# data[].attributes.headline
WH - Where is the learner now? What was the information gathered?

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WH - Where is the learner now? What was the information gathered?

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Learner is able to perform task but without success ie strike a ball (force production), with an underarm movement, to hit the backboard of the Basketball hoop (accuracy).

Procedural knowledge is attained but not demonstrated through skill performance.

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I - Information on learning gap. Identify and  describes the type of learning gap.

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I - Information on learning gap. Identify and  describes the type of learning gap.

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Skill gap: insufficient practice.
Learner can verbalise the part of the ball to strike, direction of strike and how much striking force to produce to hit target

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F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

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Learner is mid-high progress. Teacher plays a facilitator role and use ORI (Yong Guan's idea) questioning technique to facilitate an inquiry learning.
- What is a success strike to you? (success criteria)
- Why didn't the ball hit the board?
- What must you do next?

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

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Gave an augmented feedback (a type of performance-related information) based on two areas of knowledge...

a) Knowledge of Result (KR): the ball didn't hit target, as seen by both teacher and student. Informs learner that success criteria is not met;

b) Knowledge of Performance (KP): the KR leads to questioning of the skill process ie which part of the ball to strike, how strong to strike, etc. Inform learner the procedures to meet success criteria.

Given correctly and effectively, augmented feedback can facilitate attainment of learning goal and motivate learner to continue striving towards a goal.

Click the link above to watch the video.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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WH- Where is the learner now? What was the information gathered?

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WH- Where is the learner now? What was the information gathered?

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Learner has knowledge of and was able to manipulate paper as a primary form but did not fulfill the success criteria of manipulating paper as a secondary form for his sculpture.

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I - information on learning gap. Identify and describe the type of learning gap.

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I - information on learning gap. Identify and describe the type of learning gap.

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Knowledge gap: learner was absent for the lesson on paper manipulation to secondary form.

# data[].attributes.headline
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

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Learner is low-mid progress. While the rest of the class proceeded with their task of using their secondary paper forms to create a sculpture, teacher went one-on-one with this learner with simplified instructions and explicit demonstration. Teacher allowed learner to take his time to explore and experiment with different types of secondary forms.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

# data[].attributes.body
A checklist was used to assess if learner is able to manipulate paper into secondary form.

# data[].attributes.headline
WH- Where is the learner now? What was the information gathered?

# data[].attributes.subject
WH- Where is the learner now? What was the information gathered?

# data[].attributes.body
The student is able to perform the skill of propelling with an implement. During individual practice, he was able to control the ball with the implement.

During a 2v1 game situation, he was not running into spaces to receive passes.

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I - information on learning gap. Identify and describe the type of learning gap.

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I - information on learning gap. Identify and describe the type of learning gap.

# data[].attributes.body
Motivation gap. After speaking to him, he said that his partner could not pass the ball accurately anyway, so there was no point in running to receive the pass.

# data[].attributes.headline
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

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I tried rotating the pairing in the group and paired him with another partner. I also spoke to the group about fixed vs flexible pairing and how playing with different partners can help improve their own skills.

Communicated the goal of teamwork.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

# data[].attributes.body
I reused the 2v1 task of maintaining possession using implement (with different and rotating back to the same partner) and the student was visible more able to participate.

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WH- Where is the learner now? What was the information gathered?

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WH- Where is the learner now? What was the information gathered?

# data[].attributes.body
Learner is able to state the letters he was supposed to play. Has head knowledge on which hand is crossing over and which hand is staying in the same position. However, he was unable to apply the knowledge during practice and ended up moving both his hands (psychomotor skills).

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I - information on learning gap. Identify and describe the type of learning gap.

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I - information on learning gap. Identify and describe the type of learning gap.

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Skill gap. Student would need more practice to keep his right hand in the same position and only move his left hand.

# data[].attributes.headline
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

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Learner is MP. Used questioning technique (i.e. Which hand needs to stay at the same place? Which hand moves? When you are practicing, is your right hand staying in the same position?) to help him become aware of what he is doing wrong and helped him to practice with hands separately first before putting them together.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

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Peer feedback - Got his friend to check on his bourdon pattern to ensure that he is using the right movements. His friend also provided feedback to help him improve when he deviates from the correct movements.

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WH- Where is the learner now? What was the information gathered?

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WH- Where is the learner now? What was the information gathered?

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Leaner is not able to perform stationary chest pass to partner with Good form (Palms out, thumbs down, extended elbows).

