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PPT stage 2 Part 1_Science updated 18 Feb

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Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

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Download the file for your group's lesson preparation. After filing up the template, upload the template under your respective group's section.

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Part 1 Reflection: For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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REMODELING FOR DIFFERENTIATION USING SEN STRATEGIES

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Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

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Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

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Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

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For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

# data[].attributes.body
Part 1 Reflection:

For the Teaching Areas, Positive Classroom Culture (PCC) & Lesson Preparation (LPrep), what are 3 considerations (from PCC or LPrep) that are suitable for SEN & LP students in your subject area and level?

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3 considerations:

1. Displaying class rules on the bulletin board helps clearly communicate behavioral expectations, while showcasing students' learning achievements reinforces positive behaviors and learning habits. These practices align with establishing clear expectations and daily routines, enabling students to recognize the presence of rules and feel motivated by seeing their progress, fostering engagement and better discipline.

2. When deciding on learning objectives, it is essential to consider students' learning needs. This ensures that lesson planning not only focuses on instructional methods and teaching strategies but also maximizes opportunities to address learning gaps effectively.

3. Selecting teaching aids and learning resources should follow the principle of "Essential for Some, Good for All." This approach ensures that while specific needs are met, all students can benefit from the planned objectives and activities, creating an inclusive and supportive learning environment.

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(1) Clarity in objective of activities being designed (e.g. alphabet recognition, handwriting)

(2) Peer relationship - need to be mindful that students come from various form classes and need time to bond during MT lesson.

(3) Duration of activities - As MT time is limited, it is important to plan activities within the stipulated time and keep to it. Especially for activities that students could get excited and want to do more.

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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Part 2 Reflection:

For the Teaching Areas, Lesson Enactment (LE) & Assessment & Feedback (AF), what are 3 teaching actions (from LE or AF) that are suitable for SEN & LP students in your subject area and level?

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PPT stage 2 Part 2_Science_updated 18 Feb

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1. For stage 2 and 3, we will be returning to our original TTT groupings.

2. The names highlighted in the list are the facilitators for the sessions.

3. Respective subject STs will brief the facilitators about what needs to be covered.

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1) PCC : Getting ready for lesson 课室三宝 Routines and expectations

2) Rewards and reinforcements foster PCC and motivation for learning CL

3) DI : eliminate options for students to taste success and build self confidence

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Group 3_PPT stage 2 Part 1 updated 25 March

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1.Establishing Clear Expectations

- Classroom Rules: Develop and display clear, concise rules that promote respect, responsibility, and safety .

- Consistency: Ensure consistency in enforcing rules and consequences to maintain a fair and stable environment .

- Student Involvement: Involve students in the rule-making process to foster a sense of ownership and responsibility .

2.Promoting Positive Behaviors

- Positive Reinforcement: Implement positive reinforcement techniques, such as verbal praise, stickers, or points, to encourage good behavior .

- Modeling Behaviors: Demonstrate the behaviors you expect from students, such as respect, empathy, and kindness .

- Inclusive Environment: Foster an inclusive environment where students feel valued, respected, and supported .

3.Encouraging Student Engagement

- Active Participation: Encourage active participation in class discussions and activities to promote engagement and motivation .

- Collaborative Learning: Implement collaborative learning strategies, such as group projects and peer-to-peer learning, to foster teamwork and social skills

- Feedback and Reflection: Provide regular feedback and opportunities for reflection to help students identify areas for improvement and develop self-awareness .

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3 considerations:

1. For language subjects, we believe that activating prior knowledge is very important. Once we establish the topic, we also need to maintain students' interest and effectively use clear and direct steps to capture their attention in learning.

2. Pacing and maintaining momentum are also aspects we need to pay close attention to in the classroom. Even with engaging activities, if they go on for too long or occur too frequently, students may lose their sense of novelty, leading to distraction or a loss of focus.

3. Different students require different assignments. For example, students who need more support may find it meaningless if we simply give them a full composition to write. Instead, we might need to provide scaffolding or step-by-step guidance rather than assigning the entire composition outright. On the other hand, for higher-achieving students, giving them overly simple tasks—such as sticking stickers—would also be ineffective. It is essential to consider whether the assignment provides meaningful learning or assignment/assessment opportunities for our class, including SEN students.

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3 Considerations:

1. Differentiated Assignments (DI)

- Cater to diverse student needs

- Provide scaffolding and step-by-step guidance for students requiring support

- Ensure meaningful learning opportunities for all students, including those with (SEN)

- Offer challenging tasks for higher-achieving or high functioning students

2. Effective Teaching Strategies

- Activate prior knowledge to engage students

- Maintain interest with clear, direct steps

- Capture attention and promote learning

3. Pacing and Momentum

- Balance pacing to maintain student focus

- Avoid overwhelming or repetitive activities

- Keep engaging activities concise and meaningful

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Differentiating Content to Cater to Students’ Learning Needs

Adapt lessons using visual supports such as pictorial representations and hands-on manipulatives (e.g., LEGO, magnetic tiles).

Use structured support like key terms, guiding questions, and step-by-step instructions to scaffold learning.

Creating a Predictable and Structured Learning Environment

Implement a daily class schedule to help students transition between activities smoothly.

Use clear physical boundaries and designated learning spaces to support students with ASD or ADHD.

Provide visual tools (e.g., cue cards, number lines) while avoiding overstimulation.

Using Multimodal and Assistive Technology

Leverage subtitles and real-time captions for students with hearing difficulties.

Offer enlarged texts and digital interactive tools for students with low vision or motor difficulties.

Use digital formative assessments (e.g., quizzes, interactive tasks) to track student progress.

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1. Differentiated instructions not just for LA students but for HA students too. Since SEN students include our HA students as well.

