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The participants were participative and able to give constructive according to the "Ladder of Feedback" Framework.

There was also very positive 2-way interaction during the feedback session.

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Presenters were confident and well-prepared.
Teachers were engaged and ask relevant questions.
Presenters used interesting resources.

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(1) The lessons were detailed and they were open to feedback to make the necessary changes to fulfil the LE.  The teachers liked the progression of skills taught for each activity. They have a better understanding how SLS is a good platform for different types of activities and for self-directed learning.  

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(1) The lessons were detailed and they were open to feedback to make the necessary changes to fulfil the LE.  The teachers liked the progression of skills taught for each activity. They have a better understanding how SLS is a good platform for different types of activities and for self-directed learning.  

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Presenters are well-prepared for the sharing. Both group prepared PPTs to present.  The flow of presentations are well-organised.

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1) Teachers learned the essential questions of the LE through lesson design and discussions with the facilitators
2) Teachers were able to give feedback to the presenters to refine their lesson

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Time was definitely a key challenge given that we had 3 group presentations. One group needed more guidance to focus more on the lesson design rather than the tool features. But other than that, all were able to link it back to the respective LE framework.

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The lesson design maybe quite similar to what we presented before. But I think it should be ok as they have something to refer and we are all learning together.

Time allocated may not enough for both group.

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Teachers need to focus on learning objectives and not deviate too much.
Time frame was too short for presenter to come up with a good lesson plan.
Not enough time for Q & A/ feedback.

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Lack of time. The discussion during the feedback session was useful and what is lacking is time for teachers to be involved in professional convo.

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Most of the teachers feedback that they are willing to try out the lesson design by their peers. One group also shared their lesson design with the level teachers.

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To give feedbacl specific to the 4 active learning process

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(2)  To what extent did the teachers keep in mind the LE when designing the lessons.  They did not actually make close reference for each part of the lesson to the questions or domains in the LE.  So as the facilitator, I had to remind the team what the LE was and what the different domains are.  The teachers when giving feedback also did not keep in mind what the domains are.  

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(2)  To what extent did the teachers keep in mind the LE when designing the lessons.  They did not actually make close reference for each part of the lesson to the questions or domains in the LE.  So as the facilitator, I had to remind the team what the LE was and what the different domains are.  The teachers when giving feedback also did not keep in mind what the domains are.  

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Time was a real challenge as the presenters had to find their own time to come together and did not do so during PD as stated in the schedule. Moreover, as facilitators, we had to constantly drive and encourage them to work on the lesson designs. We had to find a common time to meet the pair to give the feedback.

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We have shared the padlet feedback onto the website for our team members to refer for their next round of refinement.

Our participants were also keen to get the resources and implement it in their classes.

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The MT facilitators team has conducted a debrief last week, we gathered feedback as a whole team. These feedback to be shared in the next session. Next up, we will also be looking out and working closely with teams who can share during the cafe. Ideally, it will be good if the refined lessons can be implemented at least once in class to gather more authentic students' responses. But teachers have been assured that its fine if SOW or time does not permit.

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Refine lesson based on the feedback given by the participants.
Teachers to try out the lesson for further refinement.

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Help teacher's refine previous lesson based on feedback.
Guide next presenters on their lesson plan

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(3) The presenters should make reference to the LE and its different questions/domains when presenting their lessons on SLS.  

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(3) The presenters should make reference to the LE and its different questions/domains when presenting their lessons on SLS.  

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Based on the feedback the teachers gave, the presenters should make the changes the lesson plans.

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(4) To remind the presenters to make reference to the features of the LE.

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(4) To remind the presenters to make reference to the features of the LE.

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Remind the presenters to prepare their lessons early so that we have time to give feedback and they can make the necessary changes.

To ensure all teachers give feedback.

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1. The facilitators were well prepared for the session.
2. They shared website(s) http://www.nctm.org/Classroom-Resources/Illuminations/Interactives/Isometric-Drawing-Tool
where teachers could use to draw 3-D cubes to form diagrams.   The wonderful thing was teachers could rotate the diagrams to check if they had drawn the correctly.
3. Using the same website, teachers can also draw 2-D diagrams.
4. The videos useful as introductions to the lessons on volumes.

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1) Tasked to share an LE has motivated teachers to learn about the essential elements in at least one LE. Teachers were open to feedback and showed willingness to learn. Colleagues participated by sharing ideas, perspectives and asking clarifying questions.

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2) Time constraints in meeting up with teachers to refine the LE design according to its essential elements. Teachers shared their lession designs at the 11th hour causing facilitators much stress.

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We haved shared the padlet of feedback from group members. Teachers are to use them to fine-tune their LE design.

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Chris and I will follow up with the teachers to review and revise  their LE design.