Learner and partner both were observed to perform pass with poor form or other technique (overhand throw, overhead pass)

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I - information on learning gap. Identify and describe the type of learning gap

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I - information on learning gap. Identify and describe the type of learning gap

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Knowledge and Skill Gap. Students may not be paying attention during the demonstration / distracted and not able to perform what is required

# data[].attributes.headline
F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

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I did another demonstration for the students to observed and got them to practice. Learner needed more supervision to be on task.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

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I used the Summative assessment as the Formative as the assessment task is similar to the practice task.

Stationary chess pass -good form (Palms out, thumbs down, extend elbows) and accuracy - success criteria is the number successful pass and catch (eg. 5)

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WH- Where is the learner now? What was the information gathered?

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WH- Where is the learner now? What was the information gathered?

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SEN Student is able to identity and differentiate warm and cool colours. (Verbally and when asked to pick out from his oil pastel set)

However, he is unable to apply this knowledge in his art work (cityscape). It is not because he does not know how to but because he refuses to.

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I - information on learning gap. Identify and describe the type of learning gap.

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I - information on learning gap. Identify and describe the type of learning gap.

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Communication/Motivation gap.

Student is fixed on completing the art task in his own way/style even after multiple coaxing and encouragement. Student insisted that his drawing has to be of a certain colour and not warm and cool. Perhaps this has to do with his SEN profile.

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F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

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I created a colour wheel template for him to practice the warm & cool colours and he was able to follow and colour accordingly.

Still trying out different strategies to help him understand the purpose of wanting him to use warm & cool colours to fulfill his art task. Also, I used his friends' artworks as samples for him to take reference from.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

# data[].attributes.body
I used teacher's feedback (verbal) to provide feedback on student's performance, how to improve etc.

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WH- Where is the learner now? What was the information gathered?

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WH- Where is the learner now? What was the information gathered?

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Objective : Student A is to apply foreground, middle ground and background in his 2D drawing.
WH - From his 2D drawing, Student A could only understand and apply foreground in his drawing . Nothing was drawn / happening / story going on in the Middle ground and background

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I - information on learning gap. Identify and describe the type of learning gap.

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I - information on learning gap. Identify and describe the type of learning gap.

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Learner is LP. Teacher had a 1-1 conversation with him to find out more. Questioning techniques and simple task  were used to find out further what  are his difficulties and challenges.
Simple Task 1 - using authentic context - Student is tasked to look at a live scene. Asking him to identify what he saw at foreground , middle ground and background. Student A could identify correctly.
Simple Task 2 - student A told to draw on the paper what he identified in task 1.
I - student A has the knowledge but could not apply onto a 2D drawing,
Transfer of learning from a real live scene ( there are depth ) to a flat surface (2D) . More scaffolding tasks to transfer 3D live to 2D drawing

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F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner need to be successful? What does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions?

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F - Student A told to use a camera to capture the scene he identified with at foreground, background n middle ground previously. Student A asked to point out on the photo where is the fg , bg and mg identified in real life previously.
Student A told to practise identifying from life to 2D photo .
Ask to identify the similar pattern of fg mg bg in all the photos.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

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Teacher and student used the similar patterns identified in the previous task to co- construct the criteria of FG, BG , MG for drawing. The co- construct criteria is used to assess his own learning

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WH- Where is the learner now? What was the information gathered? 

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WH- Where is the learner now? What was the information gathered? 

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Learner is able to draw the treble clef on the staff. However did not fulfill the guide on specific drawing for accuracy.

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I - information on learning gap. Identify and describe the type of learning gap.

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I - information on learning gap. Identify and describe the type of learning gap.

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Knowledge gap: student is able to draw a treble clef but not able to align to the stafflines.

# data[].attributes.headline
F - Fill in the gap. What information does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions? 

# data[].attributes.subject
F - Fill in the gap. What information does the learner need to be proficient? Enough opportunities given to learner? Learner's attitude towards learning? What are the goals communicated? Simplified instructions? 

# data[].attributes.body
Student is mid-progress. While the class is completing their task, teacher gave one-to-one feedback using facilitative approach (prompt student action and encourage independent revision strategies. Help student to become more responsible for identifying own errors and encouraging them to problem-solve their own issues)
e.g.
What is the difference between my treble clef and yours?
Do you remember the 'chant' when we draw the treble clef?
Student is able to articulate that her treble clef (base) did not meet the criteria of touching line 1 and 3 of staff. And the head was too small.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

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Although student was able to articulate her own mistakes and make improvements on her drawing of the treble clef, a checklist can be a useful tool to help all students in future lesson. This would help students to self-check/peer check while giving Teacher time to work with low-progress students

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WH- Where is the learner now? What was the information gathered?

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WH- Where is the learner now? What was the information gathered?

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Lesson objective: Pass into open space
Info gathered using peer assessment (checklist). (O of ORI) Peer feedback that the student did not pass when there is space. My observation ascertain it and student is using overhead throw as a result.

