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Please scan the QR code to record your attendance for the CT PD session.

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Please scan the QR code to record your attendance for the CT PD session.

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1) 1 verb may not be equal to a single level in Bloom's taxonomy

2) Interesting - fun with the FUN and MYTH activity

3) Challenge - crafting of questions to cater to students' readiness level

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I find it interesting it

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1 thing I learnt is to apply the bloom taxonomy to our questioning.

1 thing I found interesting is it does not need to start from understanding when questioning

1 question is how long do I need to spend planning for the lesson to include different levels of questioning.

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Peer Pressure can affect students' confidence in the subject

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Students may fear being called on unexpectedly.

think-pair-share or small groups for selection.

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STP PLM: Use of Questions to Deepen Learning^ (Online)

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STP PLM: Use of Questions to Deepen Learning^ (Online)

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'Cheat a bit' when using the ice-cream stick to call out students. When I want to call a student who is not attentive, and I am using the ice-cream stick..sometimes I cheat and try to pick the sticks with the child's name. Since the names are only seen by me, I can do this.

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Microsoft Word - REVISED Blooms Taxonomy Action Verbs.docx

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Complete the following Exit Ticket please.

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Complete the following Exit Ticket please.

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1 thing I learnt from the workshop is...

1 thing I found interesting is ...

1 question I still have/ 1 challenge I anticipate is ...

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Below are 4 common challenges teachers face when they implement the no-hands-up policy and/or improve their wait time practices. Do you have any suggestions to help in overcoming them? :)

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Below are 4 common challenges teachers face when they implement the no-hands-up policy and/or improve their wait time practices. Do you have any suggestions to help in overcoming them? :)

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Add your suggestion(s) AS A COMMENT to the corresponding post.

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Challenge 4) Time (to wait for quieter students to respond/ to allow students to pen down thinking/ to spin wheel of names or pick sticks)

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Challenge 4) Time (to wait for quieter students to respond/ to allow students to pen down thinking/ to spin wheel of names or pick sticks)

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If you have a suggestion on how to overcome this challenge, please share AS A COMMENT here!

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Challenge 3) Not being able to check on lower-progress students more often 

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Challenge 3) Not being able to check on lower-progress students more often 

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If you have a suggestion on how to overcome this challenge, please share AS A COMMENT here!

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Challenge 1) Anxiety felt by students, especially the quieter ones 

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Challenge 1) Anxiety felt by students, especially the quieter ones 

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If you have a suggestion on how to overcome this challenge, please share AS A COMMENT here!

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This workshop helps me to refresh my memory for "No hands Up".

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As a teacher, I would like to give every student an opportunity to voice herself or himself. Hence, I will try to give wait time to every student even though it may take a longer time for the LP students.

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There is always a concern that the LP students will not raise their hands. It is more encouraging to get the other students to answer some questions before we give the opportunity to the LP students to answer.

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There's a need to give wait time and to make it work, teachers need to be consistent in reminding themselves about it.

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CT Sharing on FA - 22 Jan 2025_final_edited for posting

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ZY

Ask students to think and share with their peers first before share in class, this allows students ‘wait time’ to clarify their thoughts and strengthen their understanding

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Use a timer

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I would do a countdown usually about 5 seconds, also deep depending on my student’s profile I will change the wait time I give.

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How do you ensure that you give your students enough time to think in your classroom?

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I used to [state action/thought]. Now, I [state action/thought].

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What concerns or reservations do you have about improving your wait time practices?

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What concerns or reservations do you have about improving your wait time practices?

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Add your concern/ reservation as a comment.

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What concerns or reservations do you have about implementing a no-hands-up policy?

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What concerns or reservations do you have about implementing a no-hands-up policy?

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Add your concern/ reservation as a comment.

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FA_T2W6_W7_Eliciting Evidence of Learning_CCE + Exit Tickets

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FA_T2W2 to W4_Eliciting Evidence of Learning

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Please key in your WALT statement under the appropriate section (1a to 1f). Then, provide your responses to section 2a and 2b.

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Please key in your WALT statement under the appropriate section (1a to 1f). Then, provide your responses to section 2a and 2b.

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Please key in your WALT statement under the appropriate section (1a to 1f). Then, provide your responses to section 2a and 2b.

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Please key in your WALT statement under the appropriate section (1a to 1f). Then, provide your responses to section 2a and 2b.

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Please key in your WALT statement under the appropriate section (1a to 1f). Then, provide your responses to section 2a and 2b.

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Please key in your WALT statement under the appropriate section (1a to 1f). Then, provide your responses to section 2a and 2b.

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1) Do we continue using the same type of all students response system when we realise that few handful students are still not able to reach the learning objective (despite many tries)?

2) Other creative ways to apply all students response systems?

