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Great work in creating engaging activities!

T: Building vocabulary is a arduous task no matter the language. Different approaches to teach vocab would engage students.

A: Is there is a set standard to measure a students level of vocabulary attainment?

G: Suggest to go digital, perhaps this may allow students to revert back to their works easily and quickly.

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T: I really like how the criteria are really tangible. This does really help students and teachers track their learning. This is really important for lessons where learning is formative.

A: Just curious, when students are given choices for different aspects of the their class's lesson, does this affect the SOW for the level? I really like how the idea balances autonomy and meaningful learning.

G: Moving forward, just thinking out loud, will it be better to collect qualitative data too to capture the student's learning experiences? A mixed data collection method will really help. :)

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very comprehensive SLS lesson to guide students and especially good for students that wants or need recaps.

Impressed by how tailor made the videos are.

Good effort and useful resources that can be build upon in the future !

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The element of ‘choice’ will help motivate students and enhance engagement levels. The rubrics for assessment is clear and easy to use. Good effort to shift power to students!

Suggest to have students use their ipads to video their peers as a form of video assessment. Or to use video footage to improve.

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The challenges are the time taken to put every tasks together and to make the whole escape room "fun".

Appreciate the feedback on when refreshing the page will bring one back to initial page. Maybe we will put a note when the students are trying out.

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1. T: Before, I wasn’t very aware of the red ‘SG Produce’ sticker that can be found in some food produce. No I know:)
2. G: For the lesson, would it be good to have students do some hydroponic planting?

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T: I like how the project has really clear tangible outcomes to illustrate the student's learning

A: Was this lesson used as an introduction to the the theme/topic of Sustainable Consumption?

G: Moving forward, I was thinking if it is actually possible for student's learning to be documented in some way? I think it will really help to ensure that learning can be recorded and be revisited subsequently. Personally, I think the process is really insightful and interesting. I will want to be a student in this lesson as well. :)

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T- I learnt how I can contribute to reducing carbon footprint by purchasing food from a nearer country. Never consider this aspect before.

A- How do you convince students to not put price at the first consideration in their purchase? It is change in mindset.

G- can this topic on sustainability be taught during the period of Total Defence Day?

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T: Made me more conscious and aware of the 'SG Produce' sticker and the advantages of buying locally / items from nearby countries.

A: How much more expensive are these items?

G: A learning journey to a local farm or places that sell local food will be nice.

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T: The importance of reducing carbon footprint in food preparation and cooking: even the choice of meat (e.g. from closer countries) can help :)

A: Did students get to sample each others' food?

G: It'll be interesting to have a mini-cafe set up by students so that their classmates/teachers can try their dishes :)

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T: interesting and very connected lesson that students can relate to especially in the subject area.

A: any possibility of these lessons having collaborations with other IP subject areas that will allow students learn some interesting facts more in depth ?

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T: The way you have designed the lesson to make it practical and connected to daily life and yet elevated it to educate students about choices - values / understanding that guide those choices

A/G- would you consider giving students scenarios where they have make choices based on conflicting factors eg costs and values if sustainability

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T: I have never noticed the labels on local produce and never knew that there are so many local farmers! I think it is interesting and may look out to get more local produce in future.

A: Are students also part of maintaining the hyrdoponics?

G: It will be nice to try some of the school grown veg!

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T - I learned how to differentiate locally produced ingredients from others and on sustainable consumption.

G - I think the students might enjoy a learning journey to local farms to learn more about the locally sourced ingredients.

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T: I’ve learnt about the SG produce stickers and the e-farmers market

G: perhaps students can suggest the locally- produced ingredients to be added in the pasta dish? Also, the Sec 3 students covered the SG Green Plan as part of a theme in their EL lessons, would be nice if we could collaborate as students can see their learning come to life.

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T: While conducting this lesson, I have learnt that students are not aware of locally grown products. Some of them were impressed that we managed to grow these vegetables in school - HS grown vegetables

A:

G: We can include students in planting and harvesting if we have the time and space

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T: SPCAS framework might be a useful framework that i like to try for my subject's Short Answer Qns type of question.

A: Is the framework something that the team thought of during the planning of this lesson resource?

G: Well done CL team in introducing a framework that is easy for teachers and students to understand.

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Thank you, I learned something new as well. The Sg fresh produce logo and that we could get the fresh produce from redmart.

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Thank you, I learned something new as well. The Sg fresh produce logo and that we could get the fresh produce from redmart.

