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After your lesson enactment, share your thoughts by posting a comment based on the questions below before our review session. Do remember to include your names in your post (: 

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After your lesson enactment, share your thoughts by posting a comment based on the questions below before our review session. Do remember to include your names in your post (: 

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1. Share what you like most about your lesson.

2. How can technology be better applied to enhance/ facilitate/ assess students’ learning?

3. How can we support students thinking and learning better?

1. e.g. What AfL/scaffolding strategies seemed most successful for my students?

2. E.g. How can we use technology to make students’ thinking visible?

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1. -

2. Use of poll function is good to assess students' understanding of a concept or topic.

3. Teach students how to form constructive comments so that they are able to comment on their classmates' responses on ITT.

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1. Students were able to work in groups without having to physically move from their seats.

2. Use of subgroups function is useful.

3. Use of ITT. Mindmapping is a good way to make thinking visible, which I have used via Padlet in other lessons. But not available on SLS.

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1. I like that my students were actively engaged and worked together in their groups to refine/affirm one another's responses during the group work activity.

2. Technology allows the teacher to give real-time feedback and also concurrently monitor students' progress as they are doing their work.

3. The sentence starters helped alot in helping my students to structure their responses. However, a few of them chose not to use the sentence starters. Perhaps instructions on my side could have been clearer that they should all be using the sentence starters.

I thought that ITT helped in making students' thinking visible. They were able to view and respond to their peers' responses easily.

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1. I like that my students were able to tap on their group members' responses and build on one another's answers in presenting their research findings. ITT is a good platform to use as the interface makes it easy to look at everyone's responses at the same time.

2. Using Google Slides had its limitations as students were not so familiar with completing the artefact on the slides. Hence, there were some children that could not complete the lesson during the time period. However, it was important to still use Google Slides as the final artefact looks authentic (like a real historical archive). Perhaps, we can look into exploring similar ICT platforms that can allow students to have that authentic experience of creating an artefact but is easier to navigate and use.

3. There were issues with connectivity during the lesson. Perhaps the school can look into improving the internet connection throughout the school as the I-6 classroom is at the extreme end of the block.

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1.I liked that the self-regulation checklist provided some clarity on the task they had to complete.  As a result, they were actively engaged throughout the lesson and could complete the research independently.
2.  With technology, we can provide students with varying resources to enrich their learning.
3. The provision of sentence starters. Getting students to respond to open-ended questions on ITT tool on SLS.

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1. I like that students were able to provide their peers with somewhat constructive feedback, and some were able to correct/refine their errors/work based on the feedback received.
2. Technology facilitates collaborative learning
3. I thought that the Drag and Drop and multiple choice question is a quick way of monitoring students' learning. The self-regulation checklist helps students to be more self-reflective as they monitor and evaluate their research strategies. Instead of using Google Slides, we could try out an alternative platform/tool next time as there were connectivity issues.

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1. I liked how my students were able to gather their own data from the individual research.

2. The tooltip is useful for defining unfamiliar words. Some students used the internet to search for additional information/seek clarification.

3. How can we support students thinking and learning better?

1. The fill-in-the-blank function gives students instant feedback.

2. We can use ITT to make their thinking visible.

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1. I liked how my students had created their digital artefacts. The Nearpod Draw it function allowed students to express their understanding in both text and pictures.

2. Technology e.g. the ITT tool supports student-student interaction. They were able to learn together, from one another's responses on ITT, without having to move their seats.

3. The provision of an example of what their digital artefact should look like clarified what they needed to do. In the students' work, they were able to express empathy and state the different impacts of the Jap. Occupation on the people in Singapore.

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1. I like that my students were able to navigate the different websites and work in their groups to come up with good research data.

2. We could explore the use of photography or videography in the creation of digital artefacts in future as getting students to write (reflect) requires them to have a good English foundation, which can be limiting for certain students.

3. The sentence starters and the tooltip function were useful for my students in understanding difficult words and also in crafting their responses.

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1. I like how creative and imaginative my students were in completing their digital artefacts. They were able to show empathy and also appreciation to the people who experienced the Japanese Occupation.

2. Instead of doing a reflection, perhaps we could use technology to create a check-out assignment that connects better to what they are learning (Authentic learning) for example, writing a news report to report the events of the Japanese Occupation.

3. I think the continued use of ITT is good as students are familiar with it and the interface makes it easy to capture and consolidate responses.