3) Curriculum and syllabus need time, as well as using all students response system.

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I would like to know how best to make a quick analysis of students responses from my exit ticket without the hassle of going through the individual responses. Are there any AI tools out there, specific to PE, that can help design, analyze and feed forward the data received to help lighten teachers workload when using the All Students Response approach.

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We are mostly at the replacement stage, with few experiential moment at amplification period. At times, it is difficult to book iPad (fully booked) to carry out the lessons. Lack of knowledge and exposure for transformation stage.

R: MCQ quiz/online SAQ

A: polypad for teaching of piechart, blooket

T: 3D viewing of solids vs its nets, time-distance-speed (distance in km)

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1) Key takeaway: The importance of using formative assessment techniques to provide timely and specific feedback to students. This helps students understand their learning progress, identify areas for improvement, and develop self-regulation skills to take ownership of their learning.

2) Amplification:

(Music): Create music composition through music notation software.

(Art): Students use iPads to create digital portfolios of their artwork using Seesaw, SLS, Padlet or Google Classroom. It allows them to upload images of student artwork and share feedback. Teachers can provide feedback directly on the digital platform, offering comments, annotations, and even audio feedback. This makes feedback more accessible and immediate.

Replacement:

(Music): Audio or video recording using iPads. Use apps like SLS and Seesaw.

(Art): Use Seesaw to gather immediate results and feedback help students understand their grasp of the concepts and identify areas needing improvement.

Transformation:

(Music): Create soundscape from muted videoclips or images

(Art): Student online portfolio using Seesaw or Google Site

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Key takeaway:

Consider the assessment tasks when designing lesson activities. Provide feedback to students after each activity so that learning can be consolidated as the lesson progresses. Using annotation and note taking feature.

Replacement: Using nearpod as whiteboard

Amplification: ITT to cut down time when getting peer feedback. Allows students to see a wider range of responses.

Transformation: Language Feedback Assistance - still exploring (grammar mistakes etc will be flagged out for students to receive feedback)

Chat GPT - take picture and upload student work and Chat GPT can provide an improved version.

It can also help us come up with lesson resources (writing samples to get students to compare elements)

Speech Evaluation on SLS - students upload audio response and a mark can be assigned based on what they say

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Key takeaways- AfL (e.g. Adaptive Learning System) serves as a structure or schedule for our students to be more self-directed in their learning. It encourages them to internalise the customised feedback given to them.

R- Use of poll (e.g. prediction questions before conducting an experiment), Kahoot quiz (monitoring after teaching a concept), Quizlet, Blooket

A-Use Mentimeter, Wooclap (e.g. for Wordcloud on the topic of Plants, polls), Nearpod

T-Virtual Learning Journey (e.g Plants, National Parks Board)

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How can teachers design non-ICT-based Exit Tickets that can be efficiently sorted out to assess students have/have not learnt.

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The exit tickets with paper and pen can be time consuming, and if left to the students to complete at home, they end up forgetting as they usually do it hours after the lesson is over and their retention of the day's lessons are not as strong compared to doing it right at the end of the lesson.

Would it be better to digitalise the exit tickets such that the teacher has an easier time collating feedback and addressing concerns/misconceptions directly to students via an online platform?

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Amplification: use auto-grading in SLS for oral T&L. Can provide timely feedback upon submission, allowing students to learn through self-assessment.

Make use of nearpod and SLS to allow peer and teacher-student feedback. Use Classkick to facilitate peer assessment. Teachers can give timely feedback on the spot.

Use padlet to allow students to record and do the peer assessment by listening to others' recordings.

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-With regard to All Student Response Systems, I would like to know how we can cater to the different learning styles, particularly for students who may benefit more from hands-on or verbal interaction.

-How can we effectively make use of the data collected to provide feedback in a timely manner?

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1. We can use heatmap to check students understanding .

2. Replacement - we can use auto grading to grade students reading of passage.

Amplification - we can use Nearpod or SLS retry quizz to allow students to addon the feedbacks provided by the teachers and reflect on their learning.

Transformation-Instead of going on learning journey, we can use video to show students and let them have a understanding and vision of the place.

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One Key Takeaway- how to include feedback after every component in lesson design and how to analyze the data in the heatmap.

How can technology be used to support AFL?

Replacement- Using the heatmap to monitor the learning of students

Amplification - Using SLS Auto graded quizzes so that immediate and prompt feedback can be given to students

Transformation - Using ALS in SLS to provide more scaffolding for some students and self directed learning for others.

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With Regards to All Student Response Systems, I would like to find out more on how to provide prompt feedback back to students.

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Learning:

Assessment should be timely and throughout the lesson.

ITT could be used at timely checkpoints.

RAT:

R: Online quiz

A: Kahoot, Nearpod

T: Virtual Reality

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How can we give effective feedback for all student response?

