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Dear colleagues, do pen your thoughts using the following format. :)

Your Name:

Insert Picture (Optional):

1 key learning point:

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Key Learning Point

Even though I was only able to attend 20 minutes of the first part of the lesson, I was able to catch a few nuggets of learning: (i) using a bonus point system as a way to encourage questioning in the students & (ii) using a very interesting hook (a LOVE meter) to pique students' interest and set the tone for learning! Thank you for sharing your lesson! :)

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Jane incorporated a lot of hands-on activities and demonstrations, which really helped bring the concepts to life for the students. The practical elements were well-integrated with the theoretical content, allowing students to see clear links between what they were learning. The energy in the classroom was high, and students were actively participating and curious throughout the lesson.

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Mr How used online tools (PhET) to teach the components of an electrical circuit to the students, which was very engaging for them as they got to explore and play around with adding or removing components of the circuit. He also linked the online practical elements to the questions in the activity book which helped solidify the students' learning. One thing that I took away from his lesson was how he reminded the students of the key learning points at the end of the lesson to help consolidate their learning.

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I had the opportunity to observe Priya’s lesson which was on the "write in your own words" comprehension questions. In preparation for this, a vocabulary exercise has been conducted prior to the lesson to provide students with some content knowledge. During the lesson, a variety of strategies, including Mentimeter, group work and peer feedback were used to engage students and encourage active participation. One thing that I would like to take away and add on to my own lessons would be - the comparison between a factual question and write in your own word question. Thank you for opening up your classroom.

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Maria is very clear in her explanation about hybrid questions. I have no knowledge on hybrid questions but now I understand how to identify and the steps to answer the question. Her students are lovely too, very engaged and answering questions without being called. Maria's light hearted phrases such as, "Come, let's go!" before starting to answer, lifted everyone’s mood and energy!

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I really appreciated the clarity of Priya’s lesson on paraphrasing clues from the text (quite a funny and cute one about orangutans at the zoo!) — the steps she provided were systematic and easy for students to follow. One idea that came to mind was that these steps could potentially be crafted into a simple acronym that they can relate to in general. This might help students recall the process more easily and apply it more consistently.

I realised that for students to be able to paraphrase well, they need to be exposed to a variety of synonyms and even antonyms. It made me think about potential vocabulary exercises on synonyms and their uses in different contexts for my own ML lessons!

Thank you for the OC, Priya! Really enjoyed watching your interactions with the students! ☺️

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Thank you for the open classroom! The lesson was well-planned and your classroom management was clear and firm. Tech tools like Mentimeter and SchoolAI were meaningfully used. Perhaps pairing consequences with a simple reward system could help build a more positive culture. Some scaffolds for question-asking might also support students better. Great job overall!

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Simin’s open classroom was on using SchooAI as a tool to guide students to write their discussion for a food science investigation.

It was insightful to see that the usage SchoolAI can support students in writing their discussion and conclusion for a food science investigation through offering structured guidance and prompts that clarify scientific thinking. It enables opportunities for students to analyse their data more critically, encouraging them to consider variables, trends, and anomalies. It promotes reflective thinking by prompting students to evaluate the reliability of their results and consider improvements for future investigations.

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I had the opportunity to witness a lesson on perspective taking where groups present their ideas on a given topic taking on the perspective of different countries. It provides students with an opportunity to formulate their opinions and also question the ideas presented by “other countries”.

It would be interesting to explore ways to ensure that all students are engaged during the presentation as students might have the tendency to focus only on the countries assigned to them.

I particularly like the last part of the lesson where there is more “debate” between groups.

Thank you for opening up your lesson! ☺️

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I really love how the students were challenged to consider from the allocated country's perspective and tackling such a matured topic about the Rohinya refugees. I believe the students had done extensive research, which will be a useful skill for the future. The lesson was a lot more engaging near the end, as the students started to question each other's explanations and stances. This showed their crititcal thinking skills as they are listening for mistakes, and from the respondents to clarify their stance.

One key takeaway is how I can modify my own argumentative lessons to bring in the idea of perspective taking. I was also reflecting about how, in this class, the stances seemed similar. Therefore, I may need to modify the conditions / context such that there can be different, and even opposing, perspectives for a richer discussion.

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I had the opportunity to observe Matt's OC on class discussions and debate about Rohingyas. I liked their seating arrangement, which did set the mood of what was ahead. It was good to see students engaging in perspective-building, which is a key step in developing empathetic communicators, one of the key competencies of EL syllabus. I also liked how Matt wrapped up most of the sessions, by highlighting not only the key points but tips to present in a manner that would foster engagement, especially in a large group setting. The structure of the session - research, presentation, and questioning, was well thought out and some of the proactive students seized the opportunity to ask questions in the process. As I moved around, I observed students applying a range of strategies to respond to the questions posed, which included ethos (leveraging the credibility of the country they represented), pathos (drawing on current situations), and logos (using research-based evidence). Thank you for this Matt :)

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Thank you for the feedback!

