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Dean's skillful integration of technology in his Grade 6 math class was inspiring, supported the lesson's pedagogy, and made the instruction both more engaging and more effective.

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Dean's skillful integration of technology in his Grade 6 math class was inspiring, supported the lesson's pedagogy, and made the instruction both more engaging and more effective.

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张洲菱老师和赵雅健老师为《荷塘月色》朱自清独

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张洲菱老师和赵雅健老师为《荷塘月色》朱自清独自出门散步的心中迷惑设计了心境迷踪学案。从妻子的角度邀请学生进行文本阅读并推断朱自清心中忧虑究竟是何。

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Francesca's encouraging tone makes students feel comfortable participating, even when the class is busy. She regularly highlights strong student work, using these clear examples to show everyone what success looks like and to help them get there.

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I appreciate Marcello’s clear modeling and scaffolded practice, which supported student independence. Pamela Wu, Edwin, and Thunder’s strong classroom management reminded me how small, often overlooked details can make a big impact. Charlie’s differentiated delivery—from manuals to live tutorials—was inspiring. Chengwei and Michael’s classrooms offered a supportive atmosphere for students to approach tasks.

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Stefanny's warm + positive nature contribute to a safe, fun and creative learning environment for the students to thrive. She structures her lesson wonderfully to allow students ample time to review, comprehend, demo, practice and show the key learning objective. She models teacher in role for less confident students and uses volunteers and assistants effectively allowing more confident students to shine too. Her reflection questions are thoughtful allowing students time to analyse their strengths and areas for improvement and her constant positive reinforcement serves to actively encourage students to keep being brave and trying new things!

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One of the biggest take-aways from the more than 50 lesson observations I have conducted in Tsinglan to date, is the level of professionalism. I have seen an incredibly high standard of teaching here. Teachers were very warm and welcoming. One of my biggest surprises came from Chinese math teachers who really liked the feedback and asked me to see them teach different age groups to offer guidance  on how to improve, or reassurance of their current standards. Overall most teachers have been very positive to my feedback and have stated, and shown on a later date, to incorporate my suggestions into the structure of their lessons.

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I would like to recognize the lessons of our new MS English (EL and EAL) teachers. Although they all have different styles, they all bring energy and enthusiasm to the classroom and have made significant contributions to lesson planning and preparing materials.

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Markus had a highly effective Grade 7 Math lesson. The learning objectives were clear, and the Tic-Tac-Toe activity was a perfect way to get students collaborating and problem-solving. It was fantastic to see students so engaged and confidently explaining their reasoning in English.

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Lily's class warm and upbeat personality creates a safe, joyful, and inspiring learning atmosphere where every student feels free to explore their voice without hesitation. She designs her vocal lessons with excellent structure, ensuring students have sufficient time to complete five core links: review previously learned vocal exercises, comprehend new techniques (such as breath control and pitch adjustment), watch her vivid demonstrations, practice repeatedly with targeted guidance, and finally showcase their mastery of the key learning goal—like singing a verse with stable rhythm.

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Sometimes it seems like there is a lot asked of teachers, to include so many things in each and every lesson. I was humbled by Rose's ability to do all of those in such a short time, from displaying objectives at the beginning of class, differentiating activities and worksheets, and bringing it all together under the umbrella of a cohesive framework for lesson planning (EIPM). It shows she has a deep understanding of her subject, curriculum, and students, as well as a passion to bring it all together.

Thunder (as much as I adore my Padlet nickname...)

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The most effective lessons, were student learning is maximised, are those where students and teachers work together to achieve the lesson objectives. Importantly, there are clear expectations for student engagement & behaviour and teachers don't falter in maintaining these expectations throughout the lesson. Teachers lead with questions and build routines where all students are provided an opportunity to respond. Students engage because there is value in doing and the learning opportunities are clearly communicated and reinforced. Examples of great learning environments this last week include Brindley's G9 Geography and Mengya's G9 History class - high expectations, good relationships with students and lots of visible learning taking place.

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Karla’s Economics class was well-paced and logically structured, systematically addressing learning objectives and unpacking learning difficulties. She skillfully removed learning barriers by scaffolding content and utilizing tools such as a video clip, Padlet, and targeted questions to deepen understanding. Her inquiry-based methods encouraged students to analyze concepts and connect them to real-world contexts. The lesson effectively balanced clarity, rigor, and engagement.

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The main lesson from these observations is that good teaching starts with clear routines and student-centered class systems. Both teachers made their goals clear from the beginning and kept things moving smoothly from one student focused activity to the next. This structure helped students stay focused and know what to do. The teachers also constantly checked in on students as they worked, asking questions and making sure everyone was on track. This approach created a classroom where students stayed engaged, and were able to work well on their own.

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Rose showed very clear learning objectives and differentiated tasks to students. And the warm up activity impressed me a lot. She asked students to rotate in different groups to make sure they can gain different opinions. Besides, she encouraged students to ask questions instead of only answering questions.

