# data[].attributes.body
Drawing on your experience and knowledge of students with a profile that is similar to that in your assigned profile card,

(a) what do you think were some of the learning experiences, positive or otherwise, that arose from the lesson; and

(b) what would you do differently to support these students' use of their working memory to help them in their learning if you were Ms Chan, and why?

# data[].attributes.body
Drawing on your experience and knowledge of students with a profile that is similar to that in your assigned profile card,

(a) what do you think were some of the learning experiences, positive or otherwise, that arose from the lesson; and

(b) what would you do differently to support these students' use of their working memory to help them in their learning if you were Ms Chan, and why?

# data[].attributes.body
Drawing on your experience and knowledge of students with a profile that is similar to that in your assigned profile card,

(a) what do you think were some of the learning experiences, positive or otherwise, that arose from the lesson; and

(b) what would you do differently to support these students' use of their working memory to help them in their learning if you were Ms Chan, and why?

# data[].attributes.body
Sounds assuring
Recaps and tries to scaffold the lesson
Pair work opportunity

# data[].attributes.headline
A.There is a warm body in the class. So the class is closely supervised. LOL. With tons of instructions that only the teacher understands. LOL

# data[].attributes.subject
A.There is a warm body in the class. So the class is closely supervised. LOL. With tons of instructions that only the teacher understands. LOL

# data[].attributes.body
Unclear or lack of clarity of lesson

Too many verbal instruction

Did not check on understanding before going on

Need better prep of the learning materials : better to recreate worksheet with just the questions she wanted and the order she wanted

Visual instructions on the board

# data[].attributes.body
+ve : Teacher recapped lesson. Scaffolded her instructions. Tasks were given according to level of difficulty.
-ve : Sequence of the questions was told verbally but not written on the board. Did not check with students if they were clear with the instructions.

# data[].attributes.headline
B. Simplify and shorten the instructions. Write down the instructions on the whiteboard so that there is constant reference for the students. Teacher must also practise wait time for the students to process lah. Dun rush lah. Also pls pause and check for understanding 

# data[].attributes.subject
B. Simplify and shorten the instructions. Write down the instructions on the whiteboard so that there is constant reference for the students. Teacher must also practise wait time for the students to process lah. Dun rush lah. Also pls pause and check for understanding 

# data[].attributes.body
Teacher has planned her lesson - structured lesson plan
Objectives are clear to her
Includes collaboration

One size fits all  - no DI
Instruction is fast and furious
Kept giving instructions even when students were busy at work
Did not check students’ progress and understanding before moving on to the next part of her lesson

Need to recap part of the lesson before assigning some questions for students to work on
Include bite-sized revision

# data[].attributes.body
A)
Qns were sequenced according to levels of difficulties
Encouraged peer discussion
Class are generally cooperative
Allow them to copy down instructions

B)
Should have both visual and verbal instructions
Should organise instructions in simplified manner

# data[].attributes.body
Positive: teacher gave suggestions to complete the task
Negative: Too much verbal instructions should have written tasks down

# data[].attributes.body
a)
Positive

attempts to implement DI

Prepared Visual aids

Recap

Students ready to learn

Pair work helps

Negative

Too much instructions (language proficiency below avg)

Did not check for understanding

Note-taking problem (profile)

# data[].attributes.body
Positives

Had structure

Key points highlighted in slides

Leverage on the peer learning/teaching (student agency)

She was selective of the questions (worked on the easier questions first)

Did recap of key points

Can be better

Pace of lesson

Write numbers in the board (for visual learners)

Have more flexibility in adjusting content coverage on the spot

Learn to recognise students’ facial cues/body languages as signals as to how her lesson is progressing

# data[].attributes.body
A) tried to sequence the questions and scaffold and recap content
-Tried to give them strategies
-Pair work was utilised to help the weaker children

B) need more visual instructions
-Require chunking of instructions in a logical sequence
-When giving instructions, must ensure that the students are listening attentively
- add time to check for understanding of instructions
- give specified time solely for students to work without interrupting
- key points could have been printed and given to the students instead of copying from the screen

# data[].attributes.body
- write down the order  of the questions on the board

-  sequence and organise the instructions so that pupil A is able to follow

- minimise talking so as not to distract pupils while they are doing their work

# data[].attributes.body
a)

Notes provided are useful

Teacher selected questions with increasing difficulty

b)

Write instructions on the board

Reorganise the worksheet and reduce it to the four questions in the correct sequence

Give them wait them and let them clarify doubts

# data[].attributes.body
Pupil is able to do work Independently, Ms Chan provided minimal scaffolding hence the child could solve the question on her own.

- write down the order of the questions on the whiteboard.
- sequence and organise the instructions
-minimise talk during the lesson so that pupils won’t be distracted.

# data[].attributes.body
a) Ms Chan has good intentions in scaffolding her lesson. She wanted to recap important concepts with the class before they attempt the questions. She also wanted that class to attempt the questions in a certain sequence on their own. When she realised they had difficulty completing the task individually, she got them to work in pairs instead.

b) Sequencing of the lesson

# data[].attributes.body
Positive: - visual aids provided, highlighting cues, work from easy questions to more difficult ones, allow collaboration (pair work), encourage thinking aloud.

How to improve:
- sequence her teaching order properly (Do not keep interrupting the pupils at work to give last minute instructions)
- choice of words for instruction should be simplified.
- write down the instructions especially the questions to be done.
- recap the previous lessons before moving on.

# data[].attributes.body
(a) arranging questions according to the level of difficulty for the children should help students with anxiety

(b) visual instructions
Design a ws that will cater to his learning needs

# data[].attributes.body
a)~ too many information/ instructions to process, cannot complete the task
~ thoughts / thinking process were constantly disrupted by the teacher

b) ~ have the instructions printed or shown to the students to help them complete the task

# data[].attributes.body
(a) - well by sequencing the questions from easy to difficult
- she paired them up when she realised that they were
having difficulties
- Ms Chan noticed that there were missing information in
their answers

- Did not write the questions in sequence on the board.
- did not Break up the instructions.
- Not enough time to complete task.
- Teacher interrupts
- More demands and requirements

(b) - she  should write down the instructions on the board
- She should go through her slides before dishing out the
worksheet.
- to help profile c, we will walk round to ensure that she is
on task or to clarify her doubts if any. Profile C definitely
needs more guidance. She will need bite-sized
Instructions