathematics class by providing different "challenges" or questions to students and motivating them to challenge higher levels of questions or activities.

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I observed Mr. Tan's lesson and liked how he switched up his instructions to engage his students. He showed his class a range of different balls to motivate them to progress to more challenging ones. This helped to spark their motivation and interest. This approach can be applied to teaching math. For instance, while some students may find model drawing challenging, those who grasp concepts quickly could be tasked to create their own math problems for their classmates to solve.

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I am inspired by Jacqueline Woo's positive learning attitude despite her circumstances. The school's approach to supporting Jacqueline is incredibly heartwarming. They demonstrate genuine care and dedication to ensuring that Jacqueline can achieve the same learning outcomes as her friends. She was provided with additional tools such as laptops and phones for communication. Evidently, the school showed understanding of her needs and go above and beyond to facilitate her learning experience.

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It was very thoughtful of the teachers to break boundaries and allow exceptions for Jacqueline. Teachers may at times wish to avoid disrupting the status quo and avoid rocking the boat. In this case, they allowed her to have a personal device for efficient communication and learning.

I admire the teacher for so attentive to Jacqueline, being able to see that she is very timely with her work submissions. It may seem small but this quality says a lot about the teacher's care for her students. She can see Jacqueline's efforts in a positive light that inspires the other classmates.

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I admire how Mr Tan exemplifies the growth mindset through his efforts in tailoring his craft for his students' benefit.

Just as how Mr Tan reduced the court size, I can also reduce the 'court size' in my EL and Math classes, while ensuring that students are still successful at the core techiques. For instance, students with lower progress may need more time to work on certain math questions, and reducing the number of questions they work on can allow them to think more carefully and express their working more clearly for me to check their understanding. They can also feel accomplished about themselves when they feel that they can meet our expectations.

Just as how he 'upgrades' students who progress faster, perhaps I can provide challenging riddles for those who finish their work fast in Math class.

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I was curious to find out how Jacqueline was doing. Google search revealed that she seems to be doing well and is advocating for the differently-abled.

I'm glad that the people around her never gave up on her and she herself continued to persevere. This video really highlighted to me that it takes a combined effort to make things happen. Teachers, parents, classmates, the environment, all plays a role in helping students learn and grow.

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From the video, I gathered that it is vital we peg our lessons and instructions at an accessible and realistic level, so that learning can take place. Otherwise, students will be discouraged and learning becomes inefficient or even ineffective.

Mr Tan used different sets of strategies to teach different groups of people, allowing for students to reach the 'next level' at a suitable pace, allowing them to learn at their own pace.

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This video was very heartwarming and touching to watch. Jacqueline is a very inspiring student and daughter, who refuses to give up despite her struggles. She continued to perform well in school and has an amazing support system in the form of her mother, school leaders, teachers and friends. Her school was willing to go the extra mile to provide her with flexible alternatives, so that she could continue learning. They viewed her as any other normal student and offered her a nurturing environment to excel in. Her teachers and friends were very motivated by her. Jacqueline is a very resilient individual and her story has taught me to be more empathetic and understanding of others.

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Visual aids are very useful for students with needs. Differentiating the kind of materials that students use in class according to their readiness level is also important. In the video, Mr Tan used different types of balls to allow students to meet the LO. I can do the same for my math class where different kinds of manipulatives can be given to them, depending on their readiness level. Mr Tan also used peer performance to motivate them to do better. I can use praises and rewards to motivate my students in my own lessons, letting them see that it is actually possible to achieve success.

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From the video, I am very inspired by Mr Tan. He took the time to self-reflect, although he was very used to the conventional way when teaching other classes. He realised that these group of students needed more guidance and therefore he differentiated his instructions. He understood the importance of making connections with his students, so as to make learning more engaging and meaningful for them. He made things simpler for them by using smaller balls/alternative rackets, and this sets as a motivating factor for his students to upgrade themselves. He allowed them to celebrate small successes along the way. I would wish to adopt a similar motivation strategy in my future classes and consider the profiles and interests of my students.