1. I agree that the first half of the lesson was rather dry. I could have maintained excitement by setting a timer for the planned response oral component, or be deliberate in choosing the best speakers to set the right tone ans mood for the lesson.

2. I agree that students may only want to do the bare minimum by focusing only on the countries they are assigned to. I could hqve made everyone to pose questions to all other groups as they listen, or simply take notes.

3. I agree that the stances were also very similar despite providing a data sheet so that each group can appreciate the unique circumstances surrounding their country. I could have presented this as narratives as students might respond better to stories than mere statistics.

4. I could have provided structured conversation starters to get students to observe the decorum of panel discussion.

5. I could have provided more entry points for students to offer ad hoc responses or interject as this raises more curiousity and engagement level, as can be seen towards the end of the lesson.

Overall, I am pleased that students were able to prepare for the discussion within a short period of time and that most tried to participate or remain focused on the discussion. Admittedly, the lesson design was somewhat time and labour intensive (e.g. preparing materials, giving instructions, arranging the setup), but it was worth rhe investment when I could see that students genuinely wanted the opportunity to express themselves and engage their intellectual capacity.

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Feel free to drop by on Friday, 1 Aug, from 11.30am to 12.40pm for the continuation of the panel discussion in Classroom 3D. Thank you!

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Mr Peh used classpoint to introduce the idea of Newton's Laws of Motion. Classpoint is a great tool that allows the teacher to check for students' understanding at various parts of the lesson which Mr Peh used to great effect. It was nice to see Mr Peh conducting his lesson with so much enthusiasm, building on the positive classroom culture that he has cultivated. He walks around, smiles at the students and encourages them to try. The affordance of the tool also allows him to 'award stars' when students get the answers correct which students greatly appreciate. I also like the questioning techniques that Mr Peh employs in the class to get them thinking deeper about the concepts that he is introducing in class. Thank you for opening your class and allowing me to attend. :)

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This lesson was strongly underpinned by the AfL features in ClassPoint, which allowed Mr Peh to quickly assess how much the class could recall of the previous lessons on the Second Law, and review it adequately before moving to the Third Law. He also used the open-ended responses to surface alternative conceptions relating to how force should be calculated.

In the second half, students appreciated a humourous video which showed people getting into trouble in their everyday life from ignoring the effect of the Third Law. It was a good prelude to getting students to appreciate why it is important to be able to identify the forces and the results on objects due to the Third Law.

I appreciated the effort that Mr Peh put in to engage his learners! The structure, explanations and examples were well planned to be accessible for students and to provoke their thinking. Thank you for opening the lesson to us.

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Mr Luqman's whole lesson was on Peardeck, great way for the students to see the slides and engaged in surveys on their screen without having to toggle between various links (eg. Google Slides, Mentimeter, Padlet etc).

Very interesting part of the lesson 😁:

Mr. Luqman engaged the students in an impactful activity where they tore a piece of paper for each statement he read that resonated with their own experiences of failure. He then had them repair the torn pieces with glue and stickers, symbolically mending the “cracks” like kintsugi, whenever they connected with the responses to failure he read aloud. For example: When I fail at a task, I see it as a learning opportunity to do better the next time. When I fail in some things that are not within my control and I do not feel bad about it.

On top of that, Mr Luqman also used an audio timer (songs) instead of a visual one, which helps students focus on the activity rather than the countdown. He also provided a box of all the materials needed at the start of the lesson, saving time during the lesson to have to pass down the various materials needed.

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I feel the highlight of Mr Chua's lesson was the collaborative task where the students in pairs are to create a man whose hands are waving. The pair will have to think back to their prior knowledge of levers and linkages, and experiment to see if their idea works. This is really a wonderful opporturnity to be adaptable when they faced challenges in making their ideas work, and u can see the genuine smile and pride on their faces when they succeeded!

Mr Chua was always at hand to give differentiated clues, not giving the answer, yet just enough to steer them in the right direction.

His use of whiteboard.fi was another e-tool i am excited to try out with my own students for real-time checking in of learning. Thank you for the experience!

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Thank you for the engaging open classroom, Claris! It was great to see how you began with a recap to reinforce prior learning and linked the task to a relatable object like a banana. A clever way to convey that art is for everyone and not just a luxury. The use of gamification through a point system added excitement, and tools like Google Classroom and Padlet supported active participation. I also appreciated how you were observant in noticing that the same student in each pair was doing the drawing, and how you stepped in to encourage a switch, a great way to ensure shared ownership and participation. Overall, a creative and well-facilitated lesson!

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Jeffrey's lesson stood out for its hands-on and thoughtfully designed collaborative task. Getting students to work in pairs to create a waving hand mechanism was a clever way to activate prior knowledge on levers and linkages. It encouraged experimentation and problem-solving, and it was lovely to witness the genuine smiles and sense of accomplishment when their ideas worked.

The thinking behind the lesson design was very evident – the scaffolding provided ensured that students remained fully engaged throughout. Jeffrey was always present to offer differentiated prompts, never giving away the answers but guiding just enough to support their thinking.

Thank you for the inspiring session!