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By 2030, we want to be able to produce 30% our own food and it’s very apt that the project has allowed students to understand the direction in which our country is heading . Gd

job

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T: SPCAS approach that leads students to think logically, organise their thoughts and present their written answers. Interactive thinking tool allowed time and space for collaborative work. Good job CL teachers!

G: Good to use it for Oral preparation too!

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T: Asking a question as a group. Applying framework to answer open ended question, putting learning to practice. (Authentic learning)

A: Are there challenges for weaker students who may be grappling with the subject. They may not be able to ask questions that are relatable to their needs, (Individually or as a group) so how do you close the gap for the weaker students. Similarly to higher ability students, will it be challenging if they are not paired ideally accordingly as a group.

G: Will video taking be another platform that the department is willing to take up to have students speak instead of writing so that as a class, there could be a deeper breakdown of the skills taught. Would the teachers like to engage in a topic that students can resonate with so that deeper unpacking of the topic will be impactful.

Overall: It was a good initiative , thank you teachers for sharing.

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T: The SPCAS is a very helpful structure to scaffold students' thinking process & answering techniques

A: Since the SPCAS is in English, do the students know what SPCAS are in Chinese and are able to state it without the English translation? Will this cause them to think in English?

G: Can consider pairwork for students who are weaker?

Thank you for the presentation!

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T: Use of SPCAs framework to help students elaborate on their own answer and analyzing skill
A: Is this framework applied in all types of questions in CL?
G: Thank you for the good sharing. Maybe students can tag their answer in SPCAs acronym in SLS?

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T : Use of sketchbook to improve the ideation process - making 2D to 3D .

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T: Good framework to start with SPCAs, seems like students were able to understand.

A: Can the SPCAs be used for comprehension?

G: May be good to observe upstream effect from this year's sec 1 when they move to sec 2. Can consider presenting TLW if there is more multi-year data.

Can introduce elements of DI too.

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T: Learned that the use of sketchbook app can really enhance efficiency and quality of work. I particularly like how the use of the app allows students to easily progress through the development of an idea! Perhaps I can explore using this platform to allow students to do sketching in lower secondary geography.

A: In the D&T syllabus/intended Learning Objectives, is free hand sketching/manual sketching a necessity/requirement? If it is, would the transition to a digital platform affect this?

G: Suggest to consider how sketchbook's data is saved/archived given that it will eventually be part of their national exam's portfolio

Yi En

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1. I have learnt how the use of sketchbook can enhance the visualization of converting from 2D to 3D and the image can be easily duplicate

2. I wonder whether the construction process from 2D to 3D can be reversed

3. I suggest to incorporate peer feedback for students to improve each other’s design

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Wonderful sharing! I learnt how useful the Sketchbook can be as a digital portfolio builder. How long would you foresee students/staff would take before becoming confident in using the tool?

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T: Use of STAR approach to analyze and answer real world context questions.
A: What does STAR stand for?
G: Maybe teacher can give feedback using the STAR approach annotation in worksheet marking? Thank you for the great sharing!

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T: Agree that the videos do encourage the students to learn at their own time.

A: Do the students have any difficulty understanding videos curated by other teachers since the explanation might be different?

G: With the resources you created, it allows opportunity for teachers to DI this process.

Low readiness would probably need lots of guidance from the teachers on top of the videos.

Mid to high readiness might rely on the videos on their own.

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T: Very clear and structured presentation.

A: What is STAR approach??

G: Will you provide subtitles in the recording?

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T: Allowing students to document their observations freely without emphasising on the need to have specific keywords. I think by having students record their observations first based on their senses and then subsequently associating endothermic and exothermic reactions to the different sensations that they feel really helps to ingrain these concepts into their heads. As a student, I remember I tend to struggle with memorising what is characteristic of exothermic and endothermic reactions and could only rely on my memory. So I really appreciate this.

A: Just curious, for this study, for data collection, is there a reason for the team's decision to shift towards Qualitative data from Quantitative?

G: For he subsequent SLS lesson follow-up, I was just wondering if there is a way to associate the different stages/elements of the experiment to the different symbols/features of exothermic and endothermic energy curves? I think this will really help students sense-make and internalise why the curves are drawn in specific ways. :)

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Great sharing! I learnt the structures put in by teachers in teaching vocabulary explicit. Would you be able to differentiate this approach for students doing the subject at the G1, G2 and G3 levels?

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Happy to see Maths doing mark ups too.

I wonder what's next, and how team intends to add on to integrate DI?

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T: Learner-centred pedagogy - to shift the balance of power from teacher to student. This is especially important to prepare students to take ownership of their learning instead of depending on their teachers.

Use of real-life examples to make learning relevant to the students :)

A: Were there students who were still confused even after the entire lesson? How were the gaps bridged?