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During the class observations, I have learned from Wasin that it's helpful for students to consolidate what they've learned after direct teaching. Providing targeted practices contributes to students' learning. Moreover, I have learned from Mrs. West that a small manageable task, rather than a big chunk of information, is suitable for G7 students. Last, from Cathy Kang, I have learned that being consistent with the academic requirement is essential to build up students' study habit.

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Observing Aaron Yang's MS Chinese classes

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Observing Aaron Yang's MS Chinese classes

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大单元绘本创作课，老师对学生有价值引领，首先再一次总结了本单元三篇课文的核心信息和共性。然后，老师通过杨梅、杨桃等谐音谜语，让学生领悟《杨氏之子》故事里的谐音造成的幽默。老师就《杨氏之子》漫画里的“扇子掉落”细节提问学生，让学生知道每一个绘图细节都是蕴含信息的。老师给学生提供了清晰的绘本制作步骤示例，让学生知道怎么做。老师先让学生单独做绘本的文本写作，课堂秩序好，鼓励独立思考。老师在学生周围巡视，及时解答学生的问题。

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In AP Art History students designed their own Greek vases but with a modern and personal twist . Students were able to demonstrate the purpose of these vases for cultural expression and the teacher facilitated a discussion with questions that encouraged higher order thinking

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语文教学的差异化教学是从传统的“齐步走”，转向“按需走”，从要求学生变成成就学生，其精髓不在于分层，而在于转化，在于将学生个体的差异视为宝贵的教学资源，从而成就每一个独特的学生。

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黄老师的课堂上设置了大量的互动环节和小游戏，能够充分吸引学生的兴趣。学生参与度很高，很少有走神的学生。

作为反思，数学课堂上，我有时讲的有点太多，互动相对少一些，因此部分跟不上老师思路的学生就会走神。后续计划借鉴英语课堂，增加互动环节，让学生能够更多地参与进来。

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最近听了司艳平老师多节语文课，感受便是，司老师的课堂有深度有广度，有差异。司老师对学生的情况了如指掌，随时根据孩子的课堂表现进行实时点评，金句频出。深厚的文化底蕴让整个课堂成了一次文学盛宴。学生在司老师长期的熏染指引下，孩子们越来越热爱文学。司老师在思考课堂的”高“与“低”，并且在其中找到平衡点，让充满个性的孩子们都找到自己的兴趣点和学习点。就是平时的点滴积累当中，孩子们的语文素养有了质的飞跃。

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姜慧敏老师注重课堂广度与宽度的拓展。六年级的中文阅读课《项链》《李娟散文选》涉及国内外的作家，拓展学生眼界，针对一定议题进行讨论，对培养学生的高阶思维大有裨益。在上中文阅读课的时候，能够以学情为立足点，针对学生感兴趣的文本，进行教学设计，这是从教学起点进行的差异化教学。课堂上，孩子们积极主动进行探讨、分享，许多见解超过了同龄人。如果课堂选择再聚焦一点，能够进行纵深开掘，对学生的点评引导多元、到位一些，会更好。

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杨琼老师注重课堂主体与主导的结合。杨琼老师的课堂特别关注学生的在课堂上的表现，给学生搭建各种平台让学生进行听说读写的展示，并且将课堂评价与学生的学习表现密切结合。杨琼老师的《秋天的怀念》联系学生生活实际，鼓励学生真情表达，并且恰如其分引导，助力学生从各个纬度都有收获。在单篇文本教学的基础上，与朱自清的《背影》史铁生的《合欢树》进行整合，学生的眼界得到拓展，而且真情流露，这就是教书与育人的双重结合。在以后的教学中，可以向深度延展，让课堂的思想性更强。

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Guided word work games during a guided reading block while the rest of the students can be creative with their spelling words.

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I appreciate including ways to assess kids compared to themselves with regard to the standards, not with other others!

It gives the kids more confidence and really allows teachers and parents to see how far the kids have come and kees the focus on growth on them.

Thanks for bringing the new writing curriculum, Amanda Tews!

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Ms Dali and Ms Ma bring very positive calm energy to their students. They use lots of positive reinforcement and motivations. I really enjoyed how Dali “throws the ball” literally, in Phonics, to choose a group to read from the board. The students get great joy and can choose who/where they throw to next. It is student led, after the initial teacher throw.

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I saw Heidi modeling students how to draw pictures of human stomach in SEL class. And students can follow her pace to learn about the digestive system which is explicit and easy to understand

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斯琴老师设计的分层任务单通过不同路径为不同水平及理解能力的学生提供选择，让所有学生都能达到教学目标要求的水平，又不失主观能动性。特别是有梯度的提问方式，看得出对课文的深刻理解以及对课标的精确把握。

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I borrowed this idea from Mr.Beard. It's useful and straight forward.

