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The Heart of an English Lesson

Mrs Fong Wee Miang and Mrs Cindy Simon, St Hilda’s Primary School

This session focuses on integrating life lessons into English teaching for gifted learners, using real-life situations, Quick Writes, and discussions to deepen learning, raise ethical awareness, and promote empathetic communication.

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Igniting Passion, Sparking Ideas: Fostering Motivation in Mathematics Classroom with ‘Low-Floor, High-Ceiling’ Tasks

Mr Vo Van Hung, Catholic High School (Primary) & Ms Jess Teng, Anglo-Chinese School (Primary)

This session focuses on designing 'low-floor, high-ceiling' tasks for gifted learners, balancing support and challenge to engage curiosity and creativity. It covers task design, questioning techniques, and strategies to foster critical thinking, problem-solving, and student agency.

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Igniting passion, sparking ideas Fostering motivation in Mathematics classrooms with low-floor, high-ceiling tasks (final)

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1.    Fostering Self-efficacy in Science Learning: Embracing the Journey, Not Just the Destination

Ms Julienne Tan, Rosyth School, and Ms Peh Yunn Chyn, Nan Hua Primary School

This session explores strategies to help gifted learners focus on the learning process, not just outcomes. It covers providing feedback on effort and strengths, fostering peer collaboration, and viewing mistakes as growth opportunities to build confidence and self-efficacy.

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Fostering Self-efficacy in Science learning FINAL

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Think back to a student you've taught who had immense potential but struggled to reach it. What factors do you think held them back? How do outside influences, like peer pressure or family expectations, shape their confidence and progress? 

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Think back to a student you've taught who had immense potential but struggled to reach it. What factors do you think held them back? How do outside influences, like peer pressure or family expectations, shape their confidence and progress? 

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How well do you understand your students' strengths and challenges – both for individuals and as a class – not just through scores but also through observations, conversations, and feedback? What specific strategies can you use to support their growth, build their confidence, and foster motivation, regardless of where they currently stand in their development?

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How well do you understand your students' strengths and challenges – both for individuals and as a class – not just through scores but also through observations, conversations, and feedback? What specific strategies can you use to support their growth, build their confidence, and foster motivation, regardless of where they currently stand in their development?

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Reflect on the psychosocial skills your students need to excel in your domain. Select 1 or 2 skills that are essential to pursue and achieve excellence in your domain.

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Reflect on the psychosocial skills your students need to excel in your domain. Select 1 or 2 skills that are essential to pursue and achieve excellence in your domain.

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We encourage you to share strategies you have used to develop essential psychosocial skills in your subject. Please come prepared for future meetings to share how these strategies have worked with HALs, and include any artefacts, photos, or personal reflections.

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We encourage you to share strategies you have used to develop essential psychosocial skills in your subject. Please come prepared for future meetings to share how these strategies have worked with HALs, and include any artefacts, photos, or personal reflections.

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Under achievers, high abilities

--> traits for perfectionism

--> fear of failure

--> external pressure set by siblings, family, friends and self

--> distractions

Different in ability

--> afraid that people will laugh at them.

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Low in motivation/differing levels of motivation in different subjects

Psychomotor issues interfering with completion of work

coping with written communication

preference for typing over writing

preference for oral communication

preference for manipulation of concrete objects

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--> Celebrate small successes (be intentional with praises help them be more confident and willing to try)

--> Remind and highlight to students that they should not compare with others, just compare with your past self to improve.

--> Foster a positive class spirit and a safe environment. (Peer support, let students be the agent. In fact, they learn much more then. Give students the sense of purpose. Allow them to take ownership for their own learning)

--> Give them the opportunity/ platform to share.

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1. Intrinsic Motivation

--> Willingness to be stretching is not there (e.g. CEP where they go on to code things as they are driven by their passion.)

--> Parents help them to set the goals, so it is not easy for them to build this.

2. Mental Toughness

--> Need the stamina to sit through the whole paper.

--> Know the item but may not be confident to try or even make the first step.

--> Try not to be too quick to give the answers.

--> Can even allow AI to support their learning (Use it to our advantage to fuel their passion and learning)

--> Help them process their thoughts and emphasise on the growth mindset

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Personal learning work habits and routines

Distractions from learning- from themselves, friends, from devices

Careless

Did not clarify doubts when child did not understand

Helpless parents (do not know how to manage the child)/ Hands-off parents

Bad peer influence

Family members who compare them with other children (sibling, cousins)

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Giving them opportunities to show their talent within EL and praising them - speaking, analysing information, small writing pieces

Getting peers to affirm improvement

Inform parents when kids have done well.

EL process writing: when child improves from 1 draft to another, we can praise them for the improvement

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Strategies to infuse psychosocial skills into lessons

provision of last 10 minutes of lesson to consolidate lesson as well as for students to reflect on lesson, what they like about it, who did well, etc.

wait time (to observe good behaviour)

3-2-1 (3 things learnt, 2 questions, 1 AFI)

inclusion of group work

problem-solving tasks

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1. Positive Learning Attitude

2. Positive learning habits

3. Hunger for learning/ Curiosity

4. READ for themselves, not dependent on external sources (e.g. tuition)

5. GRIT

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Resilience/mental toughness

ability to cope with failure

Ability to cope (with the unknown)

enter a lesson to discover and learn

helps develop interest in subject

Intrinsic motivation

Group work

intellectual humility

ability to work in a group

ability to communicate clearly

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I realise that the things that are KEY for 1 subject are actually applicable across EMS.

Projecting it forward, I think it's not too far to stretch it that these key skills are required essentially for any sort of learning... and it isn't surprising because we are in Primary School and we are teaching skills that forms the children's BASE for learning :)