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Students were able to tell that the slope can use to tell if the increase or decrease was greater. From the ITT responses, we could pick out the different methods of telling which intervals has the greatest increase or decrease.

1) By calculations
2) By looking at the slope

However, the last one they couldn't really come up with just counting the increase or decrease in gaps to determine the greatest increase or decrease. Perhaps is the language that they used - drop more etc.

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Students were able to follow the lessons closely and were able to perform the WILF.

This is the first time that the students tried using recording. It was useful as some of them express better when they say out rather than typed out. More voices could be heard.

Students couldn't refer to the WALT and WILF after they proceed to the tasks. So it got to be written on the whiteboard clearly so that they can refer to it when they need it.

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Prior to the activity of bubble tea, I was surprised that most of my students cannot link the relation of the gradient of the graph to most/least increase/decrease for the data.

Might need to spend more time on that part. The bubble tea activity was fun for them as they interact with the content in their daily lives. However, majority missed out on the part where sales can be zero, despite knowing that the shops were closed.

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Students were more interested in IT lessons. The bright attractive colours of the graphs helps the students to understand the content and numbers better.

The questions were manageable even though my class was of a lower ability groups. In future, higher level of thinking questions could be included.

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1) B: Tab 7: Task 3 (pair)
Plotting the graph for Sales of bubble tea is interesting and fun. Can see how math can link to everyday life

2) Normally when we ask students to use highlighters, they don't really appreciate or don't even have.
the use of annotation tools in SLS to highlight over the increasing/decreasing/remain the same give students the 'not afraid to make mistakes' since can undone and a greater  willingness to try

3) For HP, open ended + higher order thinking questions will help as extension. Need to explore opportunities to use technology to fill in the gaps, what technology can do that pen/paper cannot do.

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1. A: Task 8 HW, this activity can bring out students' perception and knowledge in when will be good to use bar vs line graphs

2. The use of colours help in a lot in  bringing out power of using graphs as visual tools. Use of annotation features also help to bring out students thoughts and working

3. For HP, open ended + higher order thinking questions will help as extension. Need to explore opportunities to use technology to fill in the gaps, what technology can do that pen/paper cannot do

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1) 2nd Enactment was much better as students have been through 1 round on 7th March. The best part of the lesson was being  able to see them performing their WILF and at the same time correcting their misunderstandings. Using students work to show good example and misconceptions on the spot.
2) Students were interested in using ICT tools and they were eager to learn for example new skills such as annotating on the picture etc. At the same time, AFL is quick for the teacher in class.
3) I think the part where they can see each others' comments is good. Students were able to tell me whose comments are good during the lesson. Then they will think of their own answers. However, they need to be taught how to comment on each others' answers in future.

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1) I was able to see at one glace on the learning of students from the heat map. Most students were able to understand the direction and angles of turns.
2) I think the benefit of getting instant response from students and also able to clarify their doubts. I like the last part whereby students were able to do some reflection and it shows how confident they are in attempting such questions.
3) Scaffolding is one of them and students can proceed at their own pace. Scaffolding can be done through the hints given to them as well.

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1) The fact that majority of the students understand and know how to apply with reference to the 8 point compass surprises me. Been teaching the low ability pupils for several years and this is a topic which many will not understand or grasp hold of topic. The worksheet whereby they were told to input their own venue, directions and degrees allows me to pinpoint any misconception immediately and identify the few lost sheeps in class.
2) If "Wally" can turn to the exact specification of the students' input will be fantastic. Students definitely will be intrigued by it further and prolonged their attention span for the lesson.
3) Constant encouragement and agreement with what they were doing seems to do the trick for this time round. Facing an unknown and new tech educational equipment, my students need all the encouragement, assurance and support from me.

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1) The comments that students use on their peers' work actually put them in the position of giving feedback to their friends or helping teachers to check. Some told their friends they forgot to put their group number after posting etc....

2) using ICT gives students an opportunity to make mistakes as it is easy to annotate and erase etc and faster than pen and paper. I am thinking if videos are used in lessons in future, will the pupils be issued headsets to listen since they are now only issued with the chromebooks?

3) The use of SLS provide an opportunity to identify learning gaps and misconceptions when i see the work/answers posted by the students. I can then reteach and bridge the gaps.

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1) The opportunity to use the ict tools in SLS to present the "circle, arrow and box" so that at one glance can see who are/are not doing correctly

2) how can the monitoring tool be even more "intelligent" to help teachers... the scrolling up down left right can be quite tedious

3) It really depends on class ability. For my class, it will using more Higher Order Thinking Questions and Scenarios. I think SLS has many such features already. It is just how we design and link them together

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1) Majority of kids were able to apply prior learning to the questions in the SLS lessons. Flow of lesson was just nice and not rush.
2) The attention spans of my students were extended with the usage of the chrome books.
3) We can enhance further with video illustrations of the scenarios.

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Type your reflection here.

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After your lesson enactment, share your thoughts by posting a comment based on the questions below before our review session. :)    Do remember to include your names in your post.

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After your lesson enactment, share your thoughts by posting a comment based on the questions below before our review session. :)    Do remember to include your names in your post.

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1. Share what you like most about your lesson.

2. How can technology be better applied to enhance/facilitate/assess students’ learning?

3. How can we support students thinking and learning better?

1. e.g. What AfL/scaffolding strategies seemed most successful for my students?

2. E.g. How can we use technology to make students’ thinking visible?