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Dear colleagues, do pen your thoughts using the following format. :)

Your Name:

Insert Picture (Optional):

1 key learning point:

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Key Learning Point

Even though I was only able to attend 20 minutes of the first part of the lesson, I was able to catch a few nuggets of learning: (i) using a bonus point system as a way to encourage questioning in the students & (ii) using a very interesting hook (a LOVE meter) to pique students' interest and set the tone for learning! Thank you for sharing your lesson! :)

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Jane incorporated a lot of hands-on activities and demonstrations, which really helped bring the concepts to life for the students. The practical elements were well-integrated with the theoretical content, allowing students to see clear links between what they were learning. The energy in the classroom was high, and students were actively participating and curious throughout the lesson.

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Mr How used online tools (PhET) to teach the components of an electrical circuit to the students, which was very engaging for them as they got to explore and play around with adding or removing components of the circuit. He also linked the online practical elements to the questions in the activity book which helped solidify the students' learning. One thing that I took away from his lesson was how he reminded the students of the key learning points at the end of the lesson to help consolidate their learning.

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I had the opportunity to observe Priya’s lesson which was on the "write in your own words" comprehension questions. In preparation for this, a vocabulary exercise has been conducted prior to the lesson to provide students with some content knowledge. During the lesson, a variety of strategies, including Mentimeter, group work and peer feedback were used to engage students and encourage active participation. One thing that I would like to take away and add on to my own lessons would be - the comparison between a factual question and write in your own word question. Thank you for opening up your classroom.

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Maria is very clear in her explanation about hybrid questions. I have no knowledge on hybrid questions but now I understand how to identify and the steps to answer the question. Her students are lovely too, very engaged and answering questions without being called. Maria's light hearted phrases such as, "Come, let's go!" before starting to answer, lifted everyone’s mood and energy!

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I really appreciated the clarity of Priya’s lesson on paraphrasing clues from the text (quite a funny and cute one about orangutans at the zoo!) — the steps she provided were systematic and easy for students to follow. One idea that came to mind was that these steps could potentially be crafted into a simple acronym that they can relate to in general. This might help students recall the process more easily and apply it more consistently.

I realised that for students to be able to paraphrase well, they need to be exposed to a variety of synonyms and even antonyms. It made me think about potential vocabulary exercises on synonyms and their uses in different contexts for my own ML lessons!

Thank you for the OC, Priya! Really enjoyed watching your interactions with the students! ☺️

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Thank you for the open classroom! The lesson was well-planned and your classroom management was clear and firm. Tech tools like Mentimeter and SchoolAI were meaningfully used. Perhaps pairing consequences with a simple reward system could help build a more positive culture. Some scaffolds for question-asking might also support students better. Great job overall!

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Simin’s open classroom was on using SchooAI as a tool to guide students to write their discussion for a food science investigation.

It was insightful to see that the usage SchoolAI can support students in writing their discussion and conclusion for a food science investigation through offering structured guidance and prompts that clarify scientific thinking. It enables opportunities for students to analyse their data more critically, encouraging them to consider variables, trends, and anomalies. It promotes reflective thinking by prompting students to evaluate the reliability of their results and consider improvements for future investigations.

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I had the opportunity to witness a lesson on perspective taking where groups present their ideas on a given topic taking on the perspective of different countries. It provides students with an opportunity to formulate their opinions and also question the ideas presented by “other countries”.

It would be interesting to explore ways to ensure that all students are engaged during the presentation as students might have the tendency to focus only on the countries assigned to them.

I particularly like the last part of the lesson where there is more “debate” between groups.

Thank you for opening up your lesson! ☺️

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I really love how the students were challenged to consider from the allocated country's perspective and tackling such a matured topic about the Rohinya refugees. I believe the students had done extensive research, which will be a useful skill for the future. The lesson was a lot more engaging near the end, as the students started to question each other's explanations and stances. This showed their crititcal thinking skills as they are listening for mistakes, and from the respondents to clarify their stance.

One key takeaway is how I can modify my own argumentative lessons to bring in the idea of perspective taking. I was also reflecting about how, in this class, the stances seemed similar. Therefore, I may need to modify the conditions / context such that there can be different, and even opposing, perspectives for a richer discussion.

