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CHOICE-BASED activities - Students can choose which activity they'd like to do based on their interest and perceived skills. The teacher can then facilitate the different activity groups, together with the peer support given in the collaborative work.

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Padlet can also be use in cooperative learning where DI can be integrate when setting tasks

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Usage of game platform like Blooket which allows learning to take place at independent pace (DI). We carried digital assessment by using SLS and Nearpod

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With easy accessibility to technology, students can access anywhere and anytime at their convenience. Teachers can provide comments and feedbacks to students' response @ SLS.

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With easy accessibility to technology, students can access anywhere and anytime at their convenience. Teachers can provide comments and feedbacks to students' response @ SLS.

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Flip the classroom and use tech to create and share video lessons or instructional content that students can access outside of class time. This allows teachers to allocate more in-class time for individualised support (LP students or misconceptions), addressing specific questions or concerns students may have.

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SLS has the discussion feature (similar to Padlet and Nearpod) for students to post responses and findings and for them to comment on others. This allows all students to share their thinking. Pairing this with our usual pedagogy, such as Initiate-Respond-Follow-up or Refine, Refine, Refine, allows all students to learn from each other and ensure that all students are engaged, not just a selected few.

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Allow students to pick how they respond to questions (drawing/audio/video).
Assigning different questions of different difficulty levels to students to suit their ability level.
Providing more than one option of presenting information using video/pictures/ITT.

With the new adaptive learning system(ALS) on SLS, we can encourage students to revise concepts based on their ability level.

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Assign tasks eg. reading tasks with recording via SLS. Allows teachers to have an immediate bank of pupils' responses for reference and discussion purposes. Some pupils actually read better or present better when they are at home.

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Assign tasks eg. reading tasks with recording via SLS. Allows teachers to have an immediate bank of pupils' responses for reference and discussion purposes. Some pupils actually read better or present better when they are at home.

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In learning how to provide their responses and opinions, we can use the Tooltip in SLS to provide scaffolding for LP students (e.g. how to start the sentence when they want to share an opinion, to provide reason etc).

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Let students complete their reflection on the ITT platform as a FA. They can read their classmates' responses to deepen their learning.

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Assigning Quiz questions on related topics before actual classroom teaching.
This allows pupils to learn frm their mistakes or confirm or amend their understanding.

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Allow students to have a say in their learning process. Use of padlet to facilitate discussions, peer feedback, and self-assessment, empowering students to take ownership of their learning.

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Technology allows for online activities or tablet apps that use a combination of visuals, sounds, and interactive objectives which engage visual, auditory, and kinesthetic learners. Additionally, it provides students with different options for engaging with the content based on their interests and learning styles

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To use the new group function and we can group pupils by their readiness and interest! They can all learn in their safe zone! Thanks Amira for the sharing!

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I can see pupils different responses

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While we are playing Quizlet group games, we can pair a HA student with a MA/LA student in the team, let the HA students help and guide the others in his/her team.

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Regrouping based on performance

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By assigning different levels of questions based on sls grouping. 

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By assigning different levels of questions based on sls grouping. 

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Make use of the sub-group function in SLS to assign questions of different difficulties to the students.

Students can upload their recording/video on Padlet for classmates to comment.

Shi Min

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In PE lessons, Plickers is a good interactive tool to enable teachers to get a quick sensing as to how students are progressing and how they might be feeling with regards to performing a skill. They can also submit answers quickly and teachers can see their responses so as to provide immediate feedback and correct any misconception.

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Provide different options to students by designing a range of learning activities for the different ability groups.

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Seesaw: to record their movement patterns and peers to give feedback

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Use SLS quiz function (MCQ) to check on pupils’ understanding of the prior knowledge or the topics which they have learnt previously.

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Use SLS quiz function (MCQ) to check on pupils’ understanding of the prior knowledge or the topics which they have learnt previously.

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Apart from kahoot, I use Plickers on a weekly basis as a form of revision and to recap what has been taught for that week.

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Apart from kahoot, I use Plickers on a weekly basis as a form of revision and to recap what has been taught for that week.

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Grouping the students according to their abilities and differentiating the questions given (e.g. LP to provide more scaffolding) so that the same outcome can be achieved for the whole class, but with differentiation in guidance/scaffolding.

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SLS: Assign different (varied) tasks for different progress learners. Trs also set same task but customise to provide additional hints/support for LP learners.

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Teacher can provide more scaffolding to the students who need in the area.

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Students can create and upload their video for share not tell for their peers to evaluate. 

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Students can create and upload their video for share not tell for their peers to evaluate. 

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Hiang Meng
Use SLS quiz, use heatmap, based on the data, teacher can differentiate learning content to different groups of students

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Peer feedback with scaffolding

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Movement is learnt through many ways.
Some students learn better with trial and error while others need to watch in slower speeds or to watch a clear break down of a movement to learn.
While there are students who needs to watch how a skill is applicable in a real world context (i.e. in a sport like basketball)

Technology will be able to help by recording a student movement for FA.
It can help a student by watching videos in a manner of a sport or a tutorial.

Tim

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We can tap on the groupings in SLS to give differentiated instructions to a specific group of students (set permission of each activity for different groups of students). Another way is to use SLS ITT which allows the students to have the choice on how they prefer to present their responses in different modes (eg. Draw, write in paragraphs).

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Students can use the recording function in SLS to record a segment of their reading at home.

In class, students can comment and share the strengths and/ or weaknesses of their reading.

These recordings can be used as an informal assessments of students' progress for reading fluency.

Sock Hui

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Set different types of assignments to different abilities group of students

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I can use the Flexible Grouping feature in SLS to DI my lesson

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Can help to scaffold the lessons better so that it is more targeted. Students can learn at different pace as well.

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Using technology, I can allow different students to view different parts of the assignment (instructions/assessment) at the same time. It also allows every student to have a voice and not be overpowered by the vocal students in class

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Padlets could also be used to get the responses from students and get peer feedback by commenting on people’s posts.

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A very good tool to analyse students responses - fast n efficient especially in the case of mcq. Can do di n select relevant to close learning gaps

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A very good tool to analyse students responses - fast n efficient especially in the case of mcq. Can do di n select relevant to close learning gaps

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I can pose quizzes on SLS as diagnostic tests to gauge students’ readiness level. Then it would allow me to differentiate the content

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Using Adaptive Learning for students in SLS.

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Students used Padlet to do their self and peer assessment. Students will upload their artworks and also their artist statements. Moreover, students will provide peer feedback for their peers.

Sheila

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We can assign diff tasks to diff groups of students. Amira taught us how to last wk! :)

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- use of SLS interactive thinking tools to enhance FA in teaching, track students learning / thinking process
-use of subgroup in SLS for DI so learners can attempt various questions targeted at their level of readiness.

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Students may choose to read graded books, record and post them or even have it read to them.

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TingTing: Allow students to express what they have learned thru google docs.

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I use kahoot for FA as it is engaging and makes use of time pressure and points to get students to focus and answer as accurately as possible. Kahoot gives me live feedback and I can correct any misconceptions immediately

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Set different question for different group of students.

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Boosting confidence level & self-esteem:
Assign different difficulty levels of questions to students of different readiness levels.