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Ensure that there are a mix of abilities within the group so that higher progress learners can help

Providing more scaffolded / simpler questions, or explaining terms used (e.g. for poorer English)

Students with SEN can benefit from activities like role playing as it allows them to move around

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Group 1:

1. Not really, depends on the class profile, but also teacher may not have tried.

2. If its role play, good to have clear instructions for students who may be unsure

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1. usage of questioning techniques (IRFRF/non interactive-authoritative: one answer questions), Bloom's taxonomy

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Using questions to check for understanding and link concepts are seen often in classrooms.

SDL: Teachers may feel that it is difficult to implement in class especially if the students are not motivated enough to do self-directed learning

However, students with lower motivation may be more receptive to the activities (rather than frontal teaching) --> vs e.g. students with high motivation just want to know the content and move on

But if there are students that are more shy, role-playing can be difficult to implement in class

A lot of I-R-E questions used

Questions used also lack variety (mostly "what" questions that involve recall and one-word discussion)

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1. Kids can role play as particles in Kinetic Particle Theory, and particles of a wave in General Wave Properties.

2. Did Jigsaw sharing in our CS module when we were participating in a microteaching lesson on Energy uses.

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1. Yes it was observed

delivery of instructions

flip classroom style for students to take charge of their own learning

2. routines to facilitate collaborative learning are important. Possible suggestion is to have students pick the organ they would want to research on to encourage DI

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Group 1

1. Observed in higher readiness classes as a form of assessment for learning.

2. Get students to flag out each other's mistakes, promote higher order thinking on the content

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Group 3:

There is some group work and students are usually seated in pairs, which promotes collaborative learning. There are usually assignments given at the end of the lesson as well.

There can be blended learning (e.g. SLS packages assigned as homework), which supports SDL

Improvements:

Need to ensure that there is follow up of the blended learning

Also depends on topic: Content heavy topics need to be broken down, and also engage students to reduce boredom

Students must see the rationale behind the group work and teachers must ensure all students are benefitting from the group work (rather than just 1 student doing all the work)

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1. In our experience, the flipped classroom approach depended a lot on the motivation levels of the students. If a student was amotivated, this approach might lead to an imbalance of roles in the group.

2. Instead of using a textbook, more audio and visual engaging material such as videos and online platforms could be used.

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Pedagogical Practices

Re-Enactment 1:

1. Collaborative Learning

2. Setting Meaningful Assignments

3. Supporting Self-Directed Learning

Re-Enactment 2:

1. Supporting Self-Directed Learning

2. Using questions to deepen learning

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Please type your thoughts down on the following questions here. Type the name of one representative of your group as the title of your post. Thank you :)

What happens if there are SEN students present/we are given a mixed-progress class.

1. How would our strategies and practices differ while ensuring that our lesson objectives are maintained?

2. Which strategies could still remain?

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Based on the SECOND re-enactment (Bolus and cloth tube role-play), please type your thoughts down on the following questions here as a group. Type the name of one representative of your group as the title of your post. Thank you! :)

1. Did you observe any of these practices in your school experiences?

2. How would you improve/supplement this?

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Based on the FIRST re-enactment (Instruction delivery for flipped classroom activity), please type your thoughts down on the following questions here as a group. Type the name of one representative of your group as the title of your post. Thank you! :)

1. Did you observe any of these practices in your school experiences?

2. How would you improve/supplement this?