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I really loved how Nic included all the students and focused on student-based learning. In Math, she got all the students to write a multiple of 8 and then with a quick time frame, emphasised active learning by getting students to stand in the correct order. This was such a fun activity that was not just sitting at their desks. Well done!

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PBL要做起来！

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What I learned from observing Lauren Malan’s class was the use of acronyms to help the students remember the steps on how to do things. I have started using acronyms to help my students remember steps/order.

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斯琴老师：课堂板书规范条例且书写工整，课堂提问很用心且有根据学生水平而分层，很赞！

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斯琴老师：课堂板书规范条例且书写工整，课堂提问很用心且有根据学生水平而分层，很赞！

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Steven has a clear awareness of students' different language proficiency levels. He designed differentiated contents and tasks for students of varied abilities based on the same topic. Students of different levels achieved the goals the teacher set for them, which greatly encourage confidence and learning motivation.

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G5语文阙康琪老师的课堂：

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G5语文阙康琪老师的课堂：

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我学习到了可以根据课文内容，设计相关的学生能参与的课堂活动，不仅能提高学生参与度，也能帮助学生理解课文的难点词汇或历史背景。

点赞，阙老师！

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观刘丹妮老师课的收获：在课堂上，紧扣教学目标，设计学习单。学习单中融入了难度各异的问题，也包含幽默有趣的问题，极大地提高了学生的积极性，活跃了课堂，也给学生带来了适度的挑战。

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观刘丹妮老师课的收获：在课堂上，紧扣教学目标，设计学习单。学习单中融入了难度各异的问题，也包含幽默有趣的问题，极大地提高了学生的积极性，活跃了课堂，也给学生带来了适度的挑战。

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课堂差异化教学亮点：听靳继君老师《爬山虎的脚》一课中，靳老师在生字词复习中有一个环节处理得特别好，她将学生分成多组，然后根据不同的组设置不同的复习内容，邀请学生上黑板板书不同的生词。看似简单的设计，却让不同层面的学生在不同难度的书写里获得肯定与鼓励，让学生有动力和积极性去完成后面有难度的全面复习。

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课堂差异化教学亮点：听靳继君老师《爬山虎的脚》一课中，靳老师在生字词复习中有一个环节处理得特别好，她将学生分成多组，然后根据不同的组设置不同的复习内容，邀请学生上黑板板书不同的生词。看似简单的设计，却让不同层面的学生在不同难度的书写里获得肯定与鼓励，让学生有动力和积极性去完成后面有难度的全面复习。

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In 2nd Grade’s math curriculum, Mrs Lauren Malan has shared that for the topic of division, students have agency in choosing the work and tasks that they wish to do (these tasks all meet the standards and outcomes but they’re presented in different ways and students choose which one they’d like to do first and so on). Not only does it promote autonomy, students begin to now have more and more confidence when applying the skills they’re learning. This is something I can refine on and implement for the students on intervention as well.

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差异差异化教学的8个层次

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差异差异化教学的8个层次

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刘红宁老师针对班上不同学生设计了针对性的教学目标、教学内容以及针对性练习，让每个孩子都能够在课堂上有收获、有成长。刘老师最后分享，看到孩子们有成长，自己像看到培养的花儿开放一样开心，特别打动人。刘老师的耐心、细心、爱心都值得我继续学习。

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观G4郑老师课堂收获：郑老师在课堂针对不同的学生设计了有梯度的问题，让每个孩子都能够在课堂上有所收获，有所成长。通过小组合作、讨论的形式，让孩子们自己总结出什么才是一个真正的好问题。

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观G4郑老师课堂收获：郑老师在课堂针对不同的学生设计了有梯度的问题，让每个孩子都能够在课堂上有所收获，有所成长。通过小组合作、讨论的形式，让孩子们自己总结出什么才是一个真正的好问题。

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刘红宁老师差异化教学亮点

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刘红宁老师差异化教学亮点

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刘红宁老师在小学数学课堂中，根据班级学情，每节课坚持进行差异化教学，经过两年多的尝试，不同层次的学生在数学学习上有着非常显著的进步。刘老师从分层教学目标、分层设计教学资料，针对外籍学生由中文翻译英文帮助学生理解、分层教学过程等环节，对不同层次的同学进行教学，我们数学组的全体老师深受启发。今后，我将从以下几个方面努力：1. 加强学情分析，深入了解每一位学生的学习特点。2. 优化教学设计，在备课中主动考虑差异化元素。3. 营造包容的课堂氛围，让每个孩子都感受到被尊重与被期待。4.给不同层次的学生进行拼音、中文翻译英文等，帮助学生理解题意。 5.加强家校沟通。

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作为一个数学老师观语文老师的课是非常有趣的，在杨老师的课堂上，我看到杨老师上课的全身心投入，绘声绘色，讲到高潮时高歌一曲，学生们听得入了神，掌声，笑声不断。课堂氛围极好！学生参与性，表现强性！课堂提出不同层次的思考问题，体现差异化教学特点。