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Like the qn asked: why is there no digested food in the large intestine? - getting pupils to link back to concept of where digestion is completed

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I like that you put a tick for every point to acknowledge that child’s input.

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T: Guiding questions were given to help pupils understand questions.

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I like that you make the child write down the change variable in ‘easy to understand phrases’.

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T: Again brackets are given to help pupils identify answers. :)

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Like: written comment to get pupils to think further, instead of providing answers to them straightaway

Qn: with the written comment, was the pupil able to identify his/her mistake and give the correct answer in his/her correction?

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T: insisting on correct answers. Very resilient teacher in chasing corrections! :)

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T: Brackets help pupils identify answers

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T: Reinforcing concepts learnt. Good

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I like that you gave stickers once all the corrections are completed. Works as a good motivation for the child and also a visual indicator for the teacher that all corrections are done.

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Like- pupils to highlight the key words su h as aim, variables. Allowing them to pay more attention to what is required in the qn and to understand the qn better

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Like- giving pupils the automony to decide what the plant they want to draw and good to see pupils including the parts and functions of plants too

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T: Can see pupils doing Science working! Good job!

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I like that you ask the child question instead of simply putting arrows at the missing roots.

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Use of bracket to indicate the correct concept given -allowing pupils to know what is required in the answer

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T: Reinforcing concepts learnt. Good!

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I like how detailed you are when explaining the fair test variables (change, constant and measured). It is very clear and this works as a good piece of note for revision.

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T: Compliment for good work done :)

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Pupils copied down teachers' explanation for greater understanding

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Use of bracket to indicate the correct concept given - allowing pupils to know what is required in the answer

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T: Explanations were given to pupils to help them in their understanding of the question. Good!

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I like that even though the child has gotten the correct answers, you still bracket up the key phrases so that when the child revises, he/ she will know the main points.

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Pupils highlighting key words (aim of expt, variables etc)- to allow them to understand the qn and look out for what is required in the qn

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T: activity allows students to be self-directed, varied responses

A: How does the student check or confirm their guess?

G: would they be required to write a number? 😊

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G - Provide brackets/ lines for students to attempt to spell correctly.

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G- I actually went through these pages together with my class as many of them were not confident to answer the use of the objects and the similarities on their own. I will give my pupils the opportunity to answer them in their own words next time.

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T- Pupils list down characteristic of animals to compare the similarities and differences, provide scaffold for crafting the answer. 

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T- Pupils list down characteristic of animals to compare the similarities and differences, provide scaffold for crafting the answer. 

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T - good to ask students to list the characteristics of the mushroom

G - perhaps students can match the information to the table by ticking/crossing

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T: varied responses, students’ work

A: Was there peer checking before work was handed in?

G: Does the student know why the preferred answer is ‘waterproof’ and not ‘strong’? Is it a common error?

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A - Do you explicitly teach your pupils that they should use a line for label?

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It is good to have a visible reminder to pupils to check their spelling as spelling of some key words are important for them to learn properly.

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T: I like that you have extended the learning of iodine with this article. It makes the learning meaningful.

~Michelle~

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I love how your questions are simple yet so powerful in getting pupils to really think! The way you frame them makes learning feel natural and relatable, encouraging them to pause, reflect, and connect ideas on a deeper level. It’s not just about answering, it’s about real understanding and metacognition in action. This kind of teaching sticks with them long after the lesson is over. :-)

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I love this take note based on the notes given. This will be good for revision to encourage students to consolidate or write notes while revising. Please share the notes with me.

Thank you in advance🤗,

Anisah

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A: How do you encourage your students to pen down notes?

~Michelle~

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Giving pupils authentic and relatable comments is such a powerful way to connect with them and make learning meaningful. When feedback is genuine and speaks to their experiences, it encourages growth, builds confidence, and helps them see their progress in a way that truly resonates. It's amazing how the right words can inspire, motivate, and make a lasting impact on a child's learning journey! 💡✨ - Lalitha

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Love this strategy. Will try to do this for my class.

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T: I like that you leverage on the student's existing knowledge to stretch his/her conceptual understanding by asking a relevant question.

