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Which of these KAT elements do you think is most important/relatable to your lesson enactment?

Share a brief experience of how you have utilised this KAT element

If you have never utilised any of these applications before, which would you choose and why?

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1) AFL

2) Using plickrs, slow-mo video and classpoint, it enables students to upload and share which component they face difficulty in. As such, providing me with data and an understanding of their ability in certain areas. i can then either simplify or make it more challenging base on their feedback. Questions can be open ended or closed.

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i) Learning together, DI, Metacognition

ii) Collaborative learning - using different platforms for lessons - SLS, google slides, etc

ii) I would probably try 'personalisation' and AFL the next time - for assessment / feedback to re-enforce learning.

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Learning Together

P1 - learned about how the angle of the throw would affect the outcome of the throw. After splitting the class into 3 groups, each group practiced a task given to them. The groups collaborated by sharing what they had observed from another group. At the end of the lesson, the students understood why the angle of release would affect the outcome of the throw. I ended the lesson with a video of the skill to recap their learning.

I would like to try personalisation. Mainly for the Upper Primary students.

Empower them to dictate what they want to learn and how they want to learn.

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Scaffolding

SLS Lesson (Mathematics)

Topic: Volume

Chunking

1. Break down complex information into smaller, more manageable chunks.

2. Present the chunks sequentially

3. Videos -> more interactive

Guided Practice

1. Provide examples

2. Offer guided practice with feedback to help students understand the process better

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Assessment for learning: Using SLS (quiz feature) or Nearpod (Draw it feature) to assess students' learning after a chapter/topic. For SLS Quiz, feedback can be written to 'fix students' mistakes' when they get the question wrong. However, students must be taught how to read the feedback and act on the feedback. For Nearpod, immediate feedback can be given to the students once they submitted their answers. Teacher uses it to analyse students' learning and use the data to plan the next lesson. Students can also learn from their peers in the sense that they reflect on their own answers upon seeing others' answers.

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Teaching mostly in lower primary (esp in P1), I can relate well to these few KATs:

Differentiation - I design SLS lessons with the readiness and profile of my students in mind. I stretch the HP learners by extending their learning to apply what they already know and LP learners to practise baseline learning goals, for eg LP learners read single sight words. HP and MP read a full text suitable for grade 1 students. But the rubric to assess their reading aloud progress is the same EARS

Scaffolding - I use functions like “hint” and leaving an audio recording of instructions to aid LP learners. I also use “ITT” for class discussions. The voice recording function in SLS allows students to record their responses which takes the load of writing so they can focus on the quality of their responses.