G: Students can do a hands-on demonstration and presentation of the topic to their classmates as a form of revision.

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T - I really like the lesson trigger hands on activity! I love Chem!

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T: I have learned the use of vocab worksheets to provide scaffolding for the students to improve their understanding of the passages and able to use some words subsequently in their work or in daily life situation.

A: I wonder whether the use of technology can enhance the learning experience of students.

G: Perhaps can provide some authentic example through video or gamification to show the use of the words in context.

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T: the type of intervention strategy

A: how do you choose the class as control group ?

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A: Is this lesson study or action research such that there is control and experiment class?

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T: I like there’s close alignment of LCP, especially when it allows opportunities for self assessment.

The exercise is a good form of helping students to learn different vocabulary and how the words can be used in different context.

I like The crossword puzzle that helps to deepen students’ understanding of new vocab which I feel it will be very helpful.

2) A: Any challenges faced by LP students when you took this approach of teaching vocab?

G: Nil

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T- cultivating students’ curiosity and questions is definitely a key ingredient in LCP so think the team managed to do that. very abstract chemistry concepts ( when I was a student I really struggled) connected to real life context makes it more purposeful

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T: Using gameification in lessons using Google form
A: What are the difficulties teacher faced in creating the Google form?
G: Refresh the page will bring the page back to the starting page. Maybe SLS gameficiation mode can solve the spelling cap constraint.

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T: I like the part that students get to experience the experiments of exothermic and endothermic to differiante the effects differently in their own interpretation and observation.

Good job!

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T: I like that students get to attempt more hands on experiment rather than just content explanations. They can make meaning to what they learn and retention of knowledge will be better!

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Will weak students find tge framework difficult to use ? As their foundation of the language is weak, they may feel helpless and not know how to use SPCAs

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fantastic sharing ! Very inspired by D&T resolute to go digital !

Was thinking about how to introduce 3D drawing with art as well and whether sketch book can help students pre-visualize and something we can introduce.

Also, i am just wondering how marking is done with digital work, because of its efficiency will it be mark more strictly ?

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Very impressed with the use of AI. Interesting text but wondering if students might have found it too difficult, are there any DI applied ? How do we survey students understanding ?

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I realise that we all can be designers and for you guys leveraging technology is ideal. Should help students quite a bit.. IF the app requires a fee next year, I am sure that the school will not hesitate to provide funding.

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I find it great that students can use stock images to give life to their ideas and make it look more realistic and enable others to see it is real life proportions and how they can be meaningfully used! This would have been difficult to achieve via manual drawings. It is also great that students will be able to copy and paste their sketches as manyvtimes as they wish to improve on their sketches and modify parts. This shows the progression of their learning, thoughts and ideas.

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I find it great that students can use stock images to give life to their ideas and make it look more realistic and enable others to see it is real life proportions and how they can be meaningfully used! This would have been difficult to achieve via manual drawings. It is also great that students will be able to copy and paste their sketches as manyvtimes as they wish to improve on their sketches and modify parts. This shows the progression of their learning, thoughts and ideas.

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Gomathi

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T: Using gamification via Google Classroom

A: How do you handle difficulties faced by students?

G: Provide a hint if the students did not get the correct answer.

Incorporating DI into the Google Form is a good idea that I would like to implement.

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Thanks for sharing, is fun and engaging.

However when attempting I get struck and could not proceed. Maybe the team can include help like a video, link etc to let the students revise before answering again. That will ensure they don’t get disheartened at the same time do self learning while attempting the game.

Thank you for sharing!

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They can refer to textbooks and IDT (on SLS) if they face any difficulties

Thank you for your suggestion; We could provide more hints on those tasks that is not differentiated.

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T: Virtue escape room

A: What if the students search for answers online, how to make sure students really learn it.

G: Some of the tasks can give hint to students so that they can look for answers in textbook.

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T: Consideration of using different strategy to solve facility problem
A: How to obtain comments and feedback from different stakeholders about the use of facility?
G: Maybe can create a form to gather feedback. Thank you for the great sharing.

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We can't stop the students to search online but it would also show that they want to find out the answers in their own ways.

Thank you for your suggestions. We could incorporate specifically where the answers can be found.

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T: Good use of DI within Google forms and link to word wall 👍

A: How to help lower readiness students in helping them understand some of the misconceptions for plate tect

G: can consider getting higher readiness students to create it as part of their stretch programme for other students

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Magical presentation! I learnt that the STAR approach is useful in guiding a student's thinking process in solving a problem. Would a teacher's feedback supplement the student's reflection of their solutions pre/post submission?

