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How does the teacher ensure effective learning when they use the ipad (e.g. SLS) in class as part of their lesson? From my observation, a few of them faced difficulties logging in, while a few of them asking the teacher on how to do, etc.

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Both preschool and primary school classrooms have books to encourage children to read.

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Gallery walk for collaborative learning

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For children who are sat alone and do not participate in class activities with other classmates, how does the teacher teach the student and encourage them in classroom activities and participation?

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Scaffolding to support children learning and peer support.

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The primary school teachers focus more on the academic and disciplinary education.

MK teachers tend to emphasise more on guiding them to be good role models with good moral values as they teach the foundation of literacy, numeracy, and other things to the children.

The primary school students start to learn computer literacy as they have iPads in the classroom.

MK children do not start learning computer literacy as it is not the focus of their learning.

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In both primary and preschool we use ICT as a tool of learning in the classroom. We also have a lot of hands on experiential learning. It provides the students opportunities to actually try out the concepts being taught, they can better understand them and internalize them.

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Multiple attention grabbers to revert the children's attention back to the topic or to the teacher.

Scaffolding and ZPD scale for peer support

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Are the children able to focus fully on the variety of tasks during their Mathematics lesson? What are some strategies the teacher use to get the children back on task?

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The classroom in the primary school is bigger than the MK classroom. But the MK classrooms are more spacious. The primary school caters to a table and a chair per student (as they are combined in a group) while the the children in the MK classrooms share a table per group. Hence, although the primary school classroom is bigger, it is not spacious.

The primary school tables are in different colors as compared to the one-color tables in the MK classroom.

The things that are posted on the primary school classroom walls are more academic-based as compared to the MK classrooms with a good balance of academic, morale values, and routines.

The lighting is a little dimmer in the primary school classroom while the lighting in the MK classroom is brighter.

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Both preschool and primary school have their previous work put up in order for the children to reflect back on their learning. The use of IT is useful and appropriate for both settings. Both also have a leader board to embed responsibility into the children

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Students in the primary school are more interdependent and they are able to express their learning to their friends. In preschool we have to facilitate their learning and understanding along the way. Students in the primary school setting are faster and able to help one another. In preschool they mostly depend on the teachers and wait for instructions.

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Given the high student-to-teacher ratio in each class, how do teachers ensure the comprehension of children beyond the use of worksheets?

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There is a let's pretend corner in the classroom (laundry rack area), which is similar to what a preschool environment will have.

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In MK, rules, routines and constant reminders of values and behaviour are constantly instilled during lesson so as for the children to remember and bring these values to primary school. However, in primary school, the students are familiar with the rules and how to act in class therefore, having a smoother lesson with minimal disruptions. The learning between preschool and primary school is not so much different as both experience similar experiences. However, preschools have a more engaging approach as children's interests are combined with the lessons.

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With the classroom doors being left open, how do teachers guarantee the safety of the children, particularly those prone to wandering or potential encounters with strangers?

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The Primary school provides the children with various avenues of learning (e.g. through the use of the iPad, such as getting children to share their feedback through the device and also collaborative games). However, in the preschool environment, screen time should be limited where possible. Additionally, in preschools, there is greater emphasis on values, skills and dispositions, as compared to the primary school setting where it is more task-oriented (greater emphasis on completing academic task)

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What is the recommended/maximum duration of time students can be exposed to ICT/screens?

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The classroom in the primary school is bigger. The students mostly worked within their group. Even though the Tamil class was conducted in the main classroom, the visual elements of a Tamil class is very minimal.

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Usage of ICT to reinforce and increase engagement in lessons.

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The preschool environment has various learning centres that the children use during their learning centre period, as compared to in the Primary schools.

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During my observation in the math class, both primary and preschool use the concrete-pictorial-abstract approach in our lessons.

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The tables in primary school are more conducive to foster collaborative learning.

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MK classrooms are equipped with learning materials that are pictured and colourful. The aesthetic of MK classrooms is more attractive compared to primary school classrooms. They have a more hands on approach with various activities from different learning areas, while Primary school has more of written work shown than activities for the students to interact with. I have also noticed that the primary schoo has more rules placed around classroom than MK

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Preschool primarily focuses on establishing routines and instilling values necessary for readiness in primary school, while primary school is characterized by a faster pace and a greater emphasis on academics.

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Observing three students in separate seats and wondering what support is typically available when they experience learning challenges?

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Peer support and multi-faceted scaffolding to support children's learning.

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Primary school students have rich cognitive experience, and teachers can guide students to use cognitive experience in other subjects to help them learn Chinese. MK relies more on children's life experiences.

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Both will provide appropriate scaffolding for children's learning based on their prior experiences.

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MK classrooms are equipped with operating experience learning areas in different fields, paying more attention to the interaction between the environment,materials and young children. Primary school classrooms are set up in more formal teaching venues.

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想了解一下小学老师给幼儿复习各种形状的时候，

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想了解一下小学老师给幼儿复习各种形状的时候，幻灯片上出现的只有图片和汉语拼音，没有华文字。而在接下去复习各种颜色的时候就有出现汉字、图片和汉语拼音。

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1、幼儿学习先是大组教学，然后再分小组进行活

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1、幼儿学习先是大组教学，然后再分小组进行活动。

2、在课堂活动中，老师会帮助一些程度较弱的幼儿。

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1、小学以课堂教学为主要活动形式，老师示范、

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1、小学以课堂教学为主要活动形式，老师示范、学生学习，活动的时间相对于幼儿园来说也比较少，小学要求掌握的知识内容比幼稚园多，从知识的结构，容量，深度上都不同于学前教育。幼儿园学习方式主要依感知经验，动手操作和亲身体验为主，侧重幼儿自主探索，开发想象力，游戏是最主要的学习方式。

2、小学的教学图片是图文并茂，MK的教学图片识字和图片分开。

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1.  学生人数比较多，孩子是坐在

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1.  学生人数比较多，孩子是坐在椅子上听课。MK的孩子人数较少，上课是坐在地上只有在进行写字或小组活动的时候才坐在椅子上。

2.  Mk课室的布置较童趣，色彩鲜艳，有各个不同区角让幼儿进行活动。小学的课室布置以白板、桌椅、多媒体讲台等设施组成。

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1、幼儿园教师有机会到小学观课能初步了解小学

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1、幼儿园教师有机会到小学观课能初步了解小学低年级的教学内容、教学进度和教学方法，并循序渐进的融入MK的教学中，让幼儿能顺利地从幼儿园到小学的衔接。

2、MK 老师在教学中可以把每本大图书 课程中幼儿要学习的识写字和图片制作成幻灯片运用在日常教学或复习课上。

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回到学校后，会跟幼儿分享真实

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1. 回到学校后，会跟幼儿分享真实的小学生活和学习过程。

2. 通过观课，感觉幼儿在学前口语表达能力要加强，也要培养幼儿良好的阅读习惯，才能顺利与小学接轨。

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学生也是分小组坐在一起，跟学前相似。

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1. 学生自主性比学前幼儿强，即使教师口头指示学生也能得到学生的回应。

2. 教师采用科技辅助教学，为学生增添兴趣。

3. 教学过程比学前节奏要快。

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1. 教师面对的学生比较多，但是教师管理很有序。

2. 相比学前幼儿，小学生对IT有一定的基础。