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P3 EL: Error analysis to address misconceptions/common errors
P5 EL: Mnemonics to help students to remember

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EL: error analysis

Error analysis can allow teachers to identify common areas of misconceptions in order to better address them in class.

MA: math problem solving using model

Step by step application to be applied during problem solving

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P2 Math - the importance of using real objects to teach a concept.
P3 Math - the importance of having a thinking routine in problem solving.

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Mnemonic Techniques are useful in some forms in handling direct & indirect speech.

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Conducting maker-based Science lesson by having students create a sailboat with choice materials, thereafter explain why each material was chosen using their knowledge on properties of materials
The same strategy can be applied for Math.

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Interesting scaffolding to help students to developing thinking routines like STEP, e.g. in each step, there can be intentional teaching to help students to learn and practise the thinking routine

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P5 Science Upper Block
1. Use of SLS Thinking Routines in crafting the SLS lesson.
2. Use of different modes- video, pictures and even hands on activity in providing authentic learning experience.

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P5 SC: Usage of SLS and sentence framing to help students to craft their explanations and answers.
P3 SC: Discussion and Hands-on session to create a project

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With the effective usage of the various teaching strategies/focus in SLS PS and STP, with literature backing, students are able to become better learners

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P2 math: Holmes’ Investigation of Mass
Excellent use of inquiry base approach to address common mental model of bigger object having bigger mass.

P3 math: Thinking Routine for Problem Solving
Good use of acronyms to help students remember the steps to problem solving.

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Teaching strategies should be varied in order to better meet diverse learners' needs

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Using ICT(SLS) for writing.

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Structured way to problem-solving for the p3 kids. Good frame and can consider starting it even with the lower primary.

Using Sentence framing to answer science questions is also a good exam technique for the kids. Need to ensure students understand the concepts though, to avoid simply memorising the frame and answers.

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Teaching and Learning should be more problem-based and lean towards an inquiry approach to inculcate joy of learning

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Intentional planning to make students' thinking visible

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To incorporate error analysis techniques into my teaching

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It has to be a whole department effort to ensure a lasting impact on our pupils learning.

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Effective usage of SLS/ICT tools, real life experiment and hands-on session can excite and engage students.

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Use more real-world examples and design problem-solving lessons using the inquiry approach or maker-based approach.

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Like the inquiry base approach, I can adapt and adjust my lessons and harness the natural curiosity of the students and yet able to achieve the learning objective.

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Food for thought

1. There is a need to ensure even deployment of thinking routines  used in problem-solving

2. How to inject greater inter-leaved distributed practice in learning?

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Implementing DI

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Infusing JoL & varied pedagogies to excite & engage learners

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Making use of mnemonics to help students recall steps or strategies

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Being able to effectively overcome the factors that deters me from implementing DI

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It helps the students to remember what have to be changed in a reported speech.

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Can consider sentence framing to help students (especially weaker/quieter/shy students) to speak up and try to explain their thinking or solutions.

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The fear of using ICT tools for the whole lesson

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Providing enough scaffolding and preparation of students to help them lead/participate in fruitful discussions

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To be more creative & intentional in getting students to engage in discussion so that they could be more attentive in listening

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Constantly remind myself to make lessons alive by using authentic and real life examples. Also, in problem solving, to keep to what the department adopts as a thinking routine.

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Students are unable to recall facts/strategies taught

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I can try to use padlet as a collaborative tool for students' discussions

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To implement the SLS platform in lessons and differentiate the lessons for the different learning abilities in the class.

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Use of ICT and DI in lesson

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Useful ideas by P2 in terms of supplementing T/L using SLS platform.

Infusing an uniform approach in problem-solving thinking routine

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Pupils need to be taught on how to use the tools in SLS and to become an independent learner.

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Differentiated instruction, time constraint

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Though mnemonic techniques may not be applicable under all context, apply when it is suitable and necessary.

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Time put in to plan IT lessons. IT knowledge on the different apps.

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More joy, less fear of learning (among students)

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Time constraints in planning IT lessons.

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Extend the use of sentence framing to more challenging science topics. Can even use it in Oral Communication to help frame students thinking during the stimulus based conversations.

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The thinking routine for p3 math is a very powerful routine for the students to apply not just in math but in all general problem solving situations.

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With the variation of pedagogies , different stategies and use of thinking routines excite the pupils in the lesson,

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Inquiry-based learning

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Students with learning disability need the various strategies to construct meaning in learning.

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Effective use of DI next year

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Pupils lack of drive and motivation.

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There is a need to inject greater rigour in teaching problem-solving skills and heuristics in Maths Curriculum

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Use of ICT for cooperative learning.

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Differentiating instruction to cater to the diverse student needs.

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Make my lessons more alive so that even pupils who are low in motivation will still find Math interesting.

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Use of Thinking Routines- with e-assessment to check for pupils understanding which allows the pupils to get instantaneous feedback.

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DI!

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Fully harnessing the use of ICT(SLS) to deepen students’ knowledge..especially for the LP students.

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Hands-on activities excite the teachers as much as the students. Joy of learning!

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Learn the different teaching strategies for students with special needs.

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Effective use of SLS to deepen learning.

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Ways to motivate pupils

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SLS and differentiated instruction