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T: STAR looks like a very structured approach as a problem solving strategy to help students who are weak in Math. There are many evidences of scaffolding provided for weaker students.

I Like the infusing of Real world mathematics task infused into mathematics. Makes learning of math very fun and authentic.

Good job!

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Enjoy the relevance !

Lovely start and would love to see it develop further

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T: As someone who is re-learning grammar again, I can relate to the students' frustration in learning grammar as it is very abstract.

In game-based learning, learning is the result of the game. It is important to lead them towards problem solving.

The use of physical manipulatives and ICT tools provides a wider variety of learning among students.

A: Were there any students who were uncooperative/unwilling to participate? How did you manage them?

S: It'll be good to keep the students in their groups even after the grammar module. There can be other opportunities to do collaborative work even in a non-game setting :)

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T: I have learned how the use of STAR approach was incorporated in SLS to enhance students math problem solving skills.

A: Did the students work on the problem individually or in pairs?

G: I wonder whether this STAR approach with SLS can be less structured by using Feedback assistant feature in SLS

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G: Level 2 game: Students can design games or in this case, write the words on cards and get other groups to form sentences.

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T: Difference between gamification and game-based learning

A: How do you help students translate these skills to a full essay and even into their daily lives?

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Good job on the introducing GBL to NT students. Besides improving their grammar,sentence structure, etc, students also learn to interact with others, discuss and debate. Indirectly, this will improve in their self-confidence and presentation skills!

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T: I learnt the difference between gamification and game-based learning.

G: drill and practice may be needed to help them remember what they learnt. Try Geniebook!

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T: I like having English broken down into simpler and fun activities rather than just the usual pen and paper.

G: You guys can come up with a set of laminated or printed card sets for a extended usage! :)

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T: Totally agree that grammar is very abstract and the deductive approach doesn’t really help us to retain the rules

A: Could the approach be further tweaked to engage students who are easily distracted like 1HOUG?

G: Perhaps the team could consider making it into an e-package on SLS instead?

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T: Use SLDEE framework and Bingo gamification to make students' thinking visible
A: What is the cost of the hosting platform for the virtual gallery? Is it complex to update the virtual gallery?
G: Thank you for the great sharing about use of Bingo.

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Thank you for sharing how ICT tools can help enthuse students and make their work look more professional!

T: The use of the app lowers the barrier-to-entry for students to create visual models, which can be useful for projects such as storyboarding.

A: -

G: -

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T: I like how real-world problems were infused into the math lesson and inspired me to be more observant and mindful in incorporating them into my worksheets/questions.

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Presentation is clear and the microteaching is engaging and allows us to see how students are scaffold to master the concept.

Thank you for the sharing.

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T: Using bingo gamification and SLDEE framework to reinforce students’ learning.

A: I wonder what is the consideration used to arrange the questions in the Bingo task (different difficulty level or different skill needed or different product expected)

G: Can consider to provide some facilitating questions to get students to reflect and consolidate their knowledge.

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Q: Moving forward, do you think students will be willing to play the character? Will this help them learn deeper?

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Manipulative are always useful especially in a theory/concept heavy subject like POA. I will consider ways to infuse more manipulative into my classrooms.

Suggest that the manipulative could be made from a stronger material

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T: I find the manipulative helps students to understand the accounting terms easily, particularly on the LP students.

A: was wondering what strategies you use to stretch the HP students in POA?

G: nil

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T: Use of manipulative to help students to understand POA concept.

A: How to help the students to transit from the manipulative?

G: From manipulative to pictorial representation?

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G: maybe the note taking can be scaffolded in terms of how they fit the information to different question types? Or for students to also do interactive role in response to teacher role? Widening perspectives like writing in role in response to teacher-character in role?

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Maybe we can include more hints/information for the LA students in the game.

Thank you for your suggestion!

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T: I really like how the manipulative was structured and provided students a visual of how they should be "thinking" about the situation.

A: Just a question, how does the facilitation process look like for the student's learning of how to use the manipulative? Did they face any difficulties?

G: Moving forward, just thinking out loud, could students be given more space to explore how they may use the manipulative to make sense of the situation? Could discovery/inductive learning be weaved in?

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T: love that students are made to ask questions, that’s actually making the thinking visible in the types of question they are asking?

A : have you considered table top rpg adaptation? Like dungeons and dragons role playing game- there is narration, character interaction, making choices etc ( you can develop something that aligns to learning objectives? I am a believer in games-based learning as creating an environment for more active and deeper learning by the students

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A: would a forum theater strategy enrich students’ experience of the text and the learning?