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1. How do you use DI to meet the different learning needs of your students?

2. What signs have you seen that DI is helping your students learn better or stay more engaged?

3. What areas of DI can we improve on?

4. What support or resources would help you use DI more effectively?

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1. In your classroom, how do you stretch or challenge HP students on a regular basis?

2. What differentiated strategies or enrichment tasks have been effective?

3. What support or resources would help you better stretch and challenge high-progress (HP) learners in your classroom, beyond formal programmes like E2K or Science Busking?

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1. How effectively is the E2K programme engaging and stretching our HP students in scientific thinking and inquiry?

2. What evidence (e.g., student work, feedback, growth in skills) supports this?

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Guiding Questions- Science Busking Programme

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Guiding Questions- Science Busking Programme

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1. To what extent is the Science Busking programme developing students’ communication, creativity, and confidence in sharing scientific ideas?

2. How do students respond to the experience (e.g., feedback, level of ownership)?

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1. How have you adapted your lessons to provide space for student creativity? Can you give a specific example?

2. What strategies or tasks worked well in encouraging creativity, and why do you think they were effective?

3. What challenges did you face in promoting creativity, and what might help address these?

4. What support or resources would help you design more creative and customised learning experiences?

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1. What strategies have worked well for you when engaging or supporting students who are more challenging to reach? Why do you think they were effective?

2. What types of support would help you better meet their needs?

3. What mindset or practice shifts (if any) have you made when working with students who struggle more? What have you learned from these experiences?

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Guiding Questions                                                                         

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Guiding Questions                                                                         

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✅ Active Learning 💭Promote Thinking

🎯 Facilitate Demonstration of Learning🔍 Monitor & Provide Feedback

1. How have you leveraged ICT tools to multiply learning opportunities for your students?

2. How do you know it was effective?

3. What challenges have you encountered when using ICT tools to enhance learning, and how have you addressed them?

4. What additional support or resources would help you use these tools more effectively?

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1. How has your PLT work contributed to improvements in teaching and student learning this semester?

2. How have these artefacts helped guide reflection, decision-making, or instructional improvements?

3. What adjustments could be made to improve the planning or pacing of future PLT cycles?

4. What have been the most valuable takeaways or practices from your PLT work so far?

5. What support do you need to deepen the impact of PLT on student learning?

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1. How confident do you feel when interpreting student assessment data (e.g., item analysis, marker’s report)?

2. What specific adjustments did you make to your teaching or remediation strategies based on the data?

3. What evidence shows that your data-informed actions had a positive impact on students’ learning?

4. What difficulties did you encounter when using data to guide your teaching or interventions?

5. What suggestions do you have to improve the way data is used at the classroom or level—for example, in how it's collected, shared, discussed, or acted on?

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Mindful of the different student segments

More scaffolding for MP/LP students

Less scaffolding / more challenging tasks for HP students

More monitoring of LP students (identified based on past year results or daily monitoring)

Data of past year's results is helpful in identifying students who require more monitoring / scaffolding when planning this year's seating arrangement

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Use of AI to churn out flexible groupings based on progress, aptitude, attitude and interests

Then, teachers can stay with and monitor the LP students. HP students are allowed more flexibility while MP have scaffolding but able to achieve the tasks independently.

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Autonomy to design their own toys and design their tasks (self-directed learning and autonomy to choose their toys)

There is not enough space and time to stretch HP students

YSBS to stretch the students as well as meet the needs of students who are interested in Science

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Use of Snorkl app to stretch HP learners to explain their ideas using self-made videos with diagrams and audio. Can see their creativity in how they explain.

Giving students a choice in how they present their ideas - Snorkl, drawing, solve puzzle, etc.

Role-play using ICT where students can take on a different role when explaining ideas.

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Can tap the resources on TLG, O drive, SLS, Opal, etc to get ideas to develop creativity.

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Snorkl for students to present their ideas (PT&D)

Google documents (PT&D)

School AI (Activate Learning, PT&D, Monitoring)

Quizziz (videos, Activate Learning, PT&D)

Padlet (PT&D)

Loom Recording (Providing feedback)

ClassPoint (Monitoring and providing feedback)

Quizziz (Activate Learning, Check understanding for videos)

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For teachers who are not in the PLT group, not able to find out what is happening, some have already completed the activity after finding out what is happening for PLT

Good to have pockets of time for the Science teachers to meet as a level to discuss ongoing activities / experiments

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Confident in identifying students AFG so that can address them during teaching, revision and remedial

Specific adjustments to the teaching based on past years' data

Can use different strategies to make abstract concepts more visible such as role-playing, videos, ICT tools

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Sensory items to cater to the needs of ADHD students

Monitoring of SWANs students in class via other means (flexible grouping, SchoolAI, Snorkl