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I - Information on learning gap. Identify and describes the type of learning gap.

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I - Information on learning gap. Identify and describes the type of learning gap.

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Knowledge gap: student is able to perform good passes but not able to understand the concept of clear line of pass and make appropriate decisions in a game context.

# data[].attributes.headline
F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

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R & I of ORI. Get student to watch the video recorded (his peers also) and guide him to reflect on the strength and AFIs.

Guiding questions (after watching the video) :
- Why do you think you resort to overhand throw?
- What should you do at this instance? (when there is open space)

Student is able to point out the AFIs. Student is given more practice time.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

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Returning to O of ORI - Peer assessment using the same checklist

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WH - Where the learner is now? What was the information gathered?

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WH - Where the learner is now? What was the information gathered?

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Peer feedback assessment carried out where students did checklist.
Learner was unable to propel with the ball (basketball dribble) in many different pathways. Learner does not know how to bounce the ball. He was slapping with his palm, as a result the ball was not within his control.

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After some checking with the learner, he mentioned that we was not around most of the time last year. Hence this is an information gap.

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Modification of Ball - Bigger and softer ball used.
Learner was told to bounce the ball with 2 hand and using his finger tips to control the ball.
Learner was allowed to catch the ball when he is not confident.
Learner was given a straight path way to move. When learner is able to achieve a certain distance marker is placed to show his achievement.

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Learner was given a task to dribble the softer ball with 2 hands through a pathway mixed with 1 straight and 1 curve line. The peer will reassess along with me using the checklist.

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Praise

What is good? Why is it good?

e.g. The way you utilized _____ shows that you understand.

The melody is played with alternating hands on the xylophone

Question

What do you (assessor) not understand? / Extending learning

e.g. What caused this?

What should you do in order to strike the ball higher?

Polish

What SPECIFIC suggestions for improvement can you make?

e.g. play the melody according to the rhythm

Colour the shape with No white space

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WH- Where is the learner now? What was the information gathered? 

# data[].attributes.subject
WH- Where is the learner now? What was the information gathered? 

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The student is able to perform a stationary dribble of a mini basketball or soft volleyball.
When tasked to dribble in different pathways and speed, the student starts to struggle to maintain control of the ball.

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I- Information on learning gap. Identify and describe the type of learning gap. 

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I- Information on learning gap. Identify and describe the type of learning gap. 

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Skill gap. Student has difficulty contacting the ball at the correct point consistently.

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F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

# data[].attributes.subject
F - Fill in the gap. What information does the learner needs to be successful? What does the learner needs to practice to be proficient? Enough opportunities given to the learner? Learner’s attitude towards learning? What are the goals communicated? Simplified instructions?

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I used flat markers to mark out a path on the ground as a guide for the student to show where he should bounce the ball to. This helped him to bounce the ball forward.

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F - Formative assessment. What formative assessment did you use to assess learning?

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F - Formative assessment. What formative assessment did you use to assess learning?

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I got the student to perform the task 5 times with the flat markers and another 5 times without the flat markers. From the 2 different setups, I got the student to count how many times he managed to complete the task successfully without losing control of the ball.

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Praise - good idea to modify the ball to allow learner to cope and have a taste of success.

Question - during learning, learner was only tasked to perform in a straight line. But the FA required him to do straight and curve line. Is there a specific reason?

Polish - Perhaps can move the learner from using the soft ball to the actual ball that other learners are using as part of the FA

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Praise
- you are observant towards student's work and know the LO well

Question
- Students are able to articulate own mistake. Did this happen before or after the student see the checklist?

Polish
- Perhaps, if students are given the checklist prior to the task, it empowers them to self-regulate their learning

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Praise: Good use of visuals as a form of intervention!

Question: Does the FA help to assess if the Gap is closed? saw that Gap is on contact point and FA is on bouncing along a path way

Polish: Perhaps one task targeted to address if gap on contact point is closed first (by the sound or video record and get student to view it)

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Praise
Using a friend to give feedback and monitor his improvement.
Question
Does the friend have a peer checking list or just a visual check?
Polish
As an add on, the student should play the melody for the teacher (not just for his friend)

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P: You were able to identify what the learner was lacking and come up with the appropriate strategies to bridge the gap.

Q: Do the students know exactly where they were going wrong? Under good form, there are several aspects. Were the students unable to show all the aspects or were there only some aspects that they were unable to fulfil?

P: Perhaps you can use other FA tools to bridge the gap?

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Praise: Good finding out that it was a motivation gap and addressing the issue to all the students instead of just that one student.

Question: What could you have done to prevent such a situation from happening.

Polish: Set student's expectations before hand that the task ahead may be challenging and that they should be open to helping one another.