A: How can we put in place a system to allow us to efficiently track the students' responses? :)

~Michelle~

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I love the colourful notes in the file. It’s makes learning more enjoyable.

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T: I absolutely love how pupils are taking ownership of their learning by unpacking science concepts through their own notes! It’s such a fantastic way to reinforce understanding, and the self-directed nature of it truly empowers them to internalize and apply what they’ve learned. A great way to deepen understanding and make connections in a way that makes sense to them. This level of self-directed learning not only builds confidence but also nurtures critical thinking skills that will stay with them beyond the classroom. Such an empowering approach! 👏✨

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I like the feedback. I have no chance to give feedback as my pupils just copy my answers.

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I like the highlighting using different colours. Will encourage my pupils to do the same.

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I like the chop, saves the trouble of writing additional instructions.

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I like the highlighting of the text using different the important words. colours which is not present in my pupils. Will try to encourage my pupils to highlight the important words

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I like your science notes. They are very clear and in a simpler language that your students are able to understand.

From : Anisah

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T: I like how you used the diagram to implement OOW.

G: I can adopt this same strategy for more efficient application than to have to prep/draw out the boxes to link the ideas.

~Michelle~

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T: I like that you use stickers to affirm pupils for their good work. I also like that you take the time and effort to write bite-size feedback for pupils to work on to move them forward.

G: I would like to try it out with my 5 Resilience pupils. I wonder if it will help my pupils to act on feedback in a more timely manner. Will try it out and share with all of you at the next sharing. :)

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Gwen: 5 min to get pupils to learn and share their expertise to the peers. Will try this with my 5 Integrity for plant transport system.

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Gwen: Sally printed 3 sets for each pupil so that each pupil get to investigate if the conditions of light, water and warmth are needed for germination.

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T: I like how you extended the Sparkle Kit activity, providing opportunity to stretch the HR students and applying their learning.

G: This approach can be adapted for my LR class by:

(i) reducing the number of characteristics listed for each member

(ii) filling in the blank boxes with some pre-determined characteristics

e.g.: _________ eyelids

__________ earlobes

~Michelle~

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Gwen: Good to do the ws on graphic first followed by the more "wordy" ws.

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T: Oh wow, Michelle! You administered 5 class-based assessments. Impressive!

A: How did you manage to find time to do all these and yet be able to manage covering the teaching of content?

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T: Thank you for showing how CBA can be used in the class to support the LR students. Questions focused on K questions (flower parts) and some application questions (dispersal method based on picture)

G: I would try more timely CBA but with more difficult questions for the HR/MR classes.

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Gwen: It didn't occur to me to indicate the seed part. I can highlight this to my pupils next time.

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T: I like that affirmation and giving praises need not take a lot of effort and time. Drawing a star next to a correct answer provided by pupils is easy to do yet powerful enough to communicate to pupils that you appreciate their efforts and a job well done. :)

Cheers,

Sally

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T: I like the idea of tapping on peer as a learning resource. The interactions make the learning fun and motivate the students to learn.

G: I can apply this for the topic of Plant Transport System.

Expert 1 : food-carrying tubes

Expert 2 : water-carrying tubes

~Michelle~

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This is a useful class-based assessment after you have completed teaching the concept of pollination to check for understanding. I liked that it was simple to administer, yet effective for you to close any learning gaps. Thanks Gwen.

Cheers,

Sally

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Gwen: Do the pupils know which part of the notes to refer to?

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T: like how you have identified the concepts that need to be reinforced e.g self pollination and cross pollination, fertilisation

G: I can try to identify concepts that students might need help in and reinforce them in a more timely manner.

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T: I like the idea of having students reflect on their learning for CBA. Self-reflection by students and an alternative assessment to assess students' understanding. :)

A: I wonder how I could adapt this for my LR class who may not have the competency to express themselves clearly with writing.

~Michelle~

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T: like the scaffolding at the beginning of the worksheet. There is also opportunities for students to learn from each other.

G: I should have activities that tap students as resources to learn and assess.

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Gwen: Graphic representation is good for MR or LR class.

