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Feel that in order to help tham taste success to encourage them to continue learning, many informal assessments need to be given. Reflections, i feel, have been quite useful for upper sec students to check their learning.

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1. Books like GLM and Compre Illuminated have given more structure to students' learning of vocab. However, students can't seem to internalise and remember these new vocab.

2. I still feel most of upper sec lessons are focused on 'drill and practice' into students; also because students are weak. So a lot of drill and practice, template writing is required for them to taste success. Tbh, still working on the joy of learning. We do try to incorporate kahoot quizzes on current affairs, books sharings by students, mentimeter responses to encourage student voices.

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4E5N:
Currently analysing student responses due to weak performance in MYE P2.

3NT:
AAs are useful to engage students who are bored with pen and paper tasks. However, care should be taken to link LOs of tasks to SSABs required in exam tasks.

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Email could be tapped on to send students reading bulletins which could be tested for understanding during lessons. This is to facilitate student content building and thinking skills.

Chatrooms could be set up using SLS ITT, Google Documents or Padlet to bounce ideas.

Discussion can be provoked with memes such as:

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I think that SLS could be used to incorporate thinking routine, followed by questions used as scaffolds and means to attain the lesson objectives. Multiple choice questions could be set with feedback on various options, while open ended questions could be set for students to think through, read the views of the others and refine their ideas. This can be done on a simple grammar or comprehension task.

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1. To first address student mentality/habit of not prioritising or studying EL. With every piece of work and/or assessment, it is a chance to show them that the steps we teach are essential to help them pass and do well. This buy in needs to be integrated into the T&L process so they are mentally with us.

2. DI by toggling between grouping accdg to readiness levels (can be accdg to language competency or in terms of BL competency when conducting BL lesson)  or interest. small group coaching for the weaker students can be done while other groups are working on their BL tasks.

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1. To have a simple set of notes to remind students of common errors (e.g. in P2 – question types and answer stems/format)

2. Starting with the Illuminated books, curate targeted resources to teach/revise SSABs.

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1. Weak foundation – tend to repeat mistakes, need constant reminders about their common errors, lack of revision,

2. Passive learners – needs to chase for work, not all are motivated, minimal work for English, quality of work submitted is not up to standard, some do not pay attention during lesson time, do not clarify when they are in doubt, do not push themselves to improve in their language skills. Share case studies, data, etc to motivate students through positive examples and/or reality check for national exams.

3. Complacent learners – think that they do not need to study English and would rather study other subjects – they were taken back by their MYE results but still does not show the commitment to the subject – have reminded students on the baseline expectations that teachers have for them

4. Some students who have the potential to do well appear stressed/overwhelmed and are not performing.

Action: To share the above insights with students so they are able to manage their time and mental preparedness.

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Is our assessment rigorous, valid and fair (AA or otherwise)?

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How do we ensure that most/ all of our students have fulfilled the LO of our lessons/ met the success criteria of our lessons?

How are we using DI to customise our teaching to meet the learning needs of our students?

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1) Has the quality of our lessons improved?

2) Have we used resources adequately to ensure joy of learning?
3) Do we have curated resources that explicitly teach the students to attain the various SSABs?

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Profile:
Has the profile of students changed? Has the quality of the students improved?

Pitching:
Are we confident of

(a)  ensuring that we stretch our able students to achieve their potential and get a distinction? Why or why not?

(b)  ensuring that our weakest students pass the subject? Why or why not?

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How do we intend to utilise the SLS PS (e-pedagogy) to achieve better student outcomes?