2. Likewise to math's CPA approach, we can model in science for our students too.

C - experiment

P - mindmap / concept map / comic drawing

A - notes

3. Leverage on AI to create resources. Eg NotebookLM, SLS AI function

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PPT Stage 2 Part 1 Malay Language updated

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PPT Stage 2 Part 1 Malay Language updated

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PPT stage 2 Part 1 ML Unit TTT updated 6 April

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PPT stage 2 Part 1 ML Unit TTT updated 6 April

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1. Learner's Profile - Knowing our learners and their needs will allow us to DI better in our classroom.

2. Deciding on Teaching Aids & Resources - The department has a range of teaching aids and resources to cater to the different learning needs and have a multi-modal approach to teaching and learning. However, we need to refine and customise to our own classes.

3. Scaffolding to cater to the SEN is important especially for students with SEN or learning the topic for the first time.

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1. Gathering Information on Learners’ Profiles

2. Differentiating the product to cater to students’ learning needs

3. Role of the teacher in Questioning

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Part 2 Reflection (Enactment & Assessment)

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Part 2 Reflection (Enactment & Assessment)

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1) IT proficiency of the students is an issue when leveraging on IT tools for effective teaching & learning

2) Self-directed learning enhances motivation and lessen stress on students, enable learning at own pace

3) DI on resources to allow students experience taste of success

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Considering learners' profile: Differentiating product

Planning key questions: Types of questions to ask (Talk Moves)

Deciding on teaching aids and learning resources: subject matters and curricular goals - usage of authentic and varied contexts

Likely topic and class: 6B, Pie Charts

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Build a Safe and Supportive Environment

Consideration: Use consistent routines and positive reinforcement.

Why it helps: Predictability helps SEN and LP students feel secure.

Example: Start every math lesson with a visual schedule and use praise for effort ("Great trying!" or "I see you used the right strategy!").

Use Differentiated Instruction & Concrete–Pictorial–Abstract (CPA) Approach

Consideration: Plan tasks using concrete manipulatives before moving to abstract symbols.

Why it helps: Helps LP and SEN students grasp mathematical concepts more deeply.

Example: When teaching fractions, begin with fraction strips or LEGO bricks, then draw models, and finally write fractions.

Anticipate and Scaffold Difficulties

Consideration: Break down tasks into smaller, manageable steps and prepare guiding questions or prompts.

Why it helps: Reduces cognitive overload and supports independence.

Example: Instead of asking, "Solve this word problem," provide step-by-step guiding questions like:

"What is the question asking?"

"What do we know?"

"What operation should we use?"

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Dear facilitators,

Thank you for the hard and heart work so far. As you review the PPT, please be prepared to discuss and identify the most suitable class and enacting teacher for the Open Classroom. As always, we will co-plan the lesson during our TTT sessions, keeping SEN and LP students in mind.

There are a few areas I would like to strongly encourage your TTT groups to incorporate:

a) Maker Education - consider Voyagers resources (magnetic tiles, Strawbees, Legos, tangrams and 3D pens)

b) Inquiry-based Learning

c) Reasoning and Communication (in line with the 21st CC's CAIT)

d) Differentiated Instruction

e) Use of ICT tools

Thank you so much.

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Dear facilitators,

Thank you for taking the time to go through this deck of slides with your TTT members.

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(1) Show and Tell : allows students to speak in MT on topics that are of interest to them.

(2) Visual Representation : allows students to show at their own pace on what they have learnt.

(3) Think-Pair-Share : allows students to collaborate with their peers and communicate in MT.

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1. Using concrete objects to dramatise the picture graphs. Each child is given a sticker to form the graph as a class.

2. Think-Pair-Share: From the graph, they discuss the most and least popular choice.

3. Activate prior knowledge: We will focus addition and subtraction. We can get students to act it out.

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For the PCC and LPrep weh have chosen these considerations:

PCC Consideration: Preparing an environment for positive discipline. The teacher gives positive reinforcement whereby when the SEN student does her task and/or behaves, she will receive a cat sticker which she likes very much.

LPrep Consideration 1: Differentiating the content to cater to students’ learning needs.

LPrep Consideration 2: Deciding on Teaching Aids and Learner Resources: Learners’ profiles.

This comprises the affordance of the teaching aids and learning resources to

a. arouse curiosity, stimulate interest and provide suitable levels of challenge

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The 3 teaching actions:

LE Consideration 1:

Arousing Interest - Teaching with Objects.

LE Consideration 2: Learner Engagement - Learning Checklist

LE Consideration 3:

Collaborative Learning - Think Pair Share.

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[Original] (Pls make a copy) OC (SEN) Reflection Form for Enacting Teacher

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[Original] (Pls make a copy) OC (SEN) Lesson Observation Form (For Teacher Observers) 2025

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[Original] (Pls make a copy) OC 2025 Feedback (By TTT Grouping)

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1) Considering Learner’s profile

differentiate the learning process with scaffolding questions to support students

2) Selecting and sequencing content

sequence the flow of the lesson

break down the task to allow students to grasp the concept

3) Deciding on teaching aids and learning resources

technology integration : leverage on digital tools like Class Point

encourage greater interaction as all students can share their thoughts and views

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make annotation symbols visible during compre lessons e.g. a copy on their desk

use text to speech tools to help students ease their reading load

Short Answer Feedback Assistance on SLS to correct spelling, grammar, punctuation and content based on rubrics given

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affordances of technology e.g. immediacy of feedback

use of chatbots to guide students in generating ideas so they know exactly what to do and how to improve their responses

HAMALA groupings

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REMODELLING FOR DIFFERENTIATION USING SEN STRATEGIES_Malay

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REMODELLING FOR DIFFERENTIATION USING SEN STRATEGIES_Malay