# data[].attributes.headline
He Jisheng: Got students to recall what they have learnt about email writing to find out the problems with the sample email, then asked them to provide the correct way to solve the problem

# data[].attributes.subject
He Jisheng: Got students to recall what they have learnt about email writing to find out the problems with the sample email, then asked them to provide the correct way to solve the problem

# data[].attributes.body
Students were shown various samples of creative manipulations of pencils to form an image of an elephant. The common pencilshas undergone metamorphosis. In creative composition. Students are encouraged to distort and manipulate given images to create other forms.

# data[].attributes.body
3E graphical method in solving modulus graphs

Use of recall questions to help students link their prior knowledge on graph sketching first to ensure that students have the required prior knowledge for the activity.

Use of graph ict tool to get students to explain why the graph change by applying the current knowledge learnt from modulus.

# data[].attributes.body
I went through an old newspaper article with 3E students on the dispute happened at a hawker centre. After going through the article, I get students to analyse: Explain what could have happened. Next to evaluate: How would you have handled it, and why? Last to create: What are the possible solutions to solve this dispute.

# data[].attributes.headline
Sec 1 & 2 using the mind map to ask pumping questions to drive students to understand the key points of the planned lesson

# data[].attributes.subject
Sec 1 & 2 using the mind map to ask pumping questions to drive students to understand the key points of the planned lesson

# data[].attributes.body
Sec 5N students were taught Differentiation of trigo function. Large part of it is procedural. They apply the same technique learnt in 4N to the current set of questions. However, they tend to have the confusion with log related problems, stemming from weak understanding of log learnt earlier

# data[].attributes.body
I got students to read a story called The Landlady and got them to think of an alternative ending to the story.

Students came up with creative endings and explained why they came up with such endings.

# data[].attributes.body
Students were given sources that required them to understand the given view points. Students were required to describe what they see in the sources and what thinking is triggered by the given information.

# data[].attributes.body
Getting students to look at real life questions and from there ask them deep thinking questions to slowly elicit out to them that what they have learnt in primary school can actually be represented in terms of the Matrix form.

# data[].attributes.body
Shared a real life application about some western countries used trucks to spray salt onto the roads to prevent the roads from freezing up. They then observed that trees near the roads started to wilt. So based on the concepts they have learnt, they will apply what they have learnt and explain why these trees wilted.

# data[].attributes.body
Class completed sls lesson on reasons for Korean War. After that, students searcghed for a current news on Korean relations and compare( evaluate) situation now to 1950s.

# data[].attributes.body
Today I got students to apply what they had previously learnt on 'Prepositions' - called out students

to create a sentence with the correct preposition (In vs On). I chose the context and got them to create sentences based on the given context .

"How would you phrase a question if you wanted to know ..."

# data[].attributes.body
Questions are structured for students to allow deeper thinking. Focus is on explaining the whys and hows.

One example is during the lesson on probability. Students were given a question and were asked to decide which diagram (tree or possibility) is more suitable to present the outcomes.

# data[].attributes.body
Now that we have understood what needs to be improved on (going through a student’s answer), create an improved answer to amend your friend’s answer.

# data[].attributes.body
Topic: Mitosis & Meiosis (nuclear division)
Diagrams which show the different stages of nuclear division were used to assess students' understanding of the processes. Some questions used :
1) What do you observe in the diagrams?
2) What are the unique/special arrangement of the chromosomes?
3) Which nuclear division? Which stage(s) does it show? Explain.
4) Compare the two diagrams (eg metaphase & metaphase I), what are the differences & similarities?
Students need to observe the diagrams and apply their understanding of mitosis & meiosis in order to identify the nuclear division and the stages & compare them. These concepts are challenging for students.

# data[].attributes.body
Question was rephrased so that the students process information and ideas at a higher cognitive level. Instead of asking students to identify and explain which potato strip was immersed in distilled water, I asked students to observe the two potato strips, compare and explain the effects of the different solutions on the potato strips.

# data[].attributes.headline
How you used Revised Bloom’s Taxonomy table to plan key questions for your lessons in term one. 

# data[].attributes.subject
How you used Revised Bloom’s Taxonomy table to plan key questions for your lessons in term one. 