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This video hit me right in the feels. Despite her difficulties and challenges, Jacqueline was provided with ample support from home and school.

The school accepted her in without any prejudice and her teachers and principal were willingly supportive. They provided her with means to contribute and cope despite her disabilities. Such as using laptop to take down notes, providing a phone to her and even texting the teacher her questions when in doubt.

The school created a safe and inclusive environment where we can see her peers wanting to help her out constantly and even interacted with her daily. Some even hoped that she would one day be able to talk like the rest of them.

Lastly, the classroom community was so strong that her classmates looked up to Jacqueline as a role model in class when it came to her work.

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In his class, Mr Tan noticed the students not being engaged. He reflected on this and decided to differentiate his lesson through guidance and explicit teaching. The purpose was to give the learners small wins to gain confidence and feel motivated. He then provided opportunities of 'upgrading' once the learners can show that they are competent at the current level.

This can be applied to my CS by simplifying or provide explicit instructions to help the lower progress students to gain confidence and motivation. Furthermore, by increasing the challenge and providing appropriate tasks, students are able to soar higher.

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It is great to see that Jacqueline's class and school environment is inclusive and able to adjust expectations to accommodate for her needs by being flexible in arrangements for her to use the computer and handphone for completion of work and communication. Jacqueline is very resilient and positive despite her difficulties, I am heartened to see that she is able to pursue her studies and participate in class as well as field trips alongside her peers. This is possible because of a supportive school and teachers that help foster the inclusive and empathetic learning space for Jacqueline and her classmates. Hope this inspires schools and teachers to be more inclusive in their practices.

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It's inspiring to see the school (including her teacher, classmates) and her family (mother) working together to provide Jacqueline with all the support she needs and make her feel like a normal school student, despite her disability. The school is kind enough to provide her with a laptop and handphone to communicate and do her essays to overcome her difficulties. It teaches me to be empathetic towards different students' needs and with support, all students can succeed in their own ways.

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In the video, Mr Tan reflected on his lesson when he realised that his students were not able to achieve the LO. He adapted and used different sizes of balls to help the students achieve little success gradually. Students started with the smaller and lighter ball before 'upgrading' to the next size when they are able to hit the ball across the net. This also served as a motivation for the students as they wanted to progress to the 'next level'. I can adapt this into my English/Math lessons by breaking down tasks into smaller segments and allowing students to progress gradually depending on their readiness.

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It is very comforting to know that the school was very supportive in Jacqueline's learning. The school, teachers and friends never once gave up on her. They allowed her to use the computer to jot down notes or use her handphone to communicate with others so that everyone is able to treat her as an equal. She wasn't left out in school, and even on fieldtrips. It is also very touching to hear that her classmates are inspired by her for her great responsibility and accountability for her work. Jacqueline is a very good role model for her class despite her disability.

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I like how Mr Tan was reflective with his lessons and made the attempt and effort to differentiate for the students who were not meeting the learning objectives. He created structures with the sized-down court space using the cones and mats and also modified the rackets and balls used to make it more manageable for the students. This allowed them to achieve success and feel more motivated to progress on in applying the same in an 'upgraded' setting which in turn met the learning objective. This was a good example of differentiation to cater for student readiness and learning profiles and reminder that we should all be aware and ready to make adjustments for our learners where necessary as well.

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I learnt that instructions that had worked for one group of students may not work for another. As teachers, we must learn to give differentiated instruction, and scaffold the learning of our students, so that they can enjoy little successes.

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The video was touching and inspiring. Despite all the difficulties and struggles that Jacqueline was facing, she remains positive and still wants to go to school every day. She does not use her disability as an excuse and continues to put in her best effort to do well in her work. Her school supported her learning by providing her with a laptop so that she can get her work done. She uses her handphone to communicate with her friends and clarify her doubts in class.