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I would probably want to plan my instructions more carefully so that my students would direct their attention to what they should be focusing on and filter out distracting stimuli. I realise it is a problem for me sometimes when I may make comments that actually diverts my students' focus and it takes them a while to get back to the topic.

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Even though i have created lesson plans, i didnt know how to sequence the process meaningfully. Through this lesson, i am able to learn a framework which i can tap on while planning for lessons. The lesson also gave me an insight on how we can help students to retain the information effectively. Thank u Dr Liz.

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Break down instructions and information clear and simple. Information given to them must not be too long as students are not able to retain a lot of information in one day.

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I learn to capitalize on the different working memory's distributed processing capability by teaching using multisensory approach. This will also make use of their sensory approach.

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I think it’s important for me to make learning fun and interesting for my students. I hope I will be able to create more activities with “attention-getting experiences”. That will entice the students to be more motivated to learn. Also, dont give too many instructions at a time! They can’t remember!

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We should check for student's prior knowledge before teaching any new topic. We should not make any assumptions that they already know what we are using,as examples. This way, students can make meaningful connections to their existing schemas.

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1. To focus on one information at a time (break down information) when giving out instruction so that students can easily follow through.
2. Use questions to check for understanding.
2. Taking breaks in between lesson help with paying attention and not exhaust the student with info overload.

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Need to make learning more meaningful and relevant. Have more activities to allow students to process the information so that it can be remembered and not lost.

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I will remind myself : Do not under estimate the power of clear instruction. Give one at a time so that student can focus. Remember to remove any distractions.

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Process is key to learning.

Using multi-sensory approach to distribute student’s processing of each sense so as not to overload certain senses.

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I will provide a multi sensory experience for my students with SEN to aid with their retention of concepts. Would also inculcate  some brain games to improve their working memory.

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To give a specific instruction to a student to let them process and revisit what you have taught them. Avoid from giving to much information to the student at one time; maintain rehearsal.

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Ensuring that what was taught makes sense to the student and practice rehearsal so that it will not be forgotten

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As I learnt, with priming, I failed to work with the form teacher with the primers when I moved the student back to the main classroom. It would be good to incorporate the rest of the class and the FT with the priming process so that the student does not feel like he stood out too much.

Another thing is that sensory memory can be very useful in helping students acquire knowledge, especially if they are not receptive of the traditional methods. The different ways could be refreshing for them.

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1. Put meaning to the topic that I am teaching instead of merely going through it briefly to help the students understand and make sense of the topic better.
2. Use multisensory approach in each lesson to enhance learning.

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Identify the interests of the students and find materials to spark exploration then plan experiences that promote learning. Meaningful knowledge is important, thus making sense to a lesson can make the student process better.

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1. Seek clarity in understanding the prior knowledge of the student. Make a conscious effort to always check on prior knowledge of student before planning a intervention/lesson then get clarity of the depth of the prior knowledge.

2. Mastery, Connection, Autonomy are 3 things that I will learn, internalize and use to teach students and myself to have intrinsic motivation to push ourselves through difficulties.

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I learnt that the attention span/cognitive load levels for various individuals will be different. We have to modify our lessons accordingly so that we do not "lose" them during the conduct of our sessions.

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I will be mindful to make learning meaningful for the students. Make connections to their prior knowledge/ experiences so that they can attach meaning to the lesson.

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Our brain influences the way we
respond hence by reiterating and reinforcing our instructions, our students would have an easier time decoding and retrieving would be easier.

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To personalise my teaching according to my student’s interests and prior knowledge more, so as to allow my student to make more meaningful connections with their existing knowledge and for it to be subsequently transferred into their long term memory. Also to include more elements of autonomy to expand on student’s intrinsic motivation.

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To design engaging yet challenging lessons that match the student’s ability so that they can achieve flow.

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Provide explicit and direct instruction
Understanding is key to learning - hence tapping on prior experiences is crucial for meaningful learning

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It's always good to recap what we have learnt earlier prior to working on something new and present one idea at a time. Visual representation and organization definitely help student to encode meaningfully.

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Change short lesson plan to reduce cognitive load
Add make  learnin gmeaningful in authentic context.

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Have constructive breaks in between lesson time.
Make sure that students is not over load with too much info at one seating.

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Always relate whatever I teach to the student's prior knowledge so they can easily organize the new information. It makes the learning more meaningful for the student.