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Gwen: I like the note written on the graph to indicate that roots will grow out first.

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T: Even though spelling may not be penalized in formal marking, good practice to reinforce students to spell correctly particularly so with some important Science terms

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T: There's strong effort to get students to indicate clearly on their corrections. Some students missed out C/E/R and teacher will reinforced the indication

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T: I liked how the brackets are given to affirm pupils and to focus them on the right answers. Good questioning techniques as well to help pupils reflect on what is the gap in their answers.

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T: Scaffolding the thought process through circling of key words, breaking down and arrows help students in understanding the questions, re-looking into their answers. I like that CER at the side was used to remind them on the structure.

A: CER at the side - is it a common practice for the other topics and across level worksheets?

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T: Questions prompt allow further opportunities for students to re-think their answers and reasonings again.

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I like that there is written feedback given to the pupil to inform them what is lacking in her answer.

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T: I love how the students can follow the questions in SOAR to reflect on how they can do better. Teachers' affirmation adds meaning to this reflection activity, to boost students' confidence, esp LR pupils.

A: is this something used for all classes? Good to share w all teachers, and they can consider (not using it wholesale) but adopting for their own student profile.

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Deliberate use of CER whenever possible to allow pupils to practice and master the skills

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T: l liked how scaffolding is done to help pupils to focus and recall basic concepts for LR classes. Will adopt for my LR class :)

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T: I like the way explanation was given to help LR pupils understand basic concepts 

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I really like this template for pupils to tick and check. Might adopt for my MR class

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T: I liked that pupils are brought through the CER in an elaborate manner

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I like that you follow up with the same test after realising that pupils did not do well for it. Glad to see that pupils did well in the second test

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T: Yin Fun consistently reminded students of the CER structure. This helps and guides students in better structuring their responses when they do their corrections.

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T: good way to recap with pupils basic concepts of what is in the respiratory system. 

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Plenty of annotations to help the pupils understand the questions. Used questions to recall other concepts as well.

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Very clear and helpful for MR & LR. Definitely can try with my class.

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T: Qn aimed at helping pupils understand what is missing in their work. 

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T: Great opened-ended questions posed in the chapter booklets to stimulate deeper thinking

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XL used a different CBA for this class compared to HR. Focus was on the use of words instead of diagram. Most students got the qns correct.

T: I like how CBA is used for the different readiness group. Though this CBA seems easy, it serves as baseline to gauge their standard. And future CBA can be modified accordingly.

G: Would be more daring in changing CBA for my HR-MR-Fdn classes.

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T- I like the follow up question to clarify what the pupil is stating

G- could also give some encouragement for their answers 😊

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Students wrote notes.

T: I like how the concepts are linked to the options.

G: Would encourage more students to write their notes, especially those who had gotten the questions wrong.

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G: Good to add in the word (pair) in case pupils have any misconception on the number of legs.

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Class tests were used as a form of CBA. Understood from XL that for students who did not do as well, reason could be due to misreading the questions.

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T - I found this exercise very interesting!

G - perhaps you could stretch the Integrity pupils with classification into 3 or more groups?

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A - were the pupils assigned to complete this independently in class?

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I like that learning points are usually substantiated with examples

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T - clear evidence of CER 👍🏻

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I like that questions are annotated for clearer understanding of new terms.

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Good practice for classification. Although teddy bear can be grouped under both headings, we should highlight to pupils to group each object under 1 group only.

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T: I like that the pages which corrections needed to done are clearly written and teacher asked for clearer differences between flowering and non-flowering plants

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T: another evident of CER in the teaching,

G: Pupils can write other characteristics

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T: I like that pupils have to provide the reasoning why the thing is grouped correctly. - use of CER

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T - the notes written on the papers by the students will be very helpful for their revision.

A - May I know if pupils were given an option to copy or it’s instructed by the teacher to copy the annotations?

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Feedback for students on classification.

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Circling words that would help the students in reading the questions accurately. 

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T: I like it how students paid attention to the question stem. Helps the students to be more careful readers.

G: Will do it more intentionally when going through selected questions in chapter booklet.

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Good to get pupils to circle the objects in the same group.