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Fraction of a remainder word problems still prove to be difficult for the students. A consolidation activity that I have in mind would be to allocate each type of fraction of a remainder word problem to each station. 1st station --> deals with the most basic fraction of a remainder word problem (no need to spilt 1 unit into 2 smaller parts) feedback could come in the form of recorded videos where students can self learn

2nd station --> deals with fraction of a remainder word problem that requires splitting 1 unit into 2 smaller parts

3rd station --> other forms of fraction of a remainder word problems (the higher order ones) feedback could be directly from the teacher or 1-1 teaching can happen here

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As in the read, the Station Rotation model can be used to provide students with real-time feedback. I learnt that it is important to communicate the focus of the feedback session clearly to students prior to the session. For instance, the feedback session could focus solely on fixing misconceptions on a particular math concept, say, 'fraction of a remainder' or 'finding the whole given a part and the %'. When students get rotated to the teacher-led feedback session, I can go straight into fixing their error and/or students can get ready to ask any questions they may have for that sub-topic.

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P1 Topic (Term 2): Addition and Subtraction (within 20).
1. Offline task - Find It, Fix It
2. Offline task - Create story sums
3. Online task - Quiz (4-5 questions)

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1. Tr will have a quick check on students’ responses in ‘Fixing’ the errors.
2. Each pair will check another pair’s work and give feedback.
3. Feedback can be given through SLS where students get immediate feedback after each submission of their answers.

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P4 Angles

3 Stations

1)    Self-Paced Online lesson (Pair work)

-       SLS- Interactive Activities on measuring and drawing angles.

2)    Create a poster (Individual Work)

-       Provide each student with 2 blank pieces of paper. Write steps on how to 1) measure an angle and 2) draw an angle.

3)    Draw angles for your partner to measure.

-  Provide each student with a blank A4 paper for them to draw at least three angles for their partner to measure. They can help each other by spotting if they are measuring the angles correctly and give real time feedback if they are not.

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Offline

-       Identify a specific area of focus before a real-time feedback session and communicate that focus to your students.

-       have a comment document prior to real-time feedback. This will save you time.

Tech
- Using the comment bank and setting preferences in Google classroom and tech tools like Grammarly, Kaizena can make giving feedback easier.

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P6 - Circle
There could be 4 stations:
Station 1:
Will be online task, pair work where students will do a Quiz on Quizz. These will be basic questions testing area and perimeter of circle, quarter and semi-circle. This will help check on students understanding and readiness.
Station 2:
Students will go to SLS and try questions published in the Community gallery on level 2 type of questions involving Composite figures. This is also pair work where students will do 2 questions each and the pairs will check on answers. There will be teaching videos to guide students in case they need help.
Station 3:
Students will attempt composite figures that will involve strategies like 'cut and paste' in SLS with answers and explanation provided. This will be individual work.
Station 4 - Mini group where a small group of students meet up with teaceher for guidance.

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The fraction concept is challenging for the girls to understand due to the abstract nature of the topic. The topic on fraction of a set involves a whole that is a set of any items as a whole.

This could be more complicating for the girls because it involves dividing the set into equal groups based on the given denominator and then find the required group which is the numerator.

The lesson could be split into 3 stations with one station being an online station involving the use of ipads whereby the girls could access the online learning task with teacher giving feedback by recording the solutions to the girls and the girls checking the feedback directly after doing the task which could be some word problems

The second station could be an authentic task whereby the girls in this station are given set of items such as interlink cubes to carry out grouping with the cubes and drawing and solving the task with the help of the cubes and reflecting on the task

The third station could be getting the girls to perform a written task in pairs whereby one girl could be like a teacher to pose the questions with the solutions on hand to check on the other girl and then they will take turns.

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Providing timely feedback is important to move their learning on quickly and this could be done using the ITT tool on SLS. The girls could do up and ITT task and peer comments can be given followed by teacher comment. However, it could be challenging to adhere to the time to complete the task on giving feedback.

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Level: P2
Topic: Addition and Subtraction -  2-step/2-part Word Problems

The concept of word problems and model drawing is challenging for lower primary students. More often than not, students have difficulties with using model drawing to help them solve word problems. Hence, I thought that station rotation would be a great tool to facilitate the teaching and learning of the topic.

Students will work in pairs and take turns to rotate through the following stations.

Station 1: [Online]
- Students to complete a short quiz on SLS to recap on the concepts of part-whole and comparison models.

Station 2: [Offline]
- Students will match the appropriate model cutouts to each word problem.

Station 3: [Offline]
- Teacher to provide real-time feedback and guide students step-by-step to draw appropriate models.

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My greatest takeaway from the chapter is to always prioritise feedback and to allocate time in class to provide real-time feedback. Also, it is important to remind myself to focus on one to two areas for students to work on, instead of having a list as it can be overwhelming for students.

[Offline]
- Spend some time each lesson to conference with a particular student based on a specific focus of feedback for the week.

[Online]
- Create a comment bank to improve efficiency by copying and pasting the comments when providing feedback to students on SLS

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Real time feedback is the best where the student gets the immediate feedback on her progress.
Station 1 and 2, the feedback comes in the form of the Teaching videos embedded in SLS.
Station 4 is where the tr coaches the small group of students. These students may not have the opportunity to complete all the stations.