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I had the opportunity to observe Matt's OC on class discussions and debate about Rohingyas. I liked their seating arrangement, which did set the mood of what was ahead. It was good to see students engaging in perspective-building, which is a key step in developing empathetic communicators, one of the key competencies of EL syllabus. I also liked how Matt wrapped up most of the sessions, by highlighting not only the key points but tips to present in a manner that would foster engagement, especially in a large group setting. The structure of the session - research, presentation, and questioning, was well thought out and some of the proactive students seized the opportunity to ask questions in the process. As I moved around, I observed students applying a range of strategies to respond to the questions posed, which included ethos (leveraging the credibility of the country they represented), pathos (drawing on current situations), and logos (using research-based evidence). Thank you for this Matt :)

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Thank you for the feedback!

1. I agree that the first half of the lesson was rather dry. I could have maintained excitement by setting a timer for the planned response oral component, or be deliberate in choosing the best speakers to set the right tone ans mood for the lesson.

2. I agree that students may only want to do the bare minimum by focusing only on the countries they are assigned to. I could hqve made everyone to pose questions to all other groups as they listen, or simply take notes.

3. I agree that the stances were also very similar despite providing a data sheet so that each group can appreciate the unique circumstances surrounding their country. I could have presented this as narratives as students might respond better to stories than mere statistics.

4. I could have provided structured conversation starters to get students to observe the decorum of panel discussion.

5. I could have provided more entry points for students to offer ad hoc responses or interject as this raises more curiousity and engagement level, as can be seen towards the end of the lesson.

Overall, I am pleased that students were able to prepare for the discussion within a short period of time and that most tried to participate or remain focused on the discussion. Admittedly, the lesson design was somewhat time and labour intensive (e.g. preparing materials, giving instructions, arranging the setup), but it was worth rhe investment when I could see that students genuinely wanted the opportunity to express themselves and engage their intellectual capacity.

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Feel free to drop by on Friday, 1 Aug, from 11.30am to 12.40pm for the continuation of the panel discussion in Classroom 3D. Thank you!

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Mr Peh used classpoint to introduce the idea of Newton's Laws of Motion. Classpoint is a great tool that allows the teacher to check for students' understanding at various parts of the lesson which Mr Peh used to great effect. It was nice to see Mr Peh conducting his lesson with so much enthusiasm, building on the positive classroom culture that he has cultivated. He walks around, smiles at the students and encourages them to try. The affordance of the tool also allows him to 'award stars' when students get the answers correct which students greatly appreciate. I also like the questioning techniques that Mr Peh employs in the class to get them thinking deeper about the concepts that he is introducing in class. Thank you for opening your class and allowing me to attend. :)

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This lesson was strongly underpinned by the AfL features in ClassPoint, which allowed Mr Peh to quickly assess how much the class could recall of the previous lessons on the Second Law, and review it adequately before moving to the Third Law. He also used the open-ended responses to surface alternative conceptions relating to how force should be calculated.

In the second half, students appreciated a humourous video which showed people getting into trouble in their everyday life from ignoring the effect of the Third Law. It was a good prelude to getting students to appreciate why it is important to be able to identify the forces and the results on objects due to the Third Law.

I appreciated the effort that Mr Peh put in to engage his learners! The structure, explanations and examples were well planned to be accessible for students and to provoke their thinking. Thank you for opening the lesson to us.

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I feel the highlight of Mr Chua's lesson was the collaborative task where the students in pairs are to create a man whose hands are waving. The pair will have to think back to their prior knowledge of levers and linkages, and experiment to see if their idea works. This is really a wonderful opporturnity to be adaptable when they faced challenges in making their ideas work, and u can see the genuine smile and pride on their faces when they succeeded!

Mr Chua was always at hand to give differentiated clues, not giving the answer, yet just enough to steer them in the right direction.

His use of whiteboard.fi was another e-tool i am excited to try out with my own students for real-time checking in of learning. Thank you for the experience!