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I would like to know more about

engaging pupils that are weaker as usually weaker students tend to copy answers.

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1) There should be monitoring throughout the lesson.

2) Using Geniebook/AI tool chatbot to ask questions and receive immediate feedback.

Using games such as kahoot, blooket to check on students' understanding.

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1) Is there a difference between exit ticket and worksheets given as seatwork at the end of the lesson.

2)Is it necessary to differentiate exit tickets?

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Types of Questions - how can we ask more targetted questions and ensure that it is easy for students to answer? so that we can gather more feedback of learning creatively?

Data collection - do we collect at the end of every lesson or every unit? which is best? - bearing in mind the workload of the teachers and also desiring to understand students' learnings. bearing in mind also, that assessment of learning should not be forced into a lesson but supports a teachers' teaching and formulating of subsequent lessons.

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After gathering the responses from the exit tickets, how can i effectively provide feedback to the students ?

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Which are the effective digital tools or platforms that can facilitate the use of exit tickets?

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With regard to all students response system, i would like to know more about how to transition to the activity with minimal administrative time. I would also like to know how to provide feedback to each of the students efficiently.

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With regard to All Student Response System, I would like to know more about how to seamlessly assimilate the responses to the introduction of my next lesson.

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With regard to All Student Response Systems, I would like to know more about any possible ways for it to be more student-student instead of teacher-student.

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Can we incorporate games in the Exit ticket?

Without writing names will encourage all pupils to pen down their thought.

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With regard to All Student Response Systems, I would like to know how to provide quick and effective feedback after receiving student responses to promote immediate learning and understanding. This includes discussing how to organize classroom discussions, group work, or other activities to further explore students' answers and understanding.

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What ICT tools are there that effectively collate the results of exit tickets?

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I would like to know more non ICT related ways of getting responses from all students because students do not have access to digital device at all time. Besides fast kit which some students have the tendency of copying their peer's answer.

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I would like to know more about the...

Shahila: How do I ensure the LP students are answering based on their own understanding as opposed to referring to their friend's answers?

Amilin: How teachers can use the data effectively to plan for the next lesson?

Siti: How I can utilize the data for future use of differentiated instruction?

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I would like to know how we can analyze the data effectively?

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I would like to know more about how to leverage on edtech to elicit responses fast

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I would like to know how can i more effectively use the information from the exit ticket to plan for my next lesson.

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the most effective set-ups of response systems for large classes with mixed progress learners.

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I would like to know how exit tickets can be used to develop 21st century skills.

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I would like to find out more regarding provision of feedback. For instance, how can student response systems provide meaningful feedback to students and how can teachers use these data to re-configure their teaching methods?

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how talk move strategies can be used to facilitate class discussion with students' voice being the focus, instilling active learning

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TTT facilitators,

Please use this section to capture your group's response to the following question:

1) One key takeaway from the SLS lesson on AfL.

2) Provide examples specific to your subject on how technology can be used to support AfL at the three different levels: Replacement, Amplification and Transformation.

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Please complete the following sentence. Remember to key your name as the subject.

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Please complete the following sentence. Remember to key your name as the subject.

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With regard to All Student Response Systems, I would like to know more about...

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Using ABCD corners for All-Student-Response System

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Using ABCD corners for our All-Student-Response

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WALT:

Level:P5 (Composition)

என்னால் 90 சொற்களில் ஒரு முழு கட்டுரையை எழுத முடியும்.

SC

1)என்னால் முன்னுரையை நல்ல / அழகிய சொற்றொடர்களுடன் எழுத முடியும்

2)என்னால் படங்களைத் தொடர்பு படுத்தி எழுத முடியும்

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Good Practices/Tips on the Use of ALL-STUDENT RESPONSE SYSTEMS 

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Good Practices/Tips on the Use of ALL-STUDENT RESPONSE SYSTEMS 

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TTT Facilitators,

Please use this section to capture any good practices/tips on the use of ALL-STUDENT RESPONSE SYSTEMS your members have shared.

Remember to indicate your subject.

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1. Can SCs be differentiated? Should they be?

2. If yes, resources/ideas on crafting SCs with extension/differentiation.

3. Learning more about ICT tools that will enable teachers to get immediate feedback.

4. More time devoted to explore FA strategies during TTT sessions. (hands on activities)

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The P1 teachers would like to have more sharings of crafting SC during CT.

How to craft SC to meet the diverse needs of the students in the class.

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We would consciously refer to WALT and WILF statements to help students to refocus and check on their learning.

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LP students often are still unable to articulate their learning very well. Restricted space on the board to display WALT and WILF and it requires constant updating when lessons transits.

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Students are clearer about the lesson's objective. They are able to identify the main idea of the lesson. They can refer back to the WALT statements to check their learning.