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Thank you for the engaging open classroom, Claris! It was great to see how you began with a recap to reinforce prior learning and linked the task to a relatable object like a banana. A clever way to convey that art is for everyone and not just a luxury. The use of gamification through a point system added excitement, and tools like Google Classroom and Padlet supported active participation. I also appreciated how you were observant in noticing that the same student in each pair was doing the drawing, and how you stepped in to encourage a switch, a great way to ensure shared ownership and participation. Overall, a creative and well-facilitated lesson!

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Jeffrey's lesson stood out for its hands-on and thoughtfully designed collaborative task. Getting students to work in pairs to create a waving hand mechanism was a clever way to activate prior knowledge on levers and linkages. It encouraged experimentation and problem-solving, and it was lovely to witness the genuine smiles and sense of accomplishment when their ideas worked.

The thinking behind the lesson design was very evident – the scaffolding provided ensured that students remained fully engaged throughout. Jeffrey was always present to offer differentiated prompts, never giving away the answers but guiding just enough to support their thinking.

Thank you for the inspiring session!

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It was an insightful experience observing Mdm Hajar’s classroom. The lesson began w an APT and engaging hook: the song APT,  which was related to an acronym that was taught previously (A: Actions, P: Personal values, T: Thoughts). This initial activity captured students’ attention and set the tone for purposeful learning.

Throughout the session, Mdm Hajar demonstrated strong classroom management. She employed the “Strike 1-2-3” system to reinforce clear expectations while maintaining a positive learning environment. Her use of a concurrent video and countdown timer also helped scaffold the students’ thinking and encouraged effective time management during the task.

A particular highlight was her classroom presence and with-it-ness. She consistently moved around the classroom, checking in on students, keeping them alert and offered support where needed. Her calm and composed manner also created a focused and safe space for learning.

To aid students during the individual writing task, Mdm Hajar played soothing background music. This small but thoughtful touch gives rise to a calm atmosphere that is conducive for reflective thinking and deep focus.

At the end of the session, Mdm Hajar brought the class together to recap what they had learnt, giving students a moment to reflect on their takeaways. This simple but effective closure helped consolidate their learning. Thank you Mdm Hajar!

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I am thankful for the opportunity to observe Mdm Hajar for her Open Classroom. Although I was there for just over 20 minutes, it was still an enriching experience.

I appreciated the patience she showed throughout, especially in encouraging all students to stay engaged. The use of APT song as a hook at the start of the lesson, instantly caught my attention as well as the student's. The prompt that followed, “What is the co-relation of the song with what I am going to do today?”, was a great way to spark curiosity.

The use of sentence starters for similes and metaphors was a good scaffold, and I noticed how gently but firmly, she brought distracted students back into focus by picking them to respond. I especially liked how she placed students “on the spot” in a supportive way. It kept them accountable. Thank you once again for your lesson.

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Mavis designed an engaging IBL task, “Do people in sports CCA have faster reaction time?”, which successfully captured students’ interest. Students were actively involved in testing their reaction time using the ruler-drop activity, and the collaborative use of Google Sheets allowed everyone to contribute data and observe emerging trends together. Mavis did an excellent job consolidating the activity, posing thoughtful questions to guide students in reflecting on the reliability of the experiment. I also appreciated how she linked the task to a planning question, which helped students strengthen their practical planning skills. Thank you for opening up your classroom!

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Strength:

Students were engaged and having fun learning the dance steps taught by Eric.

He was performing the dance steps with them.

Instructions given were clear even tho Eric has a sore throat that day.💪🏽

He has good classroom management and the transitions between activities were done quite smoothly.

Objective met. Students able to follow the beat to perform the steps and using the steps to prepare for a short performance for their classmates.

Maybe we can add these:

Using pre-prepared Gif of the dance steps to place in padlet to allow students to have a visual resource to work with.

Pre-select songs for students to choose from. This will cut-down timing for last activity and students will have more time to practice their dance.

I love his lesson. Not many Sec Sch teaches Dance as part of their PE syllabus. I’m glad in Westwood we do & Eric has shown us how interesting it can be for the students.

Thank you!!!

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Mdm Rakeezah facilitated a lesson on personal recount in a very fun and engaging way.

Firstly, she gave each group a bag of legos. They were first tasked to build a house. She then gave them a second curveball, the house must have stairs! Students worked in groups and collaborated. According to one student "if there is a will there is a way". This reflected students engaging in adaptive thinking. Students also had to show their houses and explain for their choices. Mdm Rakeezah skillfully elicited their responses by modifying her questions.

-What did you have to do?

-what makes it harder to change?

-what skills did you need?

These questions encouraged students to reflect on the decisions they made.

The lesson then continued with students reading a sample personal recount - "WRITE ABOUT A TIME WHEN YOU GO TLOST AND IT MADE YOU PANIC". Students engaged in a discussion to highlight strengths and AFG. In the AFG, students highlighted that "the plot doesn't hit" indicating their awareness of how the plot needs to thicken so that the story will be more exciting.

To general a more novel plot, Mdm Rakeezah prepared samples of scenarios and each group was randomly assigned 1 scenario. For example, the protagonist saw a small animal escaped. Groups discussed on what this small animal could be, how the feeling of panic can be demonstrated.

The activities designed are thoughtful as it gave space for students to consider the constraints and brainstorm on possible consequences to make their story more exciting. This is helpful especially when students lack imagination.

Thank you Mdm Rakeezah!

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Mr Charles uses an array of teaching strategies and pedagogies to teach shotput to his students. He demonstrated clearly with good teaching cues on the actions for shotput throws. He also provided task card for students to self-assessment and peer assessment. He also uses iPad for student to record their throwing motions so that they can review their actions vis-a-vis the required motions to execute a good shotput throw. There is collaboration between the partners to learn together and also peer assessment for students to better understand the technique of shotput throw.

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Eric incorporated the review of previous lesson into the warm up. I could see that the students were taking their task seriously. Each set of action were reiterated until the students became familiar with them.

For their Situational task, some almost immediately got onto the action. Some drafted their sequence on their worksheet before testing out their moves. Heartening to see them all engaged in the activity.

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Mr. Jeryl Sim’s handball lesson was really interesting and easy to follow. The pace was just right, with each activity flowing smoothly into the next. The demonstrators did a good job showing the drills, which made it clear for everyone. I liked how he structured the lesson—starting with pair work, then gradually increasing the level of difficulty from 2v1, to 3v1, and finally 3v2. Both the students and the teachers observing the lesson really enjoyed it, which made the whole session even more meaningful.

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Charles infused tech into the teaching of shot put. Each pair were assigned an ipad, and briefed on how to use them to capture the their puts in action.

They were provided with a set of rubrics , which 1 partner will use to prompt the other.

Before they were allowed to put, Charles brought out the real puts so students can appreciate the weight, and the importance of the safety procedures.

He then went through the putting action with the students.

To build familiarity, students were issued modified equipment, to avoid injury and to learn the motion of the put.

Once Charles ascertained they were doing the right action, they were brought to another practice area.

Students were issued a marker dot. They were signaled to put the first normally. Place the market where the put first landed. The signal to collect was then given. After that they put a second time using a knee bend technique. Most were able to confirm a further put using the new technique.

It's a pleasure to see the expression of students who had improved.

The lesson is thus a successful introduction to the field event of Shot Put.

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Mr Jeryl’s lesson has good progression. The progression was able to help students to practice simple offence that will lead up to actual gameplay offence.

His students were able to follow the instruction given and perform the activities well.

I like that he uses different type of ball for DI. This help

Suggestion:

Using of ScMobile to help in marking attendance vs Paper marking. This will help to increase activities time.

Thank you for having me at your lesson!

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Jovin started the lesson by getting each student to share what they learnt from the previous lesson. Each student had to share a different learning point, this is a good way to tap on students' prior knowledge. She used acronyms like WAH (weaknesses of LON, Appeasement policy, Hitler's expansionist policy) to recap the reasons for WW2 in Europe and WAJ (Weaknesses of LON, American-Japan relations, Japan's expansionist policy) for WW2 in Asia Pacific. These made it easy for students to remember the key reasons.

She then introduced game play for students, which made the lesson more engaging and exciting for students. The board game not only had a competitive element but there were also fun activities like marching for the students to participate in.

A key takeaway for me is the powerful impact that games and movement can have in enhancing student engagement. Incorporating physical activity and interactive play into lessons not only captures students' attention but also supports deeper learning through active participation.

Thank u Jovin for opening your classroom!:)

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Mr Luqman's whole lesson was on Peardeck, great way for the students to see the slides and engaged in surveys on their screen without having to toggle between various links (eg. Google Slides, Mentimeter, Padlet etc).

Very interesting part of the lesson 😁:

Mr. Luqman engaged the students in an impactful activity where they tore a piece of paper for each statement he read that resonated with their own experiences of failure. He then had them repair the torn pieces with glue and stickers, symbolically mending the “cracks” like kintsugi, whenever they connected with the responses to failure he read aloud. For example: When I fail at a task, I see it as a learning opportunity to do better the next time. When I fail in some things that are not within my control and I do not feel bad about it.

On top of that, Mr Luqman also used an audio timer (songs) instead of a visual one, which helps students focus on the activity rather than the countdown. He also provided a box of all the materials needed at the start of the lesson, saving time during the lesson to have to pass down the various materials needed.

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Mr John’s lesson was clear and concise, making it easy to follow and understand. He used real-life stories to highlight the importance of safety, which made the message more relatable and impactful. Clear instructions were given on roles and responsibilities, ensuring everyone knew what was expected of them, and the tentage area was well-organized and properly set up to support the activities smoothly. Mr John also went from group to group to ensure that students who faced difficulties were given assistance. He made use of student PLDs to capture the entire process from setup to dismantling, and students were delighted to see their own construction come to life. Overall, it was a great lesson with strong command and control.

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In Terrance’s open classroom, he engaged students in learning about mechanisms through a hands-on approach using Lego, allowing them to explore concepts rather than passively listening to teacher explanations. He introduced a bonus marks gamification process, which added a fun and competitive element that motivated students to participate actively. The lesson was further enhanced by the use of an interactive TV, which made the visuals clearer and supported students’ understanding in an engaging and dynamic way.

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Mr Terrance's lesson leverages on the student's sense of curiousity to activate learning through exploration and investigation.

The topics on Mechanism (Gears) is a good match, whereby the students in groups collaboratively build different combinations of gears and through a series of questions in rhe worksheet, explores how the different builds of gears impacts the changes in direction, speed and force. The tactile manipulation of the lego gear builds enable students to play and learn at their own pace as well.

Mr Terrance also closed the session with a consolidation of subject specific terms that are important in the study of gears mechanism.

Thank you for opening your classroom!

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Pre lesson:

John had prepared a sample tent as model, and set up the ISH into 8 grids.

He had also prepared cue cards for each group.

Students were informed to bring 1 PLD per group.

Lesson Brief:

John gave a good, clear introduction to the topic on building shelters, and specifically Dome tents.

He reviewed with the class the previous lesson, and what makes a good campsite.

Students were able to verbalise the key points.

He then gave the class the scenerio , shared stories of past incidences and personal experience, and where the wind is coming from. They were reminded to set their tent door towards the wind direction.

Lesson practical:

Each group collected their equipment and proceeded to their grid.

They were to set up their tents following the instructions in the cue cards. And to record their progress on PLD.

Learning points:

i. Materials eg cue cards provided a good visual aid on top of the verbal instructions.

Ii. Use of PLD as a recording device kept the kids on task and provides a form of review after.

Iii. Use of personal stories is very powerful, students were listening intently.

This is a good lesson with a step by step progression. Students were engaged in the learning.

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Caleb has a planned and executed a lesson views and nets of 3D objects. He used a number of activities to allow students to experience on how to sketch a 3D figure as well as to build one by themselves.

Students were engaged as they are able to relate and understand on how a 3-D figure looks physically as well as in a google sketch up. This helps to clarify the doubt on the parallel lines.

Students were exposed to net diagram very nicely. He showed how a globe (3-D) transformed to a map(2-D) for easy reading. So he also used that to explain about the net diagram of cuboid.

Caleb made a number of connections on everyday products to the 3D Figures that are exposed in Math. This allows the students to see the connections to what they have and learning.

Last activity, it was great to see the students build their own cubes or cuboid. This allows students to experience on how a net diagram (2- D) can be converted to the 3D Figure.

Overall, I enjoyed the lesson as well brought me back to my time teaching DNT and infusing